Implementing University-Wide Portfolios

I have been part of a team of faculty working to implement electronic portfolios at Millikin University for all students. We are emphasizing student self-responsibility and individualized "personal knowledge management" as fundamental goals of the student portfolio process. What this means—in practical terms—is that we want students to create and shape their own web portfolio as a four-year rhetorical act of making public (publishing) their academic self through exhibits of what they believe to be their best work completed in undergraduate studies.

First, a quick look at Millikin University's resources for student portfolios:

http://www.millikin.edu/portfolio

Note the open-ended approach, with brief guidelines, but not limited to certain templates, no absolutely required elements, nor specific software nor computer platform assumptions. We feature a variety of sample portfolios from different academic areas to show how each student constructs his or her own public identity through their web space.

We have piloted the process of introducing web portfolios as part of first year seminars. The students learn the basics of web design, build a first semester portfolio, and learn to manage their server space (putting public exhibits in their portfolio and keeping private work available only to themselves—outside the web directory).

student guide --> public versus private self

Students are encouraged to think of the electronic portfolio as their public display of work and accomplishments, as well as a place to share their perspectives and values.

student guide --> possible artifacts to collect

The first year portfolios tend to be more personal expressions of identity, with samples of writing, photos of friends, and links to areas of interest. Dr. Denise Myers, a theatre professor at Millikin, teaches a first year seminar on creative play. Her students approach the start of their web portfolios as another arena for play:

exhibit 6 --> freshman portfolio 1

exhibit 7 --> freshman portfolio 2

exhibit 8 --> freshman portfolio 3

Over four years, the students more deliberately build a professional web identity, based on their discipline and future professional goals. Their exhibits become extensions of their resume, often demonstrating professional competence or skills.

exhibit 8 --> senior graphic design portfolio

All students are required to take a course their senior year, called University Capstone, in which they engage in extensive reflection about their educational experience and their future plans. Eventually, we plan to use the electronic portfolios as part of this senior year review.

Each student ideally defines the primary purpose of their portfolio and "cues" the appropriate reader's attitude through a careful design of the electronic portfolio. Students are encouraged to add reflection through a simple guide

student guide --> suggestions for reflection

Each student establishes his or her own boundaries of personal versus professional emphasis in their portfolio. Each student expresses his or her own voice and identity through the verbal AND the visual rhetorical choices made evident in the design of their electronic portfolio.

How should we assess electronic portfolios that include a wide range of media—video, traditional essays, photos, web pages, and professional documents such as resumes?

For me, the primary assessment comes through the student’s own expression of goals and intentions for the portfolio. Through their introductions, reflective pieces, table of contents, navigation system and annotations introducing each portfolio exhibit, they establish the grounds for judging the success of their work.

From a teacher of web design perspective, I might look for unity of purpose, continuity of design elements constituting a publication style, or technical functionality of the portfolio (do the links work?) or other elements.

From a technical writing perspective, we would examine users through a process of "usability" testing, but without such a formal process we can intuitively take on the role of the intended reader and evaluate the portfolio from an imagined "intended" reader perspective.

As 21st century readers, we are comfortable with the integration of media, so we should trust our intuitive experience of being interested, engaged readers in our assessment.