Portfolio GuidePSYCHOLOGY

CHAPTER 1

Introduction

As part of the requirements for all students in the Psy-chology Program, you are required to develop and maintain a portfolio that documents your professional preparation and application of your new learning as you progress through the program. Portfolio develop-ment is an on-going process that begins in the first class you take, Ethics for Mental Health (Psyc 222), and is further expanded as you take other professional development courses, and is finalized as you complete your capstone course Counseling Theories & Tech-niques (Psyc 470).

CHAPTER 2

Organization of the Portfolio

Portfolios can provide important insight into one’s individual talents and beliefs about psychology. With this process, they can gain valuable experience in selecting the types of materials they collect as well as ways in which to store the informa-tion. We are no longer confined to main-taining a portfolio in a binder—one op-tion being electronically.

ELECTRONIC PORTFOLIOS

Electronic portfolios are concise, annotated collections of work and things students have accomplished, in and outside the classroom. What makes them very different from traditional portfolios is that they can include scanned or digital photos, video and sound clips, animations, recordings of teaching, text, traditional writings and drawings (see Appendix C). The advantages of an electronic portfolio is that it can easily be updated, is easily transported, takes less storage space, can contain authentic assessment materials, can serve as an assessment tool, addresses all modalities of learning and can be used to document finished work or work in progress.

SECTION 1

GuidelinesThe following guidelines will help with the organization and professional appearance of your portfolio:

• Organize your portfolio in a digital format that is appropri-ate for the materials. A link will be provided by the Univer-sity.

• Electronic Version: Your first step will be to get a WordPress account through SWAU. See Professor Giraldo so she can request an account to the Institutional Technology Depart-ment.

• Provide an attractive cover that identifies yourself as the author and the specific degree program in which you are en-rolled

• Include the following:

• Table of Contents

• Provide an Autobiographical Introduction of yourself

• Include your Resume

• Include a Reflective Conclusion – At the conclusion of your internship or capstone course, write a 250+ word essay in which you reflect upon your overall growth in professional preparation, particularly at this juncture. Consider such things as: What have I learned? How did I learn them? What are the strengths and weaknesses I will take into my first career? How did my field experi-

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ences and the compilation of this portfolio help me iden-tify my strengths and weaknesses?

• Convey an appealing and creative format, express well writ-ten prose with a logical progression of thought, portray logi-cal organization with excellent balance, and display excel-lent editing

• Include a variety of artifact types—not all “text,” not all “graphics” (see description below)

• Prepare a introduction to be included with each artifact (see description below)

• If using photos of minors, use software (such as Adobe Pho-toshop Elements) to blur the children’s faces

• Any course assignments included in the portfolio should be “clean copy,” no instructor comments

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CHAPTER 3

The Artifacts

Benchmark Requirements Each professional psychology class will have a requirement for a perform-ance evidence submission to the portfolio (See Appendix B). Each benchmark sub-mission will be evaluated by the profes-sor teaching that particular class.

ADDITIONAL EVIDENCES

In addition to the Benchmark Requirements, 4-5 additional evidences should be included in the portfolio. You will make choices as to which evidences you will include to represent your professional growth (see Appendix C). There must be at least two evidences from each of the four QEP categories.

SECTION 1

ArtifactsEach artifact needs to have its own cover page with Title, Ra-tionale, and Reflection. The page should correspond with the artifact itself. The Title should be a clear description of the ar-tifact. What is the artifact? The Rationale should describe the reason you are including the artifact in the portfolio. Why was it chosen? learning outcomes for this evidence. What did you learn from it? (See Appendix D)

Your portfolio should reflect your individuality. The Psy-chology Program prescribes some artifacts or artifact types you need to include in your portfolio. However, your creativ-ity, experiences, and beliefs will make your portfolio unique.

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CHAPTER 4

Evaluation of the Portfolio

Your portfolio will be evaluated two times while you are completing the Psychology Program. The first port-folio evaluation is submitted when you take courses in the spring semester of your junior year in the class Ab-normal Psychology (Psyc 340). The second portfolio evaluation is submitted prior to graduation, with a for-mal presentation of the portfolio in the capstone course, Counseling Theory & Techniques (Psyc 470). The portfolio will be randomly assigned to one other psychology professor besides the one in whose class your portfolio defense will take place.

SECTION 1

Evaluation

Portfolio rubrics will be used in the evaluation process (See Appendix E). Your portfolio will be rated on a four-point scale. Each point is labeled as one of the following: Exem-plary, Target, Marginal, or Unacceptable. Your portfolio must have a rating of Target or above for each criterion listed in the rubrics, with an overall score of 15 or higher, in order to pro-ceed in the Psychology Program at the initial point of evalua-tion. You should use these rubrics as guides when planning, assembling, and updating your portfolio.

Transfer students will be placed in the portfolio year that is most appropriate based upon their experience and course-work.

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SECTION 2

QEP Outcomes

1. Technical Performance a. Using the library’s online catalogue b. Accessing databases c. Using internet search engines d. Understanding computer hardware e. Understanding software operating systems f. Entering, editing, and formatting data within text docu-mentsg. Using presentation applications h. Understanding the ethical uses of computer

2. Research Skills a. Formulating the research questionb. Determining the nature and authority of sources c. Accessing sources through catalogues, databases, and search engines

d. Analyzing the information in sources e. Synthesizing information from various sourcesf. Understanding the principles of documentationg. Understanding the ethical uses of source material h. Documenting an essay using a discipline-specific style man-ual

3. Writing a. Reading and writing a paragraphb. Formulating the thesis statement c. Defining a specific purpose d. Writing an expository essay e. Understanding the principles of development, coherence, and clarity f. Understanding the principles of argumentationg. Understanding the principles of reasoning and logic h. Editing a document

4. Critical Thinking a. Refining the research questionb. Understanding the nature of informationc. Evaluating various points of view d. Identifying and justifying assumptions e. Identifying key concepts and ideas f. Considering implications and consequences g. Identifying inferences and their logical conclusions h. Understanding bias and propaganda

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APPENDIX A

Aims of the Department

The goals of the department are to serve those who are interested in majoring in psy-chology and those who wish to pursue ad-vanced degrees in the areas of psychology and counseling. This degree is designed as a basis for graduate work which provides a ba-sic understanding of Christian psychological principles and to provide a background for a wide variety of careers that involve working with people.

GOALS/OBJECTIVES

Southwestern Adventist University’s goal is to provide each student with outcome driven educational competencies. Upon completion of this program, the student will demonstrate:

SECTION 1

Goals & Objectives• Subject matter proficiency

• Instructional planning using broad based media

• A variety of presentation skills to meet the needs of a diverse population

• Assessment and screening procedures to ensure competency

• Supervision and management skills

• Record keeping as a process of accountability

• Christian professional and interpersonal responsibilities for service in their local church

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APPENDIX B

Benchmark Requirements

QEP Outcomes:

1. Technical Performance 2. Research Skills 3. Writing 4. Critical Thinking

Course Benchmark QEPPSYC 212

General PsychologyJournal Review 1

PSYC 220Human Growth and

Development

Power Point Presentation on a Topic in Human Development

1,2,4

PSYC 222Ethics for Mental Health

Professionals

Ethical Dilemma Case Analysis 3,4

PSYC 244Courtship, Marriage, and

Family

Analysis of a feature film 1,3,4

PSYC 322Adolescent Psychology

Adolescent Issue Paper 1,2,3,4

PSYC 331Strength in Diversity

Ethnic Roots Paper 1,3

PSYC 340Abnormal Psychology

Case Studies Report 2,3,4

PSYC 360Personality Theory &

Development

Term Paper on Personality Development

1,2,3,4

PSYC 445Deviant Behavior

Forensic – Type Paper 1,2,3,4

PSYC 460Applied Social Research

Methods

Proposal 1,2,3,4

PSYC 470Counseling Theories &

Techniques

Intake Evaluation Form 3,4

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APPENDIX C

Additional Evidences

• Letters of thanks/recognition from supervisors and other individuals

• Honors/awards/recognitions/scholarships

• Memberships in professional organizations

• Leadership positions

• Relevant work experience/community involvement

• Work-focused photographs/CD (with appropriate permission)

• Letters of recommendation

• Multi-cultural experiences

• Correspondence with clients where appropriate

• Assessment/evaluation projects

• Items identified in the syllabi of teacher preparation courses

• Student missionary experiences

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APPENDIX D

Cover Page

TITLE

RATIONALE—

REFLECTION—

APPENDIX E

Evaluation Rubrics

•First Portfolio Evaluation Rubric Spring Semester Junior Year.

•Second Portfolio Evaluation Rubric Spring Semester Senior Year

FIRST EVALUATIONCriteria Exemplary

4Target

3Marginal

2Unacceptable

1Score

BenchmarkRequirements

All benchmark requirements to date are well presented; all cover sheets well developed

All benchmark requirements to date are included; all cover sheets follow recommended format

All benchmark requirements to date are included with the exception of one; all cover sheets included

Two or more benchmark requirements and/or cover sheets to date missing

Additional Evidences

Inclusion of four or more evidences, along with cover sheets

Inclusion of three evidences, along with cover sheets

Inclusion of two evidences, along with cover sheets

None or one evidences included

Organization Appropriate notebook; intro pages included (Title Page, Table of Contents, Autobiographical Intro, Resume, Letter of Acceptance); dividers used; logical organization

Appropriate notebook; most intro pages included; dividers used; logical organization

Appropriate notebook; some intro pages included; dividers used; logical organization

Inappropriate notebook; few intro pages included; no dividers; not well organized

Appearance Attractive cover; appealing in color, design, and print; creative format; neat

Attractive cover; appealing in color, design, and print; neat

Cover included; neat

No cover; unattractive appearance

Conventions Uses conventions (spelling, grammar, capitalization, punctuation) accurately and effectively so content is easily understood

Uses conventions accurately so content is understood

Uses conventions adequately so content is mostly understood

Uses a few conventions so parts of content are understood

Total Score

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FINAL EVALUATION

Criteria Exemplary4

Target3

Marginal2

Unacceptable1

Score

BenchmarkRequirements

All benchmark requirements to date are well presented; all cover sheets well developed

All benchmark requirements to date are included; all cover sheets follow recommended format

All benchmark requirements to date are included with the exception of one; all cover sheets included

Two or more benchmark requirements and/or cover sheets to date missing

Additional Evidences

Inclusion of eleven or more evidences, along with cover sheets; variety of evidences

Inclusion of nine or ten evidences, along with cover sheets; variety of evidences

Inclusion of eight evidences, along with cover sheets

Inclusion of less than eight evidences and/or cover sheets

Organization Appropriate notebook; intro pages included, well presented (Title Page, Table of Contents, Autobiographical Intro, Resume, Letter of Acceptance, Reflective Conclusion); dividers used; logical organization

Appropriate notebook; all intro pages included; dividers used; logical organization

Appropriate notebook; most intro pages included; dividers used; logical organization

Inappropriate notebook; few intro pages included; no dividers; not well organized

Appearance Attractive cover; appealing in color, design, and print; creative format; neat

Attractive cover; appealing in color, design, and print; neat

Cover included; neat

No cover; unattractive appearance

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