Running head: PORTFOLIO PROCESS ASSESSMENT 1

Artifact H: Portfolio Process Assessment

Rachel Fielding

Seattle University
PORTFOLIO PROCESS ASSESSMENT 2

Student Self-Evaluation Rubric

Requirements YES NO
(check if present) (check if missing)
1. Required Structural Documents/Organization of the X
E-Portfolio
X Introduction
X Table of Contents
X Artifact Summary Sheet (Artifacts A-H)
X Artifact Introduction (Artifacts A-H)
X Portfolio Learning Outcome Narrative Summary
Sheet
X Presentation → professional (i.e., visually appealing,
technology updated)
X Organization → user friendly (i.e., easy to navigate,
clear with links, dropdowns, etc.)
2. Artifact A: Resume Development X

3. Artifact B: Integrated Mission Statements X

4. Artifact C: Best Academic Work in the SDA X

program
-Artifact C1: Sample #1: Best Written Scholarly
Paper (SDAD course) -Artifact C2: Sample #2: Best
Written Paper (Jesuit Context and
Commitment)
-Artifact C3: Sample #3: Best PowerPoint,
Presentation, or
Research/Programming Development
5. Artifact D: Professional Letter of Promise or Letter X
from an Internship Supervisor
6. Artifact E: NASPA/ACPA Competency Assessment X

7. Artifact F: 2 to 5 Year Professional Development and X

Action Plan
8. Artifact G Distinctive Contribution X

9. Artifact H: Portfolio Process Assessment * X

10. All Artifacts (A-H) are Completed X

11. Portfolio Learning Outcome Narrative: All X

Sections Completed
12. Portfolio Learning Outcome Narrative Addresses X
All 10 Learning Outcomes
PORTFOLIO PROCESS ASSESSMENT 3

SDA Portfolio 2018

Student Self-Assessment

Name of Student: Rachel Fielding

Name of Chair: Judi Biggs-Garbuio
Date: 4/20/2018

Overall, including both the portfolio and the portfolio conversation, how well do you feel
you demonstrated accomplishment of the SDA program’s learning outcomes?

Complete Accomplishment 5 4 3 2 1 Minimal Accomplishment

Comments:

The portfolio and portfolio conversation processes both stretched me to competently articulate
my skills to practice Student Affairs, and the ways in which I have grown and developed
personally and professionally in the SDA program. Overall, I feel I have successfully
demonstrated accomplishment of the SDA program’s learning outcomes both in my e-portfolio
and formal presentation, and with critical reflection on both components of this process I feel I
have ranked myself honestly. I was incredibly intentional in creating my e-portfolio, and worked
hard to highlight my growth and development as it related to each of the 10 SDA learning
outcomes individually. In this process, I challenged myself to be honest about my experiences,
and to critically define and articulate my areas for continued growth beyond this program. In my
presentation, I aimed to share an authentic narrative by providing context for where I started this
program, articulating how far I have come as a result, and recognizing where I need to go from
here to continue my growth. While I am confident in my portfolio’s demonstration of the
program’s learning outcomes, I recognize that I could have done a better job tying my
experiences and growth more directly to the learning outcomes in my presentation. With this
understanding, I have chosen to rank myself at near complete accomplishment rather than
complete accomplishment. After the portfolio conversation, I received strong feedback on my
presentation, learning, and growth from my committee, faculty, and peers which left me feeling
confident in myself, my abilities, and the journey I have shared throughout this process.
Additionally, as I take the time to reflect on where I personally feel I stand with my mastery of
each individual learning outcome, I am proud of my accomplishments and the skills I feel I have
developed and demonstrated in each.

Please also complete the assessment of specific learning outcomes on the reverse side.
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Learning Outcomes Self-Assessment

 Exemplary Advanced Clear/Direct Some  Inadequate
illustration of illustration of illustration of illustration of the illustration of the
Quality of the Narrative the outcome the outcome the outcome outcome outcome
Learning Outcome Exemplary reflection Advanced reflection Deep/Critical Obvious/Apparent  Inadequate
Exemplary Advanced synthesis reflection reflection reflection
synthesis of curricular of curricular and co-  Strong synthesis of Some synthesis of Limited synthesis of
and co-curricular curricular experiences curricular and co- curricular and co- curricular and co-
experiences  Advanced style, curricular experiences curricular experiences curricular experiences
 Exemplary style, structure and  Strong style,  Inconsistent style,  Inadequate style,
structure and organization of structure and structure and structure and
organization of narrative organization of organization of organization of
narrative narrative narrative narrative
SDA Outcome #1:
Understanding the
foundations and emerging
nature of the Student 5 4 3 2 1
Affairs profession and
higher education

SDA Outcome #2:

Understanding students
and student issues
5 4 3 2 1
SDA Outcome #3:
Exhibiting professional
integrity and ethical
leadership in professional 5 4 3 2 1
practice

SDA Outcome #4:

Understanding and
fostering diversity, justice
and a sustainable world 5 4 3 2 1
formed by a global
perspective and Jesuit
Catholic tradition

SDA Outcome #5:

Adapting student services
to specific environments
and cultures 5 4 3 2 1

SDA Outcome #6:

Developing and
demonstrating skills
in leadership and 5 4 3 2 1
collaboration

SDA Outcome #7:

Utilizing assessment,
evaluation, technology,
and research to improve 5 4 3 2 1
practice

SDA Outcome #8:

Communicating effectively
in speech and in writing
5 4 3 2 1
SDA Outcome #9:
Understanding issues
surrounding law, policy,
finance and governance, 5 4 3 2 1
and

SDA Outcome #10:

Establishing and
enhancing professional
5 4 3 2 1
identity.
PORTFOLIO PROCESS ASSESSMENT 5

Portfolio Process Reflection

The portfolio process required of the SDA program has been a critical component to my

understanding of the ways I have grown and developed throughout this program. As I critically

reflect on this final culminating experience, there are three key lessons I would like to highlight

relative to my learning in this process. The first lesson is that of understanding how to take the

time to make meaning of my experiences. The second is how to be more vulnerable in

articulating my identities, accomplishments, and areas for growth. Finally, the third key lesson I

have gleaned from this process culminates in me having confidence in my skills and competence

to practice Student Affairs.

I have always considered myself to be a reflective individual, but the requirements of this

portfolio and the amount of time I dedicated to the overall process, taught me that there is a

difference between simply reflecting on my experiences and making meaning of them. This

process challenged me to dig deeper in my reflection of my experiences in my courses,

internship, work, co-curricular involvements, and personal life to truly understand how each of

these experiences intersect to inform who I am as an individual and as a professional. By

pushing myself to consider what I have enjoyed, felt challenged by, and struggled with

throughout this program, I have grown to better understand how making meaning of my

experiences is critical to guiding me in my personal and professional trajectories and ongoing

growth.

The portfolio process has also taught me valuable skills in vulnerability. For me, being

vulnerable has historically been uncomfortable, but challenging myself to authentically articulate

my SDA narrative has taught me how to lean into the discomfort I frequently feel in sharing

myself with the world. Throughout this process, I have learned that vulnerability is a key
PORTFOLIO PROCESS ASSESSMENT 6

component to personal growth, and also to building relationships grounded in trust. In this

process I was pushed to be vulnerable with myself first, which taught me how to give myself

grace and has increased my ability to authentically and humbly share my whole story – including

my proud moments and the tough ones. I believe this increased comfort with vulnerability will

be important to my ability to foster identity development with my students in my career.

Over the years, I have found that with fear of vulnerability often comes self-doubt in my

experience. As someone who often struggles with self-doubt, this portfolio process has truly

helped me to see that I am a competent and skilled individual and I should be confident in this

fact and in myself. Though I have worked full time outside the field throughout this program,

the self-reflection and intentionality inherent in the portfolio process has helped me to recognize

that my journey is unique and with that comes the unique skills, traits, and experiences I bring to

the table. As a result of this experience, I feel that the most important lesson I have learned is to

be confident in myself and the skills and abilities I possess as a result of my individual journey.

Overall, the SDA portfolio process has been a valuable experience that has taught me

more about myself and this field than I could have ever learned from a culminating exam. I look

forward to seeing where my career takes me, and know I will frequently look back on my

portfolio and this process to assess myself and hold myself accountable to my goals and

continued development.