Running head: PORTFOLIO ASSESSMENT 1

Artifact H: Portfolio Process Assessment

Heather E. Mueller Titus

Seattle University
PORTFOLIO ASSESSMENT 2

Artifact H: Portfolio Process Assessment

As I reflect on the portfolio process, along with my two years of experience during the

Student Development Administration (SDA) program at Seattle University, I have come to

realize a lot about myself. The three main lessons I learned from this cumulative portfolio

experience are to purposefully make time for reflection, to consider the multiple ways I can be an

authentic leader, and to not limit myself when considering future opportunities.

Reflection

As I created my portfolio and selected the content I wanted to include, I realized I could

not move forward with this process without engaging in critical self-reflection. As part of this

process, it was helpful to revisit the personal statement I submitted as part of my application to

the SDA program, and seriously thought about who I was now that the program was coming to

an end. Before this program, I knew I wanted to support historically marginalized students, but I

was not ready to address how my experiences of privilege and oppression factored into this

equation. Now, I am continuously thinking about strengths and areas of growth as a

professional, and how I can use my personal narrative as a tool to empower students.

Authentic Leader

One question my Chair, Mike Segawa, asked me is how I want to show up as a leader,

which helped me reflect on the different ways I can be a leader as a student affairs professional.

First and foremost, I strive to be as authentic as possible and lead by example, showing students

to embrace who they are, including their strengths and weaknesses. However, another way I can

be a leader is by being a follower, and letting students lead themselves. I can do this by taking a

step back, and asking guiding questions; never telling students what to do, but empowering
PORTFOLIO ASSESSMENT 3

them to make their own decisions and using my knowledge to help them navigate the systems of

higher education institutions.

Future Opportunities

Another key point my Mr. Segawa highlighted is that I should not limit myself to the

opportunities I included in my two-to-five year professional development plan, Artifact F, nor

should I limit myself to the types of jobs I apply for. While I talk about engaging in NASPA

conferences and conducting research, he suggested I also develop professionally in other ways.

Another way I can continue to develop is to volunteer as a speaker for the Take Back the Night

Foundation, adding professional speaking to my development. Also, while it is my dream to

work as a director for a Lesbian, Gay, Transgender, Queer, Intersex, Asexual, etc. (LGBTQIA*)

center, I should not limit myself to this position. While this is a great aspiration, I never know

what opportunities may unfold, and I should keep an open mind.

Advice for Future Students

The most important thing I learned from this program is that each person is on their own

journey to success, and while it is difficult not to compare yourself to peers and others in the

field, it is vital to do so in order to remain confident and resilient. Through this process, I have

come to realize that I am a generalist in the sense that I love working in a variety of functional

areas, and carry a unique perspective for doing so. I used to think this was a weakness and

would prevent me from finding a full-time job upon graduation, however now I see it as a

strength because I can apply my skills and experiences to a variety of institutions, as well as a

diverse population of students. I would encourage future students to not limit themselves to one

type of position, the same way I should not limit myself to my future opportunities.
PORTFOLIO ASSESSMENT 4

Student Self-Evaluation Rubric #1

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

2. Artifact A: Resume Development

3. Artifact B: Integrated Mission Statements

4. Artifact C: Best Academic Work in the SDA 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 from an Internship

Supervisor
6. Artifact E: NASPA/ACPA Competency Assessment

7. Artifact F: 5 Year Professional Development and Action Plan

8. Artifact G Distinctive Contribution

9. Artifact H: Portfolio Process Assessment *

10. All Artifacts (A-H) are Completed

11. Portfolio Learning Outcome Narrative: All Sections Completed

12. Portfolio Learning Outcome Narrative Addresses All 10 Learning Outcomes

*to be completed after portfolio presentation
PORTFOLIO ASSESSMENT 5

Exemplary Advanced Clear/Direct Some Inadequate

illustration of illustration of illustration of illustration of the illustration of the
the outcome the outcome the outcome outcome outcome
Quality

of the Narrative Exemplary

reflection
Advanced
reflection
Deep/Critical
reflection
Obvious/Apparent
reflection
Inadequate
reflection

Learning Exemplary Advanced Strong Some synthesis

Limited synthesis
synthesis of synthesis of synthesis of of curricular and of curricular and
Outcome curricular and co- curricular and co- curricular and co- co-curricular co-curricular
curricular curricular curricular experiences experiences
experiences experiences experiences

3 = pass Exemplary style, Advanced style, Strong style, Inconsistent Inadequate style,
structure and structure and structure and style, structure and structure and
organization of organization of organization of organization of organization of
narrative narrative narrative narrative narrative
SDA Outcome #1:
Understanding the foundations
and emerging nature of the
Student Affairs profession and
5 4 3 2 1
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 practice 5 4 3 2 1

SDA Outcome #4:

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

SDA Outcome #7:

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

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, and 5 4 3 2 1

SDA Outcome #10:

Establishing and enhancing
4 3 2 1
professional identity. 5
PORTFOLIO ASSESSMENT 6

SDA Portfolio Assessment 2016-2017

Name of Student: Heather Mueller Titus

Faculty Evaluator: James Willette

Signature of Faculty Member: Date:

FIRST Pass
REVIEW No Revisions Required
Provisional Pass (Revisions Required)
1-3 Learning Outcomes need to be revised
Partial Pass (Significant Revisions Required
4-6 Learning Outcomes need to be revised
Not Pass
Major revisions--7 or more Learning Outcomes need to be revised;
cannot proceed to oral presentation
Required Revisions/Comments:

FINAL Pass
REVIEW Not Pass
Comments: