Child and Family Studies

Child and Family Studies Professional Portfolio

Guidelines

2014-15

Table of Contents

Introduction 3

CFS Program Learning Outcomes and Objectives 4

Creating and Completing a Portfolio 5

Documentation Template Questions and Instructions 6

Components of a Portfolio 9

Policy on Continuous Progress 10

Appendix

Rubric 11

Working Review Sheet 13

Theoretical Knowledge 14

PSU Campus-Wide Learning Outcomes 22

How to Read an Academic Article 23

Final Rubric 24

Glossary and Reference 25

Comparative Writing Styles 27

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Welcome to the CFS Professional Portfolio ProcessAs a newly admitted CFS student, please know that you were selected to prepare for the honored professional positions of working with children, youth, and their families. While mainstream society doesn’t always honor these positions, work done on behalf of children, youth, and families should be highly esteemed! This work is laced with moral and ethical decisions that can significantly influence the lives of our clients and students, as well as families and the greater community. As professionals, you will make decisions that have the potential to affect others’ lives significantly. Working with children and families involves a great deal more than just wanting to help others have a better life. Therefore, to assume such a professional role involves a great deal of time, study, and personal reflection.

CFS Faculty and staff have created the admissions and educational process to ensure that all our graduates are prepared for their professional roles. One important aspect of this preparation is the creation of an integrated Professional Portfolio. All students in the CFS Program create a Professional Portfolio to document their achievement of the program learning outcomes and objectives.

In terms of grading, we do our best to return material to you just as soon as we can. For the portfolio classes in particular, where prompt feedback is so critical, you can expect a turnaround time between one and two weeks for your documentations.

Many students don’t know, however, that at a university like PSU, teaching and advising students constitute just one part of faculty members’ jobs. Most of your faculty are also held accountable for maintaining productive and active research or publication agendas and participating in a wide range of service activities in the program, the college and university, and the larger community. Sometimes, these other responsibilities conflict with our ability to be immediately present or responsive to you – so we thank you for your patience. In concrete terms, this means it’s generally safe to assume you’ll receive responses to emails within a few days, but it’s not reasonable to expect immediate responses or replies over the weekend or on University breaks.

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What is the Professional Portfolio?The CFS Professional Portfolio serves several functions. Most obviously, it demonstrates how you as a student articulate the links between what you’ve done in your CFS coursework (learning experiences), what you’ve learned in terms of knowledge from our related fields (theoretical knowledge), and the outcomes we hope you achieve by the time you complete the program (CFS Learning Outcomes). The portfolio will walk you through a set of structured exercises and teach you a very specific style of professional writing to help you articulate how you’ve met our program’s outcomes and demonstrate your ability to think, argue, and write like a professional.

We know the portfolio process is not always fun. It is rigorous and demanding. It will demand that you master a new and sometimes artificial-feeling writing style. It will challenge you. But we also know that all students are capable of finishing this project. We are here to help you. And the collected wisdom from several generations of CFS alums tells us that in the end, it’s all worthwhile.

Learning Outcomes and Portfolio ObjectivesThe CFS Professional Portfolio demonstrates your ability to connect coursework, theoretical knowledge, and critical reflection to your achievement of three of our program’s learning outcomes. These outcomes are central to the portfolio process:

Preamble: Child and Family Studies students will be able to access, analyze, apply, and articulate theoretical knowledge to make professional decisions that improve the lives of children, youth, and families as they:

1. Describe the development, roles, and interaction patterns of children, youth, and families within their social systems;

2. Identify dimensions of diversity in children, youth, and families and recognize oppressive forces that hinder their positive development;

3. Demonstrate professional standards of ethical conduct; and 4. Assume the role of change agents regarding issues, policies, &

community needs that affect children, youth, and their families.

In addition, the portfolio has the following specific objectives: Think critically about the everyday realities of children, youth, and

families; Identify and explain theoretical knowledge that is applicable for

specific professional settings; Apply that theoretical knowledge to their work in a

professional/practical setting; Write appropriately for professional settings; and Personally reflect upon their life experiences and professional

practice

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Creating and Completing Your Professional PortfolioThe CFS portfolio is a long process. It begins in CFS 494 (Professionalism: Knowledge), continues through CFS 495 (Professionalism: Identity), and culminates in CFS 496 (Professionalism: Integration). All CFS students take CFS 494 during their first term in the program. We recommend that students register for CFS 495 immediately upon completion of CFS 494 and take CFS 496 the term in which they hope to graduate.

In each course, you will complete a formal documentation of how your CFS coursework facilitated the achievement of one CFS Learning Outcome (LO). To do this, you will learn a new style of professional writing, respond to specific template questions geared toward deepening your critical thinking and reflection on the LO you are documenting, and use a structured rubric to assess your progress. The final portfolio will be assembled in CFS 496 and includes your documentations of three CFS LOs as well as a resume and final reflection.

Mastery-Based LearningThe CFS Professional Portfolio is a mastery-based document. This means that you are invited to submit as many drafts of each documentation as you’d like in order to earn the grade you hope to have. Your faculty will review each submission and offer concrete feedback for improvement for the duration of the term. In a 10-week term, as long as you stay on top of the documentation, it is likely you could submit multiple drafts along the way to your final score. Note that it is your responsibility to make sure you have provided enough time to submit revisions, receive feedback, and revise the documentation.

Grading the PortfolioAs you work on the documentations for each CFS LO, your work will be assessed using a rubric (a copy of the rubric can be found in Appendix A). The rubric corresponds to the eight template questions you will answer for each documentation, and the columns on the rubric demonstrate what successful responses to those questions entail.

Your instructor will help you learn to use the rubric as a guide in formulating your responses to the template questions. Each time you submit a draft of your documentation, your instructor will offer comments in the text and indicate your progress and points earned on the rubric; this will help you see immediately where you can strengthen the response to any given template question. Each time your documentation is reviewed, the template questions that did not achieve full points on the rubric will be all that is re-reviewed. In other words, parts of the documentation that you have already mastered will not be reviewed again.

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In order to receive a passing grade for CFS 494, 495, and 496, you will need to have a final score of 73/100 or better on your completed documentation (all template questions must be answered) and have satisfactorily completed any supplemental assignments or activities in the course. CFS 494 will be graded Pass/No Pass; in order to earn a passing grade, the conditions above must be met. CFS 495 and 496 will result in a letter grade corresponding with the highest score on the documentation for that class at the end of the term.

Submitting Your DocumentationsWhen submitting all or a portion of your documentation, please include the following documents:

The current revision (the draft you’d like to have graded); The most recent prior revision (so faculty can see their previous

feedback); The rubric for this documentation; and The “Portfolio Working Review” sheet (see Appendix B). This sheet

is to be used as a cover sheet any time you hand in any part of a documentation. You will only need one review sheet throughout your work on the Portfolio. Please fill in the squares about the course and the learning experience you are using for each Learning Outcome documentation. The instructor will insert the date, your current score, and initials. When you have revised your documentation to your satisfaction, you will sign off in the far right-hand column. The instructor for each LO will also sign off.

The Documentation Itself

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Professional writing in our fields requires a very specific style. Different from the kind of academic writing you may be accustomed to submitting for classes, professional writing in the helping professions is often much more focused, targeted toward specific prompts or questions, and less personal. Much of the time – whether writing a report for the court, an IEP, a case note for a client file, or a grant application – you will be asked to respond individually to specific questions in a template. The CFS Professional Portfolio offers you practice writing in this kind of setting.

In each documentation, you will select a learning experience that you will then use as the basis for your responses to eight focused template questions. You should think of the documentation as eight individual responses, not a paper like you might submit for other any other class. Just like when you write in your professional practice, you cannot assume that the person who reads template question six also read number three; therefore, your response to each question needs to be self-contained and capable of standing on its own. This sometimes makes the writing feel very repetitive; you’ll be using the same phrasing over and over throughout the documentation (we call this Internal Logical Consistency; you’ll hear more about that in class).

Template QuestionsEach CFS Professional Portfolio documentation will consist of your responses to the following eight questions:

1. What Child and Family Studies Learning Outcome is the focus of this documentation?

2. What type of learning experience did you complete that facilitated your accomplishment of this CFS Learning Outcome?

3. Describe what you did in the learning experience.4. What theoretical knowledge did you use in this learning experience?5. How did you or would you like to apply this theoretical knowledge to

your professional practice? 6. What did you learn that is related to the selected CFS Program

Learning Outcome, and how did this learning experience help you achieve the LO?

7. What PSU Campus-Wide Learning Outcomes were involved in this learning experience?

8. What are your reflections about how this learning experience and/or CFS Program Learning Outcomes documentation contributes to your professional development and perspective?

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General Guidance for Answering the Template Questions As you go through your documentation, keep in mind these broad instructions:

Always answer the template question specifically and exactly; when writing to a template and in professional contexts, do not paraphrase the questions or the template. Your reader needs clear introductions and conclusions that frame your text precisely.

Check what you have written for each documentation section against the assessment rubric.

Each documentation should focus on one CFS Learning Outcome. While it is quite possible that any learning experience could address more than one CFS LO, you should only use one learning experience for each of the first three CFS LOs.

Each documentation needs to have a reference list at the end to cite the theoretical knowledge that you will write about in template questions number four.

Although you will get additional guidance from your instructor about how to answer the eight template questions, we offer broad instructions for each question below:

1. What Child and Family Studies Learning Outcome is the focus of this documentation? First, answer the template question specifically. To answer it, use a full sentence written with correct grammar. Then, write a sentence that will inform the reader what the LO says. You must include the preamble before you write out the actual LO.

2. What type of learning experience did you complete that facilitated your accomplishment of this CFS Learning Outcome? The learning experience you select can be from any of courses you have taken toward your major (you may not include experiences from a course taken in fulfillment of your UNST or BA/BS requirements). The learning experience you use for LO #1 is the Creation and Use of Knowledge. Then create a sentence that states the course name and number. Examples of learning experiences you might select are:

Library research, reflection, response, or other class papersSpecific practicum experiencesSpecific aspects of a community-based learning experienceGroup projectsField tripsAction projectsSpecial projects with children and/or families.

Remember, you cannot consider the entire class to be the learning experience. The answer to this question can be very brief. The course

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information and the type of learning experience, written in a full sentence, is all that is needed.

3. Describe what you did in the learning experience: Describe your learning experience step-by-step. This section should be much more specific than template question number two. You should explain every aspect of the learning experience you completed. You also need to cite the theoretical knowledge you used in your learning experience, using APA style for citation and formatting. Briefly explain how this learning experience helped you achieve the CFS Program Learning Outcome. Integrate some of the LO language into your sentence.

4. What theoretical knowledge (concepts, conceptual frameworks, research findings, or theories) did you use within this learning experience? You need to identify the theoretical knowledge that was the basis for the learning experience that you completed. Please refer to pages 16-23 that describe the different kinds of theoretical knowledge. Briefly, theoretical knowledge is created when practitioners, scholars, or researchers write about their experiences in a way that adheres to professional standards, is connected to other published studies or experiences (forms of received knowledge), and is most often peer-reviewed prior to publication. The types of theoretical knowledge we will consider for the purposes of the portfolio are theories, concepts, conceptual frameworks/models/paradigms, or research findings (see Appendix C for more detail about these). As you explain the theoretical knowledge that has been the basis for the learning experience or is embedded in the learning experience, you will need to cite the knowledge in your written text. Your explanation of the theoretical knowledge should include a definition, and an in-depth description or explanation. You also need to explain how the theoretical knowledge was related to the learning experience as well as the CFS LO. Don’t forget to add a reference list at the end of the documentation.

5. How did or would you like to apply this knowledge to your professional practice? In this section, you should describe how you have applied the theoretical knowledge. If you haven’t used the knowledge yet, you can explain how you think you would use it in your professional role. Be specific about what professional role you expect to have. You need to include an application for the specifics of the theoretical knowledge that you include in template question number four. Your depth of understanding will be reflected in your application of this knowledge. One of the criteria of a professional is that she/he knows how to apply or use theoretical knowledge in practical situations. You also need to briefly explain how

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your application of the knowledge relates to your achievement of the CFS Program Learning Outcome you are documenting.

6. What did you learn that is related to the selected CFS Program Learning Outcome and how did this learning experience help you achieve the Child and Family Studies Program LO? Specifically describe what you learned while you were completing the learning experience. Then create a statement of achievement that states that by completing the learning experience and learning all the things you did, you have shown that you can/have accomplished the Learning Outcome. In other words, you need to include a clear statement of your achievement of the CFS Program Learning Outcome.

7. What did you learn that is related to a PSU Campus-Wide Learning Outcome and how did this learning experience help you achieve the PSU CWLO? Refer to the PSU Campus-Wide Learning Outcomes on page 22. Select one that you have used when completing the learning experience. Write 2-3 sentences about how you used or fulfilled this Campus-Wide Learning Outcome in your completion of this learning experience. Be specific with the details of what you did as you also create a link to the LO.

8. What are your reflections about how this learning experience and/or CFS Program Learning Outcomes documentation contributes to your professional development and perspective? Answer the template question by writing about what it was like for you to complete this learning experience? Tell your story as to what is was like. Feel free to make this personal. Then write about another life experience that had some of the same characteristics as your story about this experience. Think about and compare these two experiences. Reflect upon what you see about yourself when you compare and contrast. What self-awareness or insight comes to your mind? How will this self-awareness or insight influence or impact your professional practice?

Components of a Completed Portfolio:In CFS 496, you will complete your final LO documentation and assemble your completed Professional Portfolio. The final Portfolio may include other items you choose to highlight (such as awards, examples of other academic work, certifications or evidence of trainings and workshops, for instance), but it must include the following components:

Title Page The Title Page will be the first page of your Professional Portfolio. It should be a single sheet of paper that includes your name, contact information, your CFS specialization and career goals. You can

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personalize this page with font style, color, etc. It is important to remember that it is a professional document and will communicate to others who you are in the professional world.

Table of Contents Page The second page should list all the components of your Professional Portfolio along with the accurate page numbers. Putting in the page numbers is one of the last things that you will do to complete your portfolio. Refer to the list above for all the components.

CFS Objectives and Learning Outcomes Page This will be a simple list of the CFS Program Objectives and Learning Outcomes. They should be numbered and formatted so they are easy to read.

CFS Learning Outcome Dividers Create a “divider page” for each of the Learning Outcomes. This should be a single sheet of paper with the Learning Outcome printed in large print and centered on the page so it is easy to read. In other words, each one of the CFS Learning Outcomes that you document will have its own divider page. All of the divider sheets (there will be three: one for each Learning Outcome that you document) will serve as dividers for the different sections of your professional portfolio. Following each LO page, you will insert your documentation pages.

Documentation Page Following each divider page will be the documentation or evidence that you have achieved the LO.

Resume You will create a resume and will include it in your Professional Portfolio.

Concluding Reflective Statement The final section of your Professional Portfolio will include your personal story of what it has been like to accomplish and document the CFS Program Learning Outcomes and complete your Professional Portfolio. This reflection should include: your reflections about all three of the Learning Outcomes you have achieved; how your achievement of these CFS Program Learning Outcomes has contributed to your professional development and perspective; and your personal insights about how you have grown and developed (personal skills, attitudes and perspectives). The final reflection should be at least two pages in length and double-spaced.

When you submit your final Professional Portfolio, use the Final Portfolio Rubric (Appendix F). Be sure you submit the hard copy of your entire

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Portfolio; this will be returned to you), as well as your completed Working Review Sheet, your completed rubrics for all three documentations, the final portfolio rubric, and a digital copy of your portfolio.

Policy on Continuous ProgressStudents need to make continuous progress on their portfolio documentation. If, at any time, a portfolio instructor is concerned about the progress a student is making, a personal meeting between the student and the instructor may be scheduled. If, after such a meeting, adequate continuous progress is not made, the portfolio instructor will bring the student before the other portfolio instructors and a contract will be create to establish a plan for correcting the situation.

Parting ThoughtsRemember, creating this Professional Portfolio is a rigorous process. Through this portfolio, you are beginning the process of learning to write professionally. This kind of writing is different than any you have done before. But it will be the most useful in your professional career. Be gentle with yourself; don’t expect to be perfect the first time you try to do it. Allow yourself time. This is why we have mastery learning!

Meet with one of the portfolio instructors at least once a quarter to talk about your portfolio. Meet as often as you think will be helpful to talk about confusions, problems, ideas for which learning experiences to use, etc.

Call or email the portfolio instructor frequently if you are confused about anything. Act immediately when you are feeling confused about the portfolio. No question is too simple, too dumb, too ridiculous, or too stupid. The instructor will not laugh at you! In fact, your questions help us to see how our materials or explanations are not clear. If you have the question, it is likely that others have it too - or have had it in the past.

Do not rely on your peers to know the answers to your questions. It is good to cooperate and collaborate, but you may be getting incorrect information. Many students have “done it wrong” because they consulted with peers rather than one of the portfolio instructors. Make sure you understand it correctly, from one of the instructors, and then get support from your peers as you work on the documentation. And be sure to help them with what you have learned in the process.

Part of portfolio instructors’ job is to provide coaching to help you be successful completing the portfolio. You are not a bother or a nuisance if you ask questions or come to see us.

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Appendix A: CFS Professional Portfolio Rubric

Appendix B: Working Review Sheet

Appendix C: Types of Theoretical Knowledge and Instructions for Writing about Them

As you work your way through the CFS Professional Portfolio, you will spend a significant amount of time analyzing and articulating theoretical knowledge. You are encouraged to become familiar with four basic types of theoretical knowledge, each of which is presented in this Appendix. We have also included a worksheet to help you complete Template Question Four for each type of knowledge.

Concept: an idea, thought, or general notion.(Equality; Chivalry; Stages; Maleness; Femaleness; Child; Dysfunction)

Abstract of an article that uses a concept as the theoretical knowledge:

The Complexities of Valuing Cultural Difference Without Overemphasizing Them: Taking it to the Next Level

Most educators appreciate and respect cultural differences; however, may are torn between finding ways to emphasize students’ culture without overemphasizing cultural differences and stereotyping students. Often this dilemma causes educators to either overlook cultural influences altogether or to focus solely on their differences. Yet students’ cultures cannot and should not be subtracted or over generalized. In this article, we make two important points: (1) culture is too important to be overlooked or disregarded, and (2) information about cultural groups should not be over generalized since there is a tremendous amount of variation within cultures.

Boutte, G. S., & DeFlorimonte, D. (1998). The complexsities of valuing cultural differences without overemphasizing them: Taking it to the next level. Equity and Excellence in Education, 31 (3), 54-62.

If the theoretical knowledge that was used in your learning experience was a concept you will write about it in template section number four in the following way:

Begin the section with a sentence that states that the theoretical knowledge used is a concept. This will establish the legitimacy of the theoretical knowledge;

Briefly and accurately explain the concept and how the author/s define it and given an example of how the author/s use the concept in the article/chapter;

Thoroughly explain the concept in your own words; Relate the concept to your learning experience; and

Relate the concept to the CFS Program Learning Outcomes that you are documenting by concluding with a statement that describes, specifically, how this knowledge will help you achieve the LO you are working on.

Worksheet for Writing About A Concept

1. Write a sentence that states that the theoretical knowledge you used was a concept. Then another sentence should name the concept. Include the citation. Write those two things in the following space.

2. Now, read the article or chapter thoroughly enough that you can explain, in your own words, how the author/s define or describe the concept. Be specific but be careful of plagiarism. Write these things in the following space. Use additional paper if you need more space.

3. When an author selects a concept as the focus of his/her writing, it is because he/she wants readers to understand the concept more fully and with a specific emphasis. So, the next thing you are to do is write a few sentence that explain what the author/s want the reader to know about the concept, why they think the concept is important and how it can be used, etc. Write these sentences in the following space.

4. Somewhere in this section (your answers to numbers 1-3 or following) you need to make a statement that informs/reminds readers that you became aware of this concept because you completed the learning experience. Stop and make sure you have done that. If you haven’t, create another sentence that accomplishes this and write it in this space. Including this helps with ILC.

5. Finally, you need to also include somewhere in this section, a statement that describes, specifically, how this knowledge will help you achieve the learning outcome you are working on. This statement can be brief. Including this helps with ILC. Write this statement here.

Put all of these sentences together into a paragraph or more. Read them aloud to make sure everything flows smoothly and logically. This will complete what you need for template question number four.

Conceptual Framework/Model/Paradigm: A group of concepts organized in a way that has structure, is well thought out, and has to do with a system.(Erikson’s Stages of Psychosocial Development; Parent Effectiveness Training Model; Family Life Cycle)

Abstract of an article that uses a conceptual framework as the theoretical knowledge:

Teacher Job Satisfaction: A Framework for Analysis

The topic of job satisfaction is one that has always had personal and organizational relevance to educators. But recent reports of increased occupational stress and burnout in early childhood education indicate that the issue merits increased attention. This article first provides a brief overview of some of the diverse approaches that have evolved to define and measure work attitudes. It then presents a conceptual framework for understanding how the many facets of job satisfaction interrelate. The model builds on a social-ecological perspective of human behavior and stresses the dynamics, interactive nature of person-environment variables.

Jorde-Bloom, P. (1986). Teacher job satisfaction: A framework for analysis. Early Childhood Research Quarterly, 1, 167-183.

If the theoretical knowledge that was used in your learning experience was a conceptual framework you will write about it in template section number four in the following way:

Begin the section with a sentence that states that the theoretical knowledge used is a conceptual framework. This will establish the legitimacy of the theoretical knowledge;

Briefly and accurately explain the conceptual framework and how the author/s define it and given an example of how the author/s use the conceptual framework in the article/chapter;

Thoroughly explain the conceptual framework in your own words; Relate the conceptual framework to your learning experience; and Relate the conceptual framework to the CFS Program Learning

Outcome that you are documenting by concluding with a statement that describes, specifically, how this knowledge will help you achieve the LO you are working on.

Worksheet for Writing About A Conceptual Framework/Model/Paradigm

1. Write a sentence that states that the theoretical knowledge you used was a conceptual framework/model or paradigm. Then another sentence should name the conceptual framework. Include the citation. Write those two things in the following space.

2. Now, read the article or chapter thoroughly enough that you can explain, in your own words, how the author/s describe the conceptual framework. Be specific with all of the components or aspects of the framework. Be specific but be careful of plagiarism. Write these things in the following space. Use additional paper if you need more space.

3. The next thing you are to do is write a few sentence that explain how the author/s think the conceptual framework will be useful in the lives of children, youth and families. Write these sentences in the following space.

4. Somewhere in this section (your answers to numbers 1-3 or following) you need to make a statement that informs/reminds readers that you became aware of this conceptual framework because you completed the learning experience. Stop and make sure you have done that. If you haven’t, create another sentence that accomplishes this and write it in this space. Including this helps with ILC.

5. Finally, you need to also include somewhere in this section, a statement that describes, specifically, how this conceptual framework will help you achieve the Learning Outcome you are working on. This statement can be brief. Including this helps with ILC. Write this statement here.


Theory: an idea or an opinion about something; an explanation based on thought or speculation; an explanation that has been tested and confirmed as a general principle explaining a large number of related facts, occurrences, or other phenomena in nature(Family Systems; Social Learning; Developmental; Psychoanalytic; Temperament)

Abstract of an article that uses a theory as the theoretical knowledge:

Enlightenment for Emancipation: A critical theory of self-formation.

A critical theory of self-formation is offered for the consideration of family life and teacher educators who are concerned about supporting families in their everyday challenges with indiscriminate use of instrumental/technical paradigms. It is expected to be of interest to those who are also concerned about family life educators’ asocial assumptions, single views of reality and reliance on the “expert” model. After the author provides a narrative account of the emergence of this theory, the theory is presented. Implications for teacher educators and family life educators suggest that the professional praxis of family life educators can contribute to social reconstruction.

Morgaine, C. A. (1994). Enlightenment for emancipation: A critical theory of self-formation. Family Relations, 43, 324-335.

If the theoretical knowledge that was used in your learning experience was a theory you will write about it in template section number four in the following way:

Begin the section with a sentence that states that the theoretical knowledge used is a theory. This will establish the legitimacy of the theoretical knowledge;

Briefly and accurately explain the theory and how the author/s define it and given an example of how the author/s use the theory in the article/chapter;

Thoroughly explain the theory in your own words; Relate the theory to your learning experience; and Relate the theory to the CFS Program Learning Outcome that you are

documenting by concluding with a statement that describes, specifically, how this knowledge will help you achieve the LO you are working on.

Worksheet for Writing About A Theory

1. Write a sentence that states that the theoretical knowledge you used was a theory. Then another sentence should name the theory. Include the citation. Write those two things in the following space.

2. Now, read the article or chapter thoroughly enough that you can explain the theory in your own words. Be specific; paraphrase what the author/s have written about the theory; be careful of plagiarism. Write these things in the following space. Use additional paper if you need more space.

3. Write a few sentences that explain how the theory can be used, etc. Write these sentences in the following space.

4. Somewhere in this section (your answers to numbers 1-3 or following) you need to make a statement that informs/reminds readers that you became aware of this theory because you completed the learning experience. Stop and make sure you have done that. If you haven’t, create another sentence that accomplishes this and write it in this space. Including this helps with ILC.

5. Finally, you need to also include somewhere in this section a statement that describes, specifically, how this theory will help you achieve the Learning Outcome you are working on. This statement can be brief. Including this helps with ILC. Write this statement here.


Research Findings: The findings gleaned from quantitative or qualitative research.

Abstract of an article that uses research findings as the theoretical knowledge:

The Effects of Observational Learning on Preschoolers’ Book-Related Behaviors and Alphabet Knowledge

This study investigated the effects of observational learning on preschoolers’ attention to print, use of a questioning technique, and knowledge of the alphabet. Although not statistically significant, the children who observe a child model use a questioning technique asked more questions than those children who did not observe a model who asked questions. Those children who viewed a child model asked questions about the print in an alphabet book learned to pay attention to the print. Preschoolers who focused on the print showed larger gains on an uppercase letter naming tasks than preschoolers who did not focus on print.

Horner, S. L. (2001), The effects of observational learning on preschoolers’ book-related behaviors and alphabet knowledge. Child Study Journal, 31(1), 1-11.

If the theoretical knowledge used in your learning experience was research findings, you will write about it in template section number four in the following way:

Begin the section with a sentence that states that the theoretical knowledge used is research findings. This will establish the legitimacy of the theoretical knowledge;

Explain what research was conducted: include the research questions, subjects (who & how many), what was done in the research, and what the findings were;

Give an example of how the author/s think the research findings will be helpful;

Put the research findings into your own words; Somewhere in this section include something about your identification

of these research findings coming out of your accomplishment of the learning experience; and

Explain how this concept is related to the CFS Program Learning Outcome that you are documenting by concluding with a statement that describes, specifically, how this knowledge will help you make achieve the LO you are working on.

Worksheet for Writing About Research Findings

1. Write a sentence that states that the theoretical knowledge you used was research findings. Then your following sentences should include information about the research question, who/what was studied, how it was studied, and details about the findings. Be sure to paraphrase, avoiding plagiaristic writing. Also make sure you cite the article/chapter/book in which you found the theoretical knowledge. Write these sentences in the following space.

2. Now write a sentence that explains how the author/s (researchers) think the findings will be helpful or useful. Be specific. Write this in the following space.

3. Somewhere in this section (your answers to numbers 1-3 or following) you need to make a statement that informs/reminds readers that you became aware of these research findings because you completed the learning experience. Stop and make sure you have done that. If you haven’t, create another sentence that accomplishes this and write it in this space. Including this helps with ILC.

4. Finally, you need to also include somewhere in this section, a statement that briefly describes how these research findings will help you achieve the Learning Outcome you are working on. This statement can be brief. Including this helps with ILC. Write this statement here.


Appendix D: PSU Campus-Wide Learning Outcomes

In 2010, the PSU Faculty Senate selected eight priorities that will be integrated within its educational program. It is expected that these Learning Outcomes will prepare students to contribute responsibly to society in the 21st century. Therefore, CFS will ask students to include these Campus-Wide Learning Outcomes in their documentations.

Disciplinary and/or Professional Expertise: Students will gain mastery at a baccalaureate level in a defined body of knowledge through attainment of their program’s objectives and completion of their major.

Creative and Critical Thinking: Students will develop the disposition and skills to strategize, gather, organize, create, refine, analyze, and evaluate the credibility of relevant information and ideas.

Communication: Students will communicate effectively in a range of social, academic, and professional contexts using a variety of means, including written, oral, numeric/quantitative, graphic, and visual modes of communication using appropriate technologies.

Diversity: Students will recognize and understand the rich and complex ways that group and individual inequalities and interactions impact self and society.

Ethics and Social Responsibility: Students will develop ethical and social responsibility to others, will understand issues from a variety of cultural perspectives, will collaborate with others to address ethical and social issues in a sustainable manner, and will increase self-awareness.

Internationalization: Students will understand the richness and challenge of world cultures and the effects of globalization, and will develop the skills and attitudes to function as “global citizens.”

Engagement: Students will engage in learning that is based on reciprocal and mutually beneficial relationships, and through this engagement will apply theory and skills in diverse venues, linking the conceptual to the practical.

Sustainability: Students will identify, act on, and evaluate their professional and personal actions with the knowledge and appreciation of interconnections among economic, environmental, and social perspectives in order to create a more sustainable future.

Appendix E: How to Read an Academic Article

To Start:

1) Read the Abstract – it will provide you with a quick description of the study and relevant results.

2) Read through the Introduction or Literature Review to gain a better understanding of what the author(s) is focusing on and what the previous research has already said about this topic.

3) Then skim through the Methods where you will find out how the study was conducted, who is in the sample, what measures or questions were asked, how they were asked, and what they are going to do with the results.

4) Skip the Results section for now (this is usually a very technical portion of the paper which may not be necessary for you to understand at this point).

5) Read the Findings and Discussion sections – this is where you will find out what the authors found in the study and how it relates back to the previous work in the field. This section should also cover the limitations of the study and suggestions for future research.

broadening back out

toRelevance of

Research and

Discussion of Findings

Abstract

Significance of Study

Literature Review

narrowing toResearch

Question(s)

Appendix F: Final Portfolio Rubric Name Date

Rubric: Final Portfolio1. All portfolio components are included. 2. Final Reflection Cover page: _____ included _____ not included

Table of Contents + accurate page numbers: _____ Included with page numbers

_____ Included but no page numbers

LO divider pages: _____ included _____ not included

LO documentation pages: _____ included _____ not included

Formatting: _____ uses a consistent professional font and margins

_____ font isn’t of a professional nature _____ margins are not consistent

Reflection refers to entire experience of documenting all three of the CFS Program LO’s: _____ yes _____ no

Reflection includes a narrative about what personal skills,

attitudes, perspectives have emerged through their documentation of the portfolio: _____ yes _____ somewhat _____ no

Reflection is at least two full pages in length double spaced: _____ yes _____ no

3. Resume 4. Final Editorial Review

Is no more than two pages in length: _____ yes _____ no

Places education after personal contact information: _____ yes _____ no

Uses consistent font: _____ yes _____ no

Uses a parallel form: _____ yes _____ no

Experiences/accomplishments are presented with most recent first:

_____ yes _____ no

Included a general statement: References available upon request: _____ yes _____ no

WIC Assistant’s Signature: N/ADate:

5. Working Review Sheet and completed rubrics

Working Review Sheet submitted: _____ yes _____ no

Completed rubric for each goal documentation included: _____ yes _____ no

6. Hard copy of portfolio (your personal copy to be returned):

_____ received _____ not received

7. Digital copy of portfolio: Received by Faculty of Record

Signature: Date:

Faculty of Record Signature Final Scores/Grade

Appendix G: Glossary

Documentation (Learning Outcome): The text that is written to answer the template questions, to describe how your completion of a learning experience within a required CFS class helped you achieve the LO.

Internal Logical Consistency (ILC): Internal Logical Consistency is the term that refers to the repeated use of words/terms throughout the document to assist the reader in following along with your reasoning and keeping the main points in the forefront of their minds. Internal refers to everything that is part of the documentation; logical refers to the reasonableness and logic of the argument you are creating and writing; consistency refers to how the terms you use within your documentation are repeated and consistent.

Learning Experience: An experience within a course that a professor has created to help you learn. Usually it is an “assignment” or an experience for which you receive a grade. There are usually several “learning experiences” within a course. A learning experience has a distinct boundary around it. It is separate from other aspects of the class. Examples include: a written report, an annotated bibliography, a research paper, a book review, a group project/presentation, and field-trip, a media event, a community service project, etc. Professors choose learning experiences they think will help you achieve the course objectives.

Learning Outcomes (CFS Program): CFS Program Learning Outcomes are the statements of what students are expected to know when they complete the program and graduate with a degree in Child and Family Studies. Additionally, faculty will help students accomplish these learning outcomes. Students will be given instruction, assistance, and support for accomplishing these LOs. CFS Learning Outcomes are listed on page 4 of this document, Professional Portfolio Guidelines.

Required CFS Classes: These are the classes that are required for completion of the CFS major. They include all classes from the three categories: Interdisciplinary Conceptual Foundations, CFS Major Requirements, and Specializations.

Rubric: A rubric is a detailed assessment tool that links required criteria with a score. Rubrics are intended to provide clear communication about what an assignment requires so that students know what they need to do to meet the instructor’s expectations. They also help instructors conduct fair, logically supportable assessments in an objective manner. Students can also use rubrics when completing an

assignment to make sure they have included everything that is required.

Template (Learning Outcomes Documentation): The framework that is used to structure and guide your documentation of how you achieved the LO. Includes:

1. What Child and Family Studies Goal is the focus of this documentation?

2. What type of learning experience did you complete that facilitated your accomplishment of this CFS Goal?

3. Describe what you did in the learning experience.4. What theoretical knowledge did you use within this learning

experience?5. How did or would you like to apply this knowledge?6. What PSU Campus-Wide Learning Outcomes were involved in this

learning experience?7. What did you learn that is related to the selected CFS Program

Goal and how did this learning experience help you achieve the goal.

8. Reflect upon your achievement of this CFS Goal.

ReferenceBlack, P. & Wiliam, D. (1998). Inside the black box: Raising standards

through classroom assessment. Phi Delta Kappa, 80(2), 139-148. (Available on-line: http://www.pdkintl.org/kappan/kbla9810.htm)

Appendix H: Comparative Writing Styles

Academic Writing

Narrative Writing

Reflective Writing

Professional Writing

When used

Term papers, Research papers, Academic journal

articles

Stories, Novels, Biographies

Academic journaling,Reaction papers

Individual Education Plans,

Behavioral assessments,

Incident reports, Grants & grant

reports

Purpose Assessing knowledge,Promoting analysis,Using research

Create art,Express ideas,Tell stories

Thinking things out,Considering a topic

Tracking information,

Documenting knowledge, activities, or achievements

Form Single topic with a supported thesis

Dialogue and narrative are standard, but very flexible

Many thought-out ideas, no order

Standardized forms

Voice Formal academic voice

Every character should have a unique voice

Thoughtful, personal voice

Formal, consistent language

Grammar and Spelling

No Errors Editors help catch errors

Some errors okay Writes with good technical accuracy

Citation and Support

Relies on reliable outside sources.

Cites using APA, MLA, or other style guide

Outside sources commonly used, but rarely cited

Personal experience important

Cite all external sources

Appendix H: Comparative Writing Styles

Writing Rules

Don’t repeat yourself

Never plagiarize Use subject-specific

jargon Cite strong sources Avoid personal

language

Don’t be repetitive Use strong verbs Don’t use passive

voice Write lively

dialogue

Take risks and explore topic

Use critical thinking

Use ILC (Internal Logical Consistency)

Answer the question fully

Include all necessary details

Use the language of the standardized form

Child and Family Studies

Documents