Running head: PORTFOLIO PROCESS ASSESSMENT 1

Artifact H: Portfolio Process Assessment

Monika Delfierro

Seattle University
PORTFOLIO PROCESS ASSESSMENT 2

SDA Portfolio 2018

Student Self-Assessment

To be completed AFTER your portfolio presentation.

Submit to Lisa Tagal within 1 week of your portfolio presentation (April 27 @ 12:00pm)

Name of Student: _______Monika Delfierro________________________________________ _______

Name of Chair: ________Dr. Julie Royce-Davis _____________________________________________

Date: ___4/24/2018___________

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:

Including both my portfolio website and the portfolio presentation, I believe that I have
successfully demonstrated accomplishments of the SDA learning outcomes.

Please also complete the assessment of specific learning outcomes on the reverse side
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 Exemplary Advanced Clear/Direct Some  Inadequate
illustration of illustration of illustration of illustration of the
illustration of the outcome
the outcome the outcome the outcome
Quality of the Narrative outcome
Learning Outcome   
  Inadequate
Exemplary Advanced Deep/Critical reflection
reflection reflection reflection Obvious/Apparent
reflection 
 Limited synthesis
Exemplary Advanced  Strong of curricular and
synthesis of synthesis of synthesis of Some synthesis
co-curricular
curricular and co- curricular and co- curricular and co- of curricular and
experiences
curricular curricular curricular co-curricular
experiences experiences experiences experiences 

 Exemplary style,  Advanced style,  Strong style,   Inadequate style,

structure and structure and structure and structure and
 Inconsistent organization of
organization of organization of organization of
style, structure and narrative
narrative narrative narrative
organization of
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
formed by a global
5 4 3 2 1
perspective and Jesuit
Catholic tradition
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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
5 4 3 2 1
enhancing professional
identity.
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Student Self-Evaluation Rubric #1

Requirements YES NO
(check if (check if
present) missing)

1. Required Structural Documents/Organization of the E-Portfolio X

 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 x

3. Artifact B: Integrated Mission Statements x

4. Artifact C: Best Academic Work in the SDA program x

-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 x

Internship Supervisor

6. Artifact E: NASPA/ACPA Competency Assessment x

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

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 Sections Completed x

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12. Portfolio Learning Outcome Narrative Addresses All 10 x

Learning Outcomes

*to be completed after portfolio presentation

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Reflection
The portfolio process has been a very reflective and intensive experience for me from the

beginning of capstone to the presentation date. This experience has challenged me to become

more reflective and critical about my two years in the Student Development Administration

(SDA) program. This reflection highlights the three key lessons I learned from this experience.

The first lesson I learned is how important it is to start early in developing your portfolio.

Finding artifacts that I wanted to share to tell my story, I found not as challenging verses creating

my webpage. Having taken capstone in the Fall, I had all of winter-break to fully form my

website and work on my learning outcome narratives, however, I truthfully procrastinated on

that. If I could turn back time and/or give advice to the first-year cohort it is to start their

webpage early. That would have allowed me to focus more on developing my learning outcome

narratives and not worry so much on the design of my webpage.

The second lesson I learned throughout this portfolio process is the importance of

reflection as a student affairs practitioner. Gathering artifacts and working on both my resume

and mission statement, I’ve had to be more reflective than ever in molding my portfolio. I also

talked about this in my presentation and how the practice of being reflective reminded me of my

purpose in this field. Looking through my papers and presentation, I’m reminded of how much

more knowledgeable and aware I am as I re-enter as a professional. Furthermore, how proud I

am of the work that I’ve accomplished though-out these two years in the SDA program.
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The final lesson, and the most important one, was from the feedback given by my

portfolio committee and that was to not let my fear/imposter syndrome hold me from sharing my

story. This is still an area of growth and challenge that I continue to work on, especially, as I am

in the process of my job search. My fear of failing with portfolio, especially, in front of my

peers, students, and mentors held me back from inviting more folks to join my presentation.

Especially, folks whom I looked up to and have contributed to my success in this program. In

addition, I let my fear/imposter syndrome take a lot of time of my story, when I talked about my

most proud artifact. The feedback given to me by my committee wasn’t about not talking about

that fear, but how to not let it hold me back and be reminded why I am in this field. This lesson

also made me realize how important it is to surround yourself with folks who will lift you up and

challenge you. I am thankful and honored to have such strong and amazing women on my

portfolio committee who also resonated with my challenges and experiences.

In the end of this experience, I hope I can suggest one recommendation for the SDA

faculty and that is to be more clear about expectations and direction around portfolio

presentations. I know my peers and I were confused on if we could use another presentation tool

or just our website. In addition, if possible, thinking about integrate more presentation creation

and practice time in capstone (i.e. going to a computer lab). Overall, this portfolio process has

been such rewarding experience. This portfolio allowed me to reflect about my experiences,

academic work, and how far I’ve come these past two years. In addition, the opportunity to

present was the highlight of creating this portfolio and being able to share it with my peers,

students, and friends outside of the program.