BENEFITS AND CHALLENGES: IMPLEMENTING E-PORTFOLIOS INA GRADUATE STUDENT AFFAIRS PREPARATION PROGRAM

Oct 15, 2026

Uploaded by kopisore

Explores how a student affairs graduate preparation program implemented e-portfolios to assess graduating Master’s students and to understand students’ perceptions of creating an e-portfolio. Frames the need for stronger graduate curricular preparation by discussing theory-to-practice connections, competency development, and critiques of competency-only models. Uses a case-study approach to describe e-portfolio foundations, implementation steps, student reflections, and recommendations, highlighting reflection, evidence of multiple skill sets, and ongoing professional development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Overview of E-portfolios

Implementing E-portfolios

Student reflections and recommendations

BENEFITS AND CHALLENGES: IMPLEMENTING E-PORTFOLIOS INA GRADUATE STUDENT AFFAIRS PREPARATION PROGRAM Katy S . Jaekel Northern Illinois University While e-portfolios are increasingly used in higher education graduate professional programs (Underwood & Austin, 2016), few studies provide an overview of e-portfolios, particularly in the helping fields (Wakimoto & Lewis, 2014) . The following article provides an overview of how a student affairs graduate preparation program implemented the use of e-portfolios to assess graduating Masters students and how students perceived the process of creating their e-portfolio. Details about the implementation process and recommendations are provided to assist other programs that wish to integrate e-portfolios. Please direct inquires about this manuscript to: Katy S. Jaekel, [kjaekel@niu.edu](kjaekel@niu.edu) College Student Affairs Journal, Volume 38(2), pp. 172-185 ISSN 2381-2338 Copyright 2020 Southern Association for College Student Affairs All rights of reproduction in any form reserved. 173 College Student Affairs Journal Vol. 38, No. 2, 2020 Many have called for curricular reforms within graduate student affairs prepa ration programs to better prepare future practitioners. These calls included new student affairs professionals having specific skill sets such as finance and budgeting experience, legal knowledge, and proficient writing skills (Herdlein, 2004) . Others have indicated the need for the development of broader initiatives, such as aiding in the creation of a student’s professional identity, making formal curriculum applicable to practice (Renn & Jessup-Anger, 2008), possessing a knowledge base regarding institutional inter-workings (Magolda & Carnaghi, 2004), and having a broad knowledge base in counseling skills (Kretovics, 2002) . Given the vast needs of the field, it is critical that graduate preparation programs provide education on both specific skill sets and the ability to connect theory-to-practice. To address the calls for adequate preparation of student affairs administrators, and to provide a framework for student affairs work, ACPA: College Student Educators International (ACPA) and NASPA: Student Affairs Administrators in Higher Education (2015) developed a document outlining 10 competency areas for student affairs educators. These areas of professional competency highlight foundational historical, philosophical, and theoretical knowledge basesand skills such as assessment, evaluation, and more recently, the use of technology. While these areas of professional competencies serve as a guide for student affairs educators and graduate preparation programs to prepare new professionals, some scholars are critical of using only a competency-based approach. For instance, Renn and Jessup-Anger (2008) stated that graduate student affairs preparation programs should attend to the “cognitive, interpersonal, and intrapersonal development” and “students’ability to see their own education and professional development as object, rather than subject”(p. 330) . Focusing solely on a competency-based education system “runs the risk of privileging certain epistemologi- cal and ontological frameworks to the exclusion and detriment of others”(Eaton, 2016, p. 576) . Graduate preparation programs need to focus on both the development of professional competencies and the development of holistic measures to assess graduate students learning. One way to better prepare professionals is the implement of e-portfolios into graduate preparation programs (Denzine, 2001; Herdlein, 2004; Janosik & Frank, 2013) . E-portfolios are an increasing trend in graduate preparation programs in higher education (Underwood & Austin, 2016) . E-portfolios serve as a space where students can make meaning of their academic and professional experiences by showcasing their abilities to connect theory and practice. They can also serve as important tools for career development (Garris, 2007) an

FAQs

Why do graduate student affairs preparation programs need curricular reforms?

The text explains that programs are urged to better prepare future practitioners by strengthening skill sets and connecting theory to practice, alongside addressing broader initiative needs such as professional identity development and counseling knowledge.

What role do e-portfolios play in graduate student affairs preparation?

E-portfolios are described as spaces for students to make meaning of academic and professional experiences, reflect on learning, connect theory to practice, and showcase abilities for career development and communication with employers.

What does the case study find about implementing e-portfolios?

The article reports that e-portfolios enabled students to reflect on education, provided opportunities to showcase multiple skill sets, and served as an ongoing medium for professional development, while supporting curricular reform through assessment use.

Oct 15, 2026

Uploaded by kopisore