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Students create a professional, multimodal ePortfolio using visual, oral, and written modes, guided by design-thinking, prototyping, and feedback from communication-center leadership. The initiative prepares seniors to transition from students to professionals and uses a five-dimension evaluation rubric covering concept, aesthetics, digital presentation, writing, and formatting for interactive, technology-supported job-search readiness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/embracing-collaborative-opportunities-between-communication-centers-and-departments-examining-an-eportfolio-bootcamp/599301/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/embracing-collaborative-opportunities-between-communication-centers-and-departments-examining-an-eportfolio-bootcamp/599301.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the ePortfolio bootcamp collaboration?","Question",{"text":112,"@type":113},"The bootcamp uses embedded workshops between a capstone class and the communication center to help students develop a professional ePortfolio and strengthen communication-design skills for career preparation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What communication modes are included in the ePortfolio experience?",{"text":117,"@type":113},"Students work with visual, oral, and written communication modes to create an interactive, professional online presence.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the evaluation rubric assess students’ ePortfolios?",{"text":121,"@type":113},"The rubric evaluates five dimensions: concept originality, aesthetic quality, digital presentation, writing, and formatting sensitivity for on-screen readability.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599301,1792449848,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Embracing Collaborative Opportunities Between Communication Centersand Departments: Examining an ePortfolio Bootcamp  \nJennifer Fairchild  \nEastern Kentucky University  \nRussell Carpenter  \nEastern Kentucky University  \nIntroduction and Rationale  \nTurner and Sheckles (2015) explain that communication centers are centered on campus and impact students’ relationships with career and community opportunities (p. xii). This point is apparent in our centers’ relationships with departments in addition to the career-development of student communicators. This article situates the communication center at the intersection of experiences developed through an intensive, embedded collaborative effort to enhance the communication-design process and experience for students.  \nThis unit activity challenged students to engage a full communication-design process through a collaborative partnership between the class and the communication center that tasked students to create their online, professional presence through an ePortfolio. The experience incorporated a series of workshops designed to provide students with the background and planning skills that contribute to the design of an effective professional online persona. Guided by the previous research of Carpenter, Apostel, & Hyndman (2012) as they examined the process of embedding workshops for ePortfolio design in communication-intensive courses, this unit activity focuses on enhancing the visual, written, and oral communication skills of students in the Communication, Leadership, and Change course at a regional comprehensive university.  \nAs the capstone class for all Communication Studies seniors, part of the experience focuses on assisting students to move from their role as students to professionals. An alternative to the  \ntraditional paper resume, the ePortfolio is a multimodal project, incorporating visual, oral, and written communication modes and serves as an important tool in preparing students for the job search. As students are directed to create their ePortfolio, summarizing the skills learned in their major, they are able to effectively articulate the experience and value of their communication degree to potential employers. The ePortfolio is intended to show the value of students’ educational experiences in ways that are interactive, engaging, and creative. Through this experience, students can expect to create a professional ePortfolio from the beginning of the process to its end, making decisions about the design concept, considering aesthetic elements that showcase their experiences and educational background, and enhancing their work through the presentation of digital information. Building on Carpenter and Apostel’s (2012) examination of the role of communication space in the teaching of oral and visual communication projects, the communication center where these workshops occurred provided students with an interactive environment where they began the process by sketching and talking about the potential organization of their ePortfolios and then drafted and showcased their final projects. The unit activity bridges both classroom instruction and interactive, peer-topeer activity to enhance the experience and process for students. For this unit activity, we asked students to consider the following questions:  \n􀁸 What professional persona do you want (need) to create?  \n􀁸 If your ePortfolio was made available to potential employers devoid of any direct contact with you, how might it portray your professional preparation and education?  \n􀁸 What might you want visitors to remember about you?  \nThe Project  \nThis project exemplifies ways in which academic programs might embrace opportunities with the communication center. In particular, the collaboration between the capstone course and the communication center offers graduating seniors intensive and ongoing workshops as they design ePortfolios showcasing their academic accomplishments and their preparation for a career in the ","cbCaiiypR95gHdCQ","https://ap.wps.com/l/cbCaiiypR95gHdCQ","pdf",497288,11,"English","# Introduction and Rationale\n## The Project\n## Workshop Approach\n## Evaluation Rubric Dimensions","[{\"question\":\"What is the purpose of the ePortfolio bootcamp collaboration?\",\"answer\":\"The bootcamp uses embedded workshops between a capstone class and the communication center to help students develop a professional ePortfolio and strengthen communication-design skills for career preparation.\"},{\"question\":\"What communication modes are included in the ePortfolio experience?\",\"answer\":\"Students work with visual, oral, and written communication modes to create an interactive, professional online presence.\"},{\"question\":\"How does the evaluation rubric assess students’ ePortfolios?\",\"answer\":\"The rubric evaluates five dimensions: concept originality, aesthetic quality, digital presentation, writing, and formatting sensitivity for on-screen readability.\"}]","Embracing Collaborative Opportunities Between Communication Centers and Departments - Examining an ePortfolio Bootcamp | PDF",1792088519,28]