[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-173948-en":3,"doc-seo-173948-105":30,"detail-sidebar-cat-1-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},173948,8796093062539,"8796093062539","",1,17,"Forms","SAHE E-Portfolio Content Template Outline - Cohort Ten 2017-2018","SAHE E-Portfolio Content Template Outline for Cohort Ten (2017-2018) provides a structured framework for students in Student Affairs in Higher Education to develop reflective narratives supported by artifacts such as social media, text, audio, and video. It applies Astin’s IEO model to standardize portfolio organization and Baxter Magolda’s Self-Authorship to connect post-admission learning with future agency. The template guides pre-program, program (track-based) artifacts, classroom experiences, supervised practice, professional involvement, reflection essays, and a summary with future career direction.","SAHE\nE-Portfolio\nContent Template Outline\nCohort Ten\n2017-2018\nIntroduction\nThe purpose of the E-portfolio is to allow you to use a self-narrative approach supported by artifacts (social media, text, audio, and video), to describe your pathway toward becoming a reflective practitioner in Student Affairs in Higher Education. Reflective practitioners make use of research to inform their leadership and management approaches in collaborating with undergraduates and faculty to co-create learning environments, foster the development of new programs, and manage services that culminate in impacting undergraduates‘success as measured by their retention and graduation from the institution. Also, graduate student’s E-portfolios can serve as an assessment window to examine teaching and learning within the SAHE program.\nAstin’s (1985) IEO model provides us a window to structure the content of your E-Portfolio. Our E-Portfolios will display a common structure to ensure consistency in SAHE’s efforts to foster student and program level assessments. In addition, our E-Portfolios will embrace students’ unique pathways to laying the foundation for agency in one’s career. Baxter Magolda’s (2004) Self-Authorship model provides us a conceptual framework to develop deeper meaning and connections from your post-admission learning environments along with your future efforts to establish agency in your career and life plans.  Subsequently, the outline serves two purposes of providing a content framework for students to develop their E-Portfolios and to foster student’s describing their unique pathways to becoming a reflective practitioner.\nPortfolio Outline\nPre-Program Artifacts\nProfessional statement submitted with program application\nUndergraduate engagement experiences\nReflective paragraph on my career station\nProgram Artifacts (Choose A or B depending upon  Student Track)\nFull-time work experience concurrent with program\nJob description/Resume\nWhat is your perception of your alignment of day-to-day experiences in Student Affairs about what you are learning about Student Affairs in the classroom?\nArtifacts of exemplary new projects and opportunities that you have completed since beginning the program\nProgram proposal\nPowerful emails, letters, and cards from other colleagues and supervisors about your watershed work\nExternal stakeholders’ viewpoints (letters, emails, and cards) about how your role, directly or indirectly, impacted them\nLearning partners\nInclude powerful growth enhancing feedback from supervisor(s) (emails, letters, and cards) about your contribution to small group or unit projects\nWatershed supervisory and supervisee artifacts (emails, cards, or letters) about your role in the department.\nTransitional reflective paragraph\nGA/full-time student/part-time professional\nGA job description/resume\nArtifacts of exemplary  GA performance\nProgram proposal\nPowerful emails, letters, and cards from other colleagues and supervisors about your watershed work\nExternal stakeholders’ viewpoints (letters, emails, and cards) about how your role, directly or indirectly, impacted them.\nLearning Partners\nTransitional reflective paragraph\nClassroom Experiences\nIndividual watershed papers in your understanding and achievement in the program.\nSAE 721 Introduction to Student Affairs\nSAE 723 Student Development\nSAE 726 History’s final or research paper\nSAE 727 Inclusive Campus Environment\nSAE 728 Individual and Group Counseling Skills\nSAE 729 Foundations of Research\nSAE 732 Leadership’s University project\nSAE 735 Finance/Governance\nSAE 738 Law/Ethics\nSAE 747 Supervised Practice\nSAE 749 Student Outcomes\nSAE 766 Research Methods/Data Analysis\nSAE 767 Assessment/Evaluation\nSAE 755 Special Projects Individual and Group Helping Skills**\nSmall group watershed videos, projects, papers, or Prezi, PowerPoint, or keynote presentations.\nSAE 732 Leadership\nSAE 735 Finance/Governance\nSAE 726 History\nLearning Partners\nWhat are your thoughts about faculty member (s) feedback ","cbCaiepsxPaZbUNI","https://ap.wps.com/l/cbCaiepsxPaZbUNI","docx",18432,4,"English","en",105,"# Introduction\n## Portfolio Outline\n## Pre-Program Artifacts\n## Program Artifacts (Choose A or B)\n## Classroom Experiences\n## Supervised Practice\n## Professional Organization Involvement\n## Reflection Essay - Culmination\n## Summary - Future Direction","[{\"question\":\"What is the purpose of the SAHE E-portfolio in this template?\",\"answer\":\"The template’s purpose is to support a self-narrative approach using artifacts to describe the pathway toward becoming a reflective practitioner in Student Affairs in Higher Education.\"},{\"question\":\"Which models are used to structure and deepen the E-portfolio content?\",\"answer\":\"Astin’s (1985) IEO model structures the content, and Baxter Magolda’s (2004) Self-Authorship model provides a conceptual framework to develop deeper meaning and connections.\"},{\"question\":\"How should students organize artifacts in the portfolio?\",\"answer\":\"Students include pre-program artifacts, then program artifacts based on the selected track (A or B), followed by classroom experiences, supervised practice, professional organization involvement, and a culminating reflection essay and future direction summary.\"}]","SAHE E-Portfolio Content Template Outline - 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