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ERIC Number: EJ1214594
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Constructing a Professional Identity: Connecting College and Career through ePortfolios
Cordie, Leslie; Sailors, Jamie; Barlow, Becky; Kush, John S.
International Journal of ePortfolio, v9 n1 p17-27 2019
In this paper, we describe the use of ePortfolios at a public, land-grant university and document how the ePortfolio has been used to develop more authentic learning experiences. We discuss the best practices for ePortfolios and its varied use as a teaching and learning tool. In addition, we discuss the challenges of implementing ePortfolios. For these examples, we provide strategies for helping both undergraduate and graduate students communicate how their academic experiences connect with the expectations of employers. All of these efforts are directed through an online, outward-facing ePortfolio by providing examples of relevant, professional experiences, combined with reflective writing (i.e., authentic learning). Students who identify the narrative themes running through their experiences, and use those themes to develop an online presence, are able to reflect, construct, and articulate a professional identity through the ePortfolio. Students then can answer the critical question posed by employers, "Tell me about yourself."
Descriptors: Professional Identity, Career Choice, Portfolios (Background Materials), Authentic Learning, Teaching Methods, Educational Technology, Undergraduate Students, Graduate Students, Education Work Relationship, Employers, Reflection, Writing (Composition), Educational Experience, Web Sites, Best Practices, Forestry, Wildlife, Constructivism (Learning), Online Courses, Adult Education, Program Descriptions
Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: email@example.com; Web site: http://www.theijep.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Adult Education
Authoring Institution: N/A