Evaluation of the Human Services Capstone Portfolio Pilot version, Spring 2010

Completed by Human Services Program senior Katrin Deeg with the guidance of advisor and professor Raine Dozier

Acknowledgements The completion of this evaluation was made possible due to the generous time contributions of several individuals. Thank yous are owed to Anthony Rhodes, who facilitated the focus groups, the Senior Core professors Susan Kincaid, Diana Jones, and Trula Nicholas, who allowed time in their classes for survey distribution, and the HSP 495 professors Jacquelyn Baker-Sennett, Raine Dozier, and Susan Kincaid, who reminded their students to participate in the focus groups.

TABLE OF CONTENTS

I. Executive Summary II. Introduction

III. The Capstone Portfolio Process IV. Evaluating the Capstone Portfolio Requirement V. Sample and Data Instruments

VI. Results a. Beliefs and attitudes about the capstone portfolio pilot versionb. Thoughts on the capstone portfolio pilot version c. Views on the culminating depth assignment d. Preparing for the capstone portfolio pilot version: From HSP 304 to HSP 495 e. Completing the capstone portfolio pilot version: HSP 495 f. Knowledge of the CSHSE Standards

VII. Recommendations a. Recommendations regarding the capstone portfolio process b. Adjustments to the capstone portfolio pilot version and culminating depth

assignment c. Alternatives to a porfolio-based assessment of student mastery of the CSHSE

StandardsVIII. Closing Thoughts – The Meaning of Capstone

IX. References X. Appendix A – The CSHSE Standards

XI. Appendix B – Capstone Survey 2010 XII. Appendix C – Focus Group Questions – 2010 Evaluation

XIII. Appendix D – Email issued to HSP Seniors in February, 2010 regarding pilot version XIV. Appendix E – Responses to Open Ended Survey Questions

EXECUTIVE SUMMARYIn the spring of 2010, the Human

Services Program at Western Washington University introduced a pilot version of the capstone portfolio to the students in the HSP 495 courses as an alternative to the original CSHSE Standards-based version. The capstone portfolio is intended as a means for students to demonstrate their mastery of the Council for Standards in Human Service Education National Standards and acts as an assessment of the students’ learning in the program.

The pilot version has three main components: The difference in versions is the focus on four thematic essays on systems, indirect services, direct services, and ethics and values rather than requiring an essay on each CSHSE Standard. In addition, students must complete a culminating assigment demonstrating a student’s academic and professional depth.

The overall consensus on the capstone portfolio pilot version was positive. In general, students who completed the pilot version enjoyed writing about themes and skills. This structure allowed some students to make connections between their learning and the expectations of the program on a broader level. Theme-based essays appear to be more in line with the organization of the Human Services Program and its courses than the standards-based essays of the original capstone portfolio.

The theme-based essays of the pilot version also appear to be a better way for students to show their understanding of the CSHSE Standards. Two thirds of the students completing their capstone portfolios in the spring of 2010 found the capstone portfolios to be a good way to show their understanding of the CSHSE

Standards, compared to less than one third of the students completing the standard capstone portfolio project in the spring of 2009.

The culminating assignment component of the capstone portfolio pilot version, at least in theory, was very well received by students. Students enjoyed the open-endedness of the assignment and more than a few noted that it provided an opportunity for personalization and creativity. Students would have appreciated more examples and better descriptions of the workload to be expected for the culminating depth assignment, though this lack of clarity is likely due to the fact that the spring of 2010 was the first time the project was introduced. In all, though, the workload of the pilot version of the capstone portfolio appears to be lower than that of the standard capstone portfolio version.

Many students evaluated in the spring of 2010 valued the process of completing their capstone portfolios because they were reminded of their accomplishments and were given the opportunity to collect and reflect upon what they had learned. Several noted that completeing the capstone portfolio provided a sense of closure to their time in the program. However, a notable number of students also found the process of completing the capstone portfolios to be repetitive and equatable to busy work.

Student views on the value of the HSP 304, Portfolio Learning in Human Services, and HSP 495, Capstone Portfolio, courses were mixed. The value of HSP 304 came in that students were reminded to keep their work organized throughout their time in the program, though many noted

that the material covered in HSP 304 was forgotten by the time they were actually creating and compiling their capstone portfolios. Some students found HSP 304 to be confusing and intimidating as it seemed to place an unclear and daunting task in front of them. Some recommendations were provided for improving the structure of HSP 304, including offering it as an online course, offering it as a series of workshops rather than a quarter-long course, and revisiting the material mid-way through the students’ time in the program.

For many students, the greatest benefit of HSP 495 was the regular interaction with a professor and receiving feedback from a professor and peers. Several students noted that HSP 495 could have been effective had the material and feedback been covered in independent relationships between students and “portfolio advisors.” A consistent recommendation regarding HSP 495 was concrete due dates for the essays and for the longer essays to be due before the shorter essays so that procrastination could be avoided. Students greatly appreciated examples of previous capstone portfolios and concrete guidelines for the assignments.

Students were also asked about their understanding of the CSHSE Standards. More students (88%) in the spring of 2010 HSP 495 courses felt the CSHSE Standards were easy to understand than students in the spring of 2009 HSP 495 courses did (42%). In addition more students (81%) in the spring of 2010 courses felt that it was easy to apply the Standards to their coursework than students in the spring of 2009 courses

(56%). While students seem to understand that their mastery of the Standards allows for the program to vie for accreditation, some wondered whether it is required that they have a working understanding of the Standards or simply a theoretical understanding of the Standards. Some students questioned how the Standards applied to them personally. Many students felt that because the required sequence of courses within the Human Services Program incorporates, at least in theory, all of the CSHSE Standards, a student’s completion and passing of the courses implies his or her understanding of the Standards.

Questions were raised by students as to the overall meaning of the capstone portfolio. Students desire more clarity on the capstone portfolio’s relationship to their time in the program and development as human services professionals. Among many, one question possibly implied by the findings of this evaluation is how the program can standardize the definition and grading of the student capstone portfolios while remaining flexible enough to accommodate for the individuality of each student.

Alternatives to a portfolio-based assessment of student mastery of the CSHSE Standards were provided by students. Among the most commonly mentioned alternatives were presentations open to a panel, the department, or the public at large, and a year-long or program-long project. Other alternatives included a final project related to internship experiences, a project related to professional work after graduation, or a project related to specific interest areas within the human services field.

INTRODUCTION In the spring of 2010, the Human

Services Program introduced a new version of the capstone portfolio project as an alternative to the original version which had been in place since 2006. The pilot version was created and introduced as a response to the results of an evaluation of the standard capstone portfolio project completed in the spring of 2009. In context of the Human Services Program, a capstone portfolio is defined as “an intentional repository of evidence reflecting the scholarly and professional progress, goals, and reflections of the learner; integrating knowledge, theory, and skills from multiple sources using the CSHSE National Standards for Baccalaureate Degree in Human Services as a framework; and providing a benchmark exit assessment for the Human Services major” (Kincaid, 2009, p. 5).

The intent of this evaluation is to compare the feelings of students regarding the capstone portfolio pilot version introduced in the spring of 2010 to the feelings of the students who completed the original version in the spring of 2009. Both options were open to the HSP 495 students in the spring of 2010, though all students surveyed and who took part in the focus groups for this evaluation chose to complete the pilot version. Therefore, unless otherwise stated, the views expressed throughout this evaluation regard the pilot version offered to the students in HSP 495 in spring 2010.

This evaluation also gives light into the effectiveness of the pilot version as an exit benchmark assessment of Human Services Program students and potential alternatives for such an assesment.

THE CAPSTONE PORTFOLIO PROCESS

During the Human Services program, students are required to take two courses related to the portfolio: HSP 304, Portfolio Learning in Human Services, and HSP 495, Capstone Portfolio. The first portfolio class, HSP 304, is required within the first five credits of the two year program. The course objective is to outline expectations for the capstone portfolio and offer an introduction to CSHSE Standards. The final portfolio course, HSP 495, taken within the last five credits of the program, is designed to support students in compiling their final capstone portfolio product.

While the original version of the capstone portfolio requires students to write essays on their mastery of CSHSE Standards 11 to 21, the pilot version is structured differently. The pilot version has three main components: four essays on systems, indirect services, direct services, and ethics and values demonstrating a student’s academic and professional breadth, three essays on technology, writing proficiency, and critical thinking demonstrating students’ competency in institutional and program outcomes, and the completion of a culminating assigment intended to demonstrate a student’s academic and professional depth. A statement of helping, a statement of purpose, and a self introduction are also included in the portfolio in order to provide professors and the audience with a sense of the students’ individuality and professional values.

It was encouraged in HSP 304 that students remember to look for linkages between future course work and CSHSE Standards. Teachers included course-related Standards in each of their syllabi

and identified assignments that could be used as evidence in the capstone portfolio. Upon the completion of HSP 495, students were given the opportunity to share their completed capstone portfolios with peers, future graduates, and professors.

EVALUATING THE CAPSTONE PORTFOLIO REQUIREMENT

To best compare student feelings and opinions surrounding the capstone portfolio pilot version to the original version, most of the same research methods were implemented in the spring of 2010 as those implemented in the spring 2009 evaluation. Side-by-side comparisons of graphs of student responses from the spring 2009 evaluation and the spring 2010 evaluations are presented throughout this evaluation.

SAMPLE & DATA INSTRUMENTS

The population of interest for this evaluation was students in the HSP 495, Capstone Portfolio class in the spring of 2010. The survey and focus group samples are limited to Bellingham students only.

Surveys In order to reach as many HSP 495

students as possible, surveys were distributed to the three senior Core classes (HSP 406, Human Services Professionals and Global Systems) courses in the spring of 2010. The assumption was made that most students in HSP 495 were also in HSP 406, as both are normally taken in the last quarter within the Human Services Program. The survey distributed was identical to that given in the spring 2009 evaluation, save an additional question,

Question 16, which asked students to answer what portfolio option they completed in HSP 495, the original version or the 2010 pilot version. The survey also consisted of seven scaled questions, three agree/disagree questions, and four open-ended questions (see Appendix B). 59 out of the 68 students in HSP 495 in the spring of 2010 completed surveys. All data was subsequently coded. Student responses to the open-ended questions were coded thematically and some responses have been used here as direct quotes to bring student voices into this evaluation.

Focus groups Two focus groups were held to allow

students in HSP 495 to openly discuss their feelings about the process of completing the capstone portfolio. The focus group questions were geared at understanding how students felt about the process of completing the capstone portfolio and how students felt specifically about the capstone portfolio pilot version as a means of assessing their learning (See Appendix C). In total, seven students attended the focus groups. These focus groups were conducted with a facilitator who asked the open-ended questions and stimulated conversation and a researcher who recorded dialogue on a digital recorder and took notes by hand. Direct student quotes from these focus groups are used throughout this evaluation as a means of emphasizing certain common topics expressed by the students.

Due to time limitations and lack of resources, no personal interviews with students or faculty were held in the research for this evaluation.

Beliefs and attitudes about the capstone portfolio pilot version

General trends of the spring 2010 evaluation are that students find the capstone portfolio pilot version more valuable to their overal learning experiences and slightly more important to their future careers than students who completed the original version in the spring of 2009.

Graph 1 – 2010 data

Graph 2 – 2009 data

Graph 1 above demonstrates that 36% of the students surveyed in the spring of 2010 found the capstone portfolio important to their overall learning experience, compared to 15% of the

students who completed the original version in 2009.

For the students who did find that the pilot version of the capstone portfolio was important to their overall learning, the value of the capstone portfolio came in several ways. Students found that capstone portfolio was a way of being reminded of and synthesizing their learning. One student noted that it was nice to have everything in one place.

Several students noted that the capstone portfolio, if nothing else, provided closure to their education in the Human Services Program and a sense of accomplishment. The completion of the capstone portfolio reminded one student that the Human Services Program is more than what some students labeled its “fluffy reputation.” For some, therefore, the capstone portfolio added a level of academic seriousness as well as personal fulfillment to to the students’ time in the program. Another student wrote that completing the capstone portfolio “makes me see that I was actually learning something and I wasn't wasting my time or money.”

The capstone portfolio allowed students to collect and reflect on their learning, though the thoughts on the value of such reflection was mixed. Many students felt that the capstone portfolio was busy work and repetitive reflection. Some stated that while capstone portfolio helped them understand what they had

“[My capstone portfolio] made me realize how much good work I did. I tend to focus more on my negative times, so to go back and see all the positive feedback from my professors was great. I'm very satisfied with my website. I feel very accomplished.”

learned, it was “very repetitive” and “didn’t necessarily help deepen my understanding, merely reflect on it.”

Graph 3 – 2010 data

Graph 4 – 2009 data

Students are also mixed on the value of the capstone portfolio on their future careers. Graphs 3 and 4 show that many more students who completed the pilot version of the capstone portfolio in the spring of 2010 found it to be important to their future careers than students who completed the standard capstone portfolio in the spring of 2009.

For some, writing the capstone portfolio essays was a reminder of the professional skills they have gained which have prepared them to enter the field. As one student in a focus group said, “I’m better equipped to go out and really put into words: ‘this is what I’ve pulled from my undergrad experience and this is what I’m prepared to do now,’” demonstrating how students may find a connection between the capstone portfolio and their future professional work, even if the value is for the individual student rather than for potential employers. Other students in the focus groups and in the surveys agreed that the process of writing the papers for the capstone portfolio helped them summarize their skills, knowledge and abilities for “creating my resume and going to job interviews” or “writing a cover level.” So, for some students, writing for the capstone portfolio provided a means of articulating and verbalizing their professional skills and goals and was a reminder that many of the skills they have gained in the program are indeed important and valuable in the professional world.

“I honestly don't feel like [my capstone portfolio] helped my learning. We reflect so much in the major that I feel like this is useless as a tool for learning/reflection. It is a great tool to gather work.”

“By the time I got to the portfolio, I already reflected on my overall learning till I was blue in the face. I know my learning. The capstone portfolio just put it all (or some important bits of it) into one geographic location.”

“[The completion of my portfolio] helped me tie everything together and draw out the specific themes and issues that draw my attention the most. I was able to articulate my professional goals and support them by my knowledge and experience.”

Other students did not feel that the portfolio process was relevant to their future careers. Some doubted whether employers would actually be interested in reading or even looking through the students’ capstone portfolios, citing instances in which internship supervisors had directly told the students that the capstones were not valuable in entering the job market.

Thoughts on the capstone portfolio pilot version

The overall consensus on the capstone portfolio pilot version was positive. As described above, the pilot version requires students to write essays on themes or overarching topics rather than the CSHSE Standards. The new essay topics are systems, indirect services, direct services, ethics and values, as well as essays on topics mandated by the original version on writing proficiency, technology, and critical thinking. One discussion in a focus group revolved around the question of whether the essay themes in the pilot version are more in line with the way the Human Services Program is organized than the CSHSE Standards are. The Human Services Program at WWU is introduced to incoming students as series of courses which travel through various systems. The framework of the program does not appear to the students to be based on the CSHSE Standards, even though some of the Standards are integrated into the syllabi of all the courses. The members of one focus group discussed the idea that the theme-based portfolio (the pilot version) “gels” better with the structure of the Human Services Program than the CSHSE Standards do.

In general, students enjoyed writing about themes and skills. This structure allowed some students to make connections between their learning and the expectations of the program on a broader level. Rather than writing one essay per Standard, students were able to integrate or imply their mastery of multiple Standards into one essay or wherever the students felt was appropriate to their own experiences. Some students felt that writing for each Standard would be limiting.

Students completing the pilot version of the capstone portfolio would have appreciated more concrete examples off of which to base their products. Students acknowledged, though, that the lack of examples came from the fact that this was the first time the pilot version was introduced. Guidelines for the pilot version were vague, but within understandable circumstances. Examples from previous years’ students’ online capstone portfolios (albeit they were based on the original version guidelines) were provided to the spring 2010 students. In addition, guiding questions for the four thematic essays were distributed and found to be “extremely helpful.” Students appreciate examples of previous work, to whatever extent they can be provided.

“[The portfolio] is not meaningful. Make it applicable to our future.”

“I really like the pilot version. I think it was a better way [than the standard portfolio version] to bring my learning and experiences together.”

“My framework of the program is not through the Standards.”

Views on the culminating depth assignment

The capstone portfolio pilot version introduced in the spring of 2010 included the requirement of a culminating assignment worth 20% of the final capstone portfolio grade. The basic intent for the culminating assignment, as described by the HSP 495 professors and the Student Guide to Capstone Portfolio: Pilot Version, was for students to demonstrate “academic and professional depth” through “written, Internet, video or combined formats” (Kincaid, 2009, p. 6). The guidelines for the culminating assignment were vague, likely due to the fact that this was the first time the project was introduced. To generate ideas, options of possible projects were shared within and among the HSP 495 classes.

The culminating assignment component of the capstone portfolio pilot version, at least the theory of the component, was well received by students. Students liked the open-endedness of the assignment and more than a few noted with gratitude that it provided an opportunity for personalization and creativity to be added to their capstone portfolios.

However, the culminating assignment as a means for students to demonstrate the “depth” of their learning appears to be arguable. One student, for example, felt that “the culminating

assignment allowed me to really learn something more, while the rest of the capstone portfolio papers did not allow for that,” while other students questioned whether they were really gaining any new knowledge through the culminating assignment, or even the capstone portfolio as a whole. Students questioned how the culminating assignments would be graded if every student was completing something different. Students were unclear as to the standards to which their culminating assignments would be held, and therefore some were confused about this entire aspect of the capstone portfolio.

Students provided many recommendations for the improvement of the pilot version and its culminating assignment component as a means of assessing students’ learning and competency as human services professionals. Students would have appreciated a more serious emphasis on the culminating assignment. The weight placed on the culminating assignment seems to reflect the approach taken by the individual HSP 495 professors; some told students to work on the essays first while others encouraged students to set high goals and start early for their culminating assignments. As stated, students expressed that the guidelines for the culminating assignment were vague, though this lack of clarity is likely due to the fact that the spring of 2010 was the first time the project was introduced. As one student wrote: “More guidelines on the depth assignment might be helpful. I felt I was shooting blind, not knowing what the purpose of it was.” More examples and better descriptions of the workload to be expected for the culminating depth assignment were desired by students. Some recommended that the culminating depth assignment be worth

“I love the pilot program. I feel it wasn't as stressful as the first one, but I still reflected as much as I would have in the original. Plus having 20% of it be completely designated by the students is a great way to personalize it.”

more than 20% of the capstone portfolio grade so that they may have approached it with more seriousness and commitment.

Preparing for the Capstone Portfolio Pilot version: From HSP 304 to HSP 495

Graph 5 – 2010 data

Graph 6 – 2009 data

Graphs 5 and 6 above show that the majority of students completeing capstone portfolios in the spring of 2010 and in the spring of 2009 left their respective HSP 304 courses without understanding the expecations for HSP 495. Interestingly, however, most of the students in HSP 495 in the spring of 2010 expressed that the HSP 304 course they had taken was useless

or not valuable because since then the pilot version of the capstone portfolio was introduced. Therefore, perhaps some or most of the information they had been given about the capstone portfolio process was irrelevant by the time these students reached HSP 495 in the spring of 2010.

The main benefits students in the spring 2010 HSP 495 found from their HSP 304 courses were that HSP 304 let students know they would need to keep their work organized throughout the program and they were able to practice the writing proficiency voices that would be needed in the program and are currently still needed in the capstone portfolio. A minority felt that HSP 304 was a good general overview of the expectations for the capstone portfolio. The majority of students, though, expressed a discontent with the guidance and preparation for the completion of the capstone portfolios that they were given throughout the Human Services Program. Students felt that having HSP 304 in the first quarter of the program is too early and “too disconnected from the deadline.” Some recommended that HSP 304 could have been effective as an online course or a series of workshops rather than a quarter-long course. Others recommended that the time in HSP 304 could have been used to begin preliminary organizational work on the actual portfolio, such as to getting their websites started. At the same time, however, students also raised the concern that regardless of the time-frame given to complete the capstone portfolio (one quarter or the whole two years), integrating the knowledge and skills from old, recent, and current courses into the final capstone portfolio product has been, and could continue to be, an organizational challenge.

HSP 304 led some students to be fearful of or intimidated by the capstone portfolio process. One student said the following: “HSP 304 was ridiculous and frustrating. It just put what seemed like an impossible task in front of man and said ‘go for it.’" For some, HSP 304 did not give students an accurate idea of what to expect in creating a capstone portfolio. Students felt lost and confused by the end of this course and many did not understand what was to be expected in the final capstone portfolio product. “I had no idea what the portfolio needed to look like or its distinction between professional and capstone,” wrote one student in the survey.

Students were asked how much they prepared for the capstone portfolio between the time they took HSP 304 and HSP 495. Considering the fact that many students expressed one of the few valuable pieces of HSP 304 was the reminder to remain organized throughout the program, an interesting finding is that only a minority of students actually regularly prepared for the capstone portfolio.

Graph 7 – 2010 data

Graph 8 – 2009 data

Graph 7 shows that most (86%) students in HSP 495 in the spring of 2010 prepared at most “occasionally” for the capstone portfolio throughout their two years in the program. A comparison to last year’s data shows that while there is variance as to the specific percentages, the general trend remains the same: most students do not regularly prepare for their capstone portfolios between the quarter they are enrolled in HSP 341 and the quarter they are enrolled in HSP 495.

“HSP 304 was a good overview about expectations but going for a whole quarter was too much.”

Graph 9 – 2010 data

Graph 10 – 2009 data

Students were also asked how often their professors reviewed the CSHSE Standards in relation to HSP 495. The trends this year are similar to those from the 2009 data: most students state that the review of the Standards by their professors in relation to the capstone portfolio and HSP 495 was not frequent. One student surveyed for this evaluation recommended that there be “more integration and discussion of Standards in classes. Teachers put them in the syllabus but 80% of the time [the teachers] don't mention them at all during class.” More information on students’ understanding of the CSHSE Standards is available in the section below entitled “Knowledge of the CSHSE Standards.”

Completing the capstone portfolio pilot version: HSP 495

Graph 11 – 2010 data

Graph 12 – 2009 dataStudent views specifically on the

nature of the HSP 495 course were also gathered. A capstone guide is provided to all students in HSP 304 and in HSP 495 to outline the definition and process of the capstone portfolio and the CSHSE Standards. To accommodate for the pilot version introduced in the spring of 2010, a revised version of the capstone guide was created and made available for students wishing to complete the pilot version. More students in HSP 495 in the spring of 2010 found the capstone guide to be useful than students in the spring of 2009.

Graph 13 – 2010 data

Graph 14 – 2009 dataGraphs 13 and 14 show that the

completion of the capstone portfolio pilot version was a lower work load for most students than the standard capstone portfolio version completed by students in the spring of 2009.

Students in HSP 495 surveyed and questioned for this evaluation provided much feedback on the value and structure of HSP 495. The largest benefits of this course appear to be that it gives students an opportunity to interact with a professor directly for assistance and guidance, that examples of previous work were given, and that there were many opportunities for feedback and peer-review on the creation of the capstone portfolio.

Some students felt that the format of HSP 495 should be different. For some, one quarter was too little time for the

completion of a capstone portfolio. Others felt that HSP 495 should be an online course and that meeting face-to-face was unnecessary. More than one student noted that while HSP 495 was helpful for essay feedback, they did not need a class once a week for the completion of the capstone portfolio. “Maybe just a portfolio advisor” to receive feedback from, one student recommended. However, the peer-review component of HSP 495 was a large plus for many other students.

Time management in HSP 495 was also a problem for many students. The structure of each HSP 495 course varied, so generalizations about the structure of all these courses cannot easily be made. However, several students felt overwhelmed or unhappy with the due dates for the essays throughout the quarter. As one student recommended, “require essays to be done each week! The actual load of work is not that hard, but time management is when four essays are due on the same day.” Others recommended having the longer essays due before the shorter essays. Another common critique was for the due dates for essays to be held firmly; these comments imply that in at least one HSP 495 course, the due dates were flexible. “Loosey-goosey made me put it off to the end,” wrote one student in a survey.

“HSP 495 could be structured differently. It wasn't a lot of work, but it all caught up at the end (as usual). Maybe have essays actually DUE throughout. This would be better for students and professors.”

Students noted that the HSP 495 professors have an influence on the outcome of the students’ portfolios as well as the students’ mentalities about completing these portfolios. Due to the professors’ varying experiences within the program and their differing expectations regarding the capstone portfolio, students wondered how the capstone portfolios of all the HSP 495 students would be graded if there was no (or did not seem to be a) standardized method of doing so among the various HSP 495 professors. One example cited by a student was the potential variety in professors liking visuals in the capstone portfolios or not. As noted above, students had the same concern about the expectations and grading of the culminating assignments.

Knowledge of the CSHSE StandardsOne of the main objectives of the

capstone portfolio is to gauge graduating students’ mastery of the CSHSE Standards. While the capstone portoflio pilot version did not mandate explicit mention of all the Standards, the Academic and Professional Breadth essays (on systems, indirect services, direct services, and ethics and values) were intended to imply students’ understanding of the Standards.

Graph 15 – 2010 data

Graph 16 – 2009 data

Graph 15 illustrates that most students in the spring 2010 HSP 495 courses were neither very familiar nor completely unfamiliar with the CSHSE Standards. In fact, many less students in the spring of 2010 were “not familiar” with the Standards than students in the spring of 2009. The following graphs (17 through 22) show noticeable differences in the opinions of the students in the spring 2010 and spring 2009 HSP 495 courses regarding their understanding of the Standards and the applicability of the Standards to their capstone portfolios. To note while looking at this data is that all the students who completed a capstone portfolio in the spring of 2010 completed the pilot version. Some of the HSP 495 courses did not even require explicit mention of the CSHSE

Standards throughout the theme-based essays, though some HSP 495 courses did.

Graph 17 – 2010 data

Graph 18 – 2009 dataMost students (88%) completing the

pilot version of the capstone portfolio in the spring of 2010 felt that the CSHSE Standards were easy to understand, compared to the minority (42%) of those who completed the original, Standards-based capstone portfolio in the spring of 2009.

Graph 19 – 2010 data

Graph 20 – 2009 data

Along the same vein, most students (81%) completing the pilot version of the capstone portfolio also agreed that it was easy to apply the CSHSE Standards to their coursework. The nature of the question used to gather this data (borrowed directly from the 2009 evaluation) leaves “coursework” open, so it is unclear whether students agreed that the Standards were easy to apply to their coursework throughout the Human Services Program, to their coursework in HSP 495 specifically, or to both. Regardless, however, it is clear that many more students in the spring 2010 HSP 495 courses felt that the Standards were more easily applicable to their coursework.

Graph 21 – 2010 data

Graph 22 – 2009 data

Another difference between the 2009 and the 2010 data lies in students’ opinions on whether the capstone portfolio is a good way to show their understanding of the CSHSE Standards. According to the data in Graphs 21 and 22, the theme-based pilot version of the capstone portfolio appears to be a better way for students to show their understanding of the CSHSE Standards than the original, Standards-based capstone portfolio. The reasoning behind this difference may be related to the views of students expressed above in the “Thoughts on the capstone portfolio pilot version” section. Many students who completed the pilot version expressed their content with the theme-based essays

because these essays allowed for more flexibility in how the CSHSE Standards were applied to their own personal experiences; the Standards could be integrated into the essays where the students themselves felt was appropriate.

Several conversations in the focus groups for this evaluation revolved around the value of the students’ understanding of the CSHSE Standards. Some students wondered whether the administration of the Human Services Program feels obligated to make the Standards a part of the final exit assessment and evaluation of learning. While students understand that their mastery of the Standards allows for the program to vie for accreditation, some wondered whether it is required that they have a working understanding of the Standards or simply a theoretical understanding of the Standards. Some students questioned how the Standards applied to them personally rather than as measures for accreditation of the Human Services Program. These questions tie into statements in the “Preparing for the Capstone Portfolio Pilot version: From HSP 304 to HSP 495” section above regarding a student’s observation that while some CSHSE Standards are listed in all the course syllabi, the Standards are not necessarily explicitly mentioned or integrated within the course materials or discussions.

“It would be nice to have the need to understand the Standards explained, rather than ‘here are some super general Standards for you to be guided by in all your work.’ Why do I need these Standards?”

RECOMMENDATIONS The surveys and focus groups

provided students the opportunity to voice and write their ideas and recommendations on changes to the capstone portfolio process and completion of the final product.

Recommendations regarding the capstone portfolio process

Students provided their opinions on the overall capstone portfolio process from HSP 304 to HSP 495. A general consensus was that HSP 304 was too distant from the actual completion of the capstone portfolio and that much of the content from this course was not remembered by the time students enrolled in HSP 495. As one student wrote “something in between would have been good.” Some students would have appreciated that the capstone portfolio be focused on more throughout the two years of the program, perhaps with a refresher workshop or elective class taken later in the first year of the program so that students could begin pulling work together for their capstone portfolios. Another recommendation for the integration of the capstone portfolio process into the program is to incorporate capstone portfolio essays into other courses. Similarly, one student recommended that one paper be written per quarter, such as in the Core classes, focusing on a set of standards or themes that relate to or could be added to the final capstone portfolio.

Students greatly appreciated concrete examples of previous portfolios in both HSP 304 and HSP 495. Many also noted that HSP 304 was beneficial because it reminded them that they would have to organize their work throughout their time in the program. Students recommend that

the tips on how to organize be based on how the portfolio itself is be organized, such as by themes or by Standards, as well as reminding students to clearly name and save their papers, projects, and presentations throughout the program so as to easily find them later on.

In terms of recommendations for changes in the HSP 495 course, students emphasized an appreciation for hard essay deadlines set by the professor so as to avoid procrastination. More than one student would have preferred that HSP 495 be a pass/fail course rather than a graded course. The support for this preference was that students would “not be worried about getting an A” and would be more focused on the output of their work.

Adjustments to the capstone portfolio pilot version and culminating depth assignment

Overall, students were in favor of the pilot version. Most ideas for adjustments were in regard to the culminating depth assignment, which was one component of the pilot version. Many students valued the theory of this component because it allowed for more personalization and creativity in the capstone portfolio, but not all students felt that they were able to take advantage of this depth assignment due to time restraints and lack of clarity on the objectives of the project. Clearly, some students felt they did deepen their learning through the culminating depth assignment and agreed that one quarter was enough time to do so. However, others noted that they could have produced better, more thought-out projects with a longer time-frame. Recommendations regarding this issue included extending the completion of the culminating assignment to more than one quarter or at least “planting the seed”

of the culminating assignment earlier on, even in the first year of the Human Services Program. Understandably, this was not possible for the students in the spring 2010 HSP 495 courses as this was the first time the pilot version was provided as an option.

Several students remarked that the culminating depth assignment was not given much emphasis by their HSP 495 professors, and therefore the students did not prioritize the project. As a fix to this issue, one student recommended that the value of the culminating depth assignment be increased from 20% of the grade or even equalized with the remainder of the capstone portfolio content.

Alternatives to a porfolio-based assessment of student mastery of the CSHSE Standards

Multiple ideas were formed in focus group brainstorming sessions and in the surveys regarding alternatives to a capstone portfolio as a means of assessing student learning and mastery of the CSHSE Standards. Among the most commonly mentioned alternatives were presentations open to a panel, the department, or the public at large, and a year-long or program-long project. The public presentations were thought to be a potential way to bring “seriousness” to the work of the students in the program and to demonstrate student interests and work to the rest of the university and the community. Other alternatives included a benchmark exam (though “that that would be worse,” noted more than one student), a final project related to internship experience such as a final project in the field, a project related to professional work after graduation such as applying to an actual job or completing a professional portfolio, or a project related to specific interest areas within the human

services field. Fortunately, several of these alternatives appear to be applicable as culminating depth assignments within the newly introduced pilot version.

Many students also felt that by completing the coursework of the program, they had already shown their mastery of the Standards. In response to the question “do you have any ideas of other ways to evaluate your mastery of the Standards?” one student wrote “look at my transcript.” A prominent consensus among students was that because the required sequence of courses within the Human Services Program incorporates, at least in theory, all of the CSHSE Standards, a student’s completion and passing of the courses implies his or her understanding of the Standards.

CLOSING THOUGHTS – THE MEANING OF CAPSTONE

A question raised often by students in the research for this evaluation was what the overall meaning and value of the capstone portfolio is. Students were not necessarily assuming that the capstone portfolio was of little value to them, but many desired more clarity on its relationship to their time in the program and development as human services professionals. The purpose of the capstone portfolio, at times, appeared to be lost on students. Some questioned whether the value of the capstone portfolio was primarily for the students, the professors, as a means of accrediting the Human Services Program at WWU, or a mix of

“I feel that since the courses are based on the Standards that if we have passed all the courses then we have met the Standards.”

these. A struggle, at least for the students and likely for the Human Services Department, lies in how to assess the students’ learning and mastery of the courses and CSHSE Standards while still providing students an opportunity to enjoy, own, and be proud of the output. For example, for one student, the completion of the capstone portfolio comes down to what it takes to simply pass HSP 495: “What is it going to take to pass? What are the papers requiring? That is what I am going to do, rather than really owning it and making it my capstone portfolio.”

If nothing else, an important recommendation for the improvement of the capstone portfolio process is that the purpose of the capstone portfolio be more clearly defined. Is the capstone portfolio only a tool to evaluate a student’s success in the Human Services Program? Is the value of the capstone portfolio more for the

student or more for the program to see that a student succeeded according to the program’s expectations? Is the capstone portfolio intended to demonstrate that a student understands the themes of the Human Services Program, the CSHSE Standards, or a mix of both? Is the capstone portfolio a tool for the students’ futures?

Finally, a note on the supposed difficulty of using a singular method of assessment of student learning and mastery of the CSHSE Standards while also acknowledging that the students in the Human Services Program value different aspects of the program and have unique interests, passions, and goals: how can the program standardize the definition and grading of the student capstone portfolios while remaining flexible enough to accommodate for the individuality of each student?

References

Kincaid, S. O. (2009). Student guide to capstone portfolio: Pilot version. Bellingham, WA:

Western Washington University, Human Services Program.

APPENDIX AThe CHSHE Standards

Standard 11: The curriculum shall include the historical development of human services.

Standard 12: The curriculum shall include knowledge and theory of human systems, including individual, interpersonal, group, family, organizational, community, and societal and their interactions.

Standard 13: The curriculum shall address the conditions that promote or limit human functioning.

Standard 14: The curriculum shall provide knowledge and skill training in systematic analysis of service needs; selection of appropriate strategies, services, and interventions; and evaluation outcomes.

Standard 15: The curriculum shall provide knowledge and skills in information management.

Standard 16: the curriculum shall provide knowledge and skills in human services interventions that are appropriate to the level of education.

Standard 17: Learning experience shall be provided for the student to develop his or her interpersonal skills.

Standard 18: The curriculum shall provide knowledge, theory, and skills in the administrative aspects of the services delivery system.

Standard 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice.

Standard 20: The program shall provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles, and limitations.

Standard 21: The program shall provide field experience that is integrated with the curriculum.

APPENDIX BCAPSTONE SURVEY – 2010 Evaluation

Thank you for taking the time to complete our short survey. You answers are anonymous and can in no way affect your grade.

1) How important do you feel the Capstone Portfolio is to your overall learning experience?Not important Very important1 2 3 4 5

2) How important do you feel the Capstone Portfolio is to your future career?Not important Very important1 2 3 4 5

3) How useful was the capstone guide in assisting your portfolio process in HSP 495?Not useful Very useful1 2 3 4 5

4) How familiar were you with the Standards and their specifications prior to senior capstone portfolio class?Not familiar Very familiar1 2 3 4 5

5) How would you rate the overall work load of HSP 495 in comparison to your other 4 credit human service courses?

Much less Average A lot more1 2 3 4 5

6) How much did you prepare for your portfolio over the 2 years between the classes of HSP 304 and HSP 495?Not at all Occasionally Every quarter1 2 3 4 5

7) How often did the professors review the Standards in relation to HSP 495?Not at all Somewhat Frequently

1 2 3 4 5 Circle one answer for the following questions:8) After completing HSP 304 (Intro to Portfolio) I understood the

expectations for HSP 495 (Capstone) Agree Disagree

9) The Standards were easy to understand Agree Disagree

10) It was easy to apply the Standards to my coursework Agree Disagree

11) Portfolio is a good way to show my understanding of the Standards Agree Disagree

Back

12) Do you have any ideas of other ways to evaluate your mastery of the Standards?

13) How were the two portfolio courses, HSP 304 (Introduction to Portfolio Learning) and HSP 495 (Capstone Portfolio), valuable or not so valuable in helping you complete your

portfolio?

14) How did the completion of your portfolio help (or not help) you pull your learning together over the course of 2+ years in the Human Services Program?

15) What suggestions do you have for improvement of the portfolio development process?

16) What portfolio option did you complete in HSP 495? Standard plan 2010 Pilot version (Old version) (New version)

APPENDIX CFOCUS GROUP QUESTIONS – 2010 Evaluation

*Ask focus group participants to state which version of the Capstone Portfolio they chose to complete when answering the questions.

1. Did the first portfolio class prepare you for the final capstone portfolio class?

2. What steps did you take throughout the program to prepare for capstone portfolio?

3. How did the capstone portfolio contribute to your learning?

4. How has the version of the Capstone Portfolio you completed/are completing allowed you to demonstrate and integrate the knowledge, theory, and skills that you’ve gained throughout the program?

5. How has the version of the Capstone Portfolio project you completed/are completing allowed you to demonstrate your achievement of the CSHSE Standards?

6. If there must be an overarching assessment of your knowledge and learning of the CSHSE Standards, can you think of other ways of demonstrating your knowledge and learning of the Standards?

7. Do you have anything else you would like to say about the capstone portfolio?

APPENDIX DEmail issued to the HSP Seniors in February, 2010 regarding the introduction of a capstone portfolio pilot version To:

Seniors, Human Services Program

From: Raine Dozier, Susan Kincaid, Jackie Baker-Sennett (Spring Instructors, HSP 495)Human Services Program

Subject: Capstone Portfolios

Spring quarter is right around the corner so we are writing with an update regarding the senior capstone portfolio requirement most of you will complete next quarter in HSP 495. Our goal in this course is to provide you with the opportunity to integrate knowledge across field work and all of the courses you have taken in the major and give you the opportunity to demonstrate that you have met CSHSE National Standards. The Department implemented the capstone portfolio requirement several years ago, and we have been evaluating the program ever since. In fact, last year a group of students in Program Planning and Evaluation (HSP 495) conducted an evaluation of the capstone portfolio requirement. Evaluation reports are available at: 2008 report http://www.slideshare.net/HSRWWU and 2009 report http://www.wce.wwu.edu/Resources/AE/HSPLA.shtml Responding to both the 2008 and 2009 evaluations we made the decision to implement a voluntary pilot version this spring quarter in your capstone portfolio course. If you plan to enroll in Capstone Portfolio (HSP 495) during spring quarter you have the option of completing your portfolio according to the standard plan that you worked on in the Introduction to Portfolio class (HSP 304) or you may choose to participate in a pilot version that follows a different format. Capstone manuals for both the original version and the pilot version are available for you to review at: http://www.wce.wwu.edu/Depts/HS/Forms/index.shtml. Details and requirements for each version are contained in the appendices. The major differences between the two portfolio options is that the pilot version requires fewer, but more integrative essays. Additionally, if you choose to participate in the pilot version you must complete a capstone project that highlights unique knowledge, skills, and/or areas of expertise that have been a focus of learning while you have attended WWU. For example, you might highlight an area of expertise related to child protection, international service, or an area that relates to an academic minor that you have completed while at WWU (i.e. Spanish or Anthropology). This project could also involve a showcase portfolio that highlights depth of knowledge and experience for future employers. Your project will be unique to your interests. At the end of the quarter you will share your project with class members and guests through video, web, or a written format. We will go over requirements for both versions of the capstone portfolio in more detail when you arrive in HSP 495 spring quarter. However, if you would like to discuss options and/or have specific questions pertaining to your portfolio, Jackie Baker-Sennett will be available for drop-in office hours every Tuesday between Noon and 2PM between now and the end of winter quarter. Please feel free to visit her office in Miller Hall 353. We look forward to working with you in HSP 495 during spring quarter.

APPENDIX EResponses to Open Ended Survey Questions

Question 12: Do you have any ideas of other ways to evaluate your mastery of the Standards?I think the capstone process is good, thorough way to evaluate our knowledge of the standards

An exam, though that sounds worse.

It would be nice to have the need to understand the standards explained, rather than ‘here are some super general standards for you to be guided by in all your work.’ Why do I need these standards?

Incorporate them more into senior core.

Final project in the field? At internship site? Apply for an actual job(s) and include lengthy application to tie in work.

Look at my transcript.

Compare them to human rights (UDHR).

I wasn't wholly unsatisfied with the portfolio in theory. It didn't enhance my learning but I think it is a fine way to demonstrate my learning.

Use of experience with regards to internships.

Taking the classes?

Writing papers seems to be the best way.

One large project rather than essays that regurgitate, or at least making that an option instead of the portfolio.

Each course requires assignments that show understanding of the standards. I don't feel that a final project should also be assigned because it is redundant of each course.

I love the pilot program. I feel it wasn't as stressful as the first one, but I still reflected as much as I would have in the original. Plus

having 20% of it be completely designated by the students is a great way to personalize it.

I think it would be cool to be certified (not sure if that's directly related to the standards).

Writing 1 paper per quarter (assigned in core maybe?) focusing on a set of standards or themes (ex: direct service, critical thinking, etc) would be a good way to both reflect and demonstrate learning.

Doing more of a professional portfolio, one that is shorter and can be used when applying for a jobI think a culminating project would be applicable, but I feel a lot of having to show our learning is wasted in writing the essays rather than actual experiences where we apply our mastery.

I think the idea of the portfolio is a good idea, but the execution felt like it lacked something.

I like the essay process but not as large of a scale as the portfolio.

WAY better than a test, so [I don't really have any suggestions]

The capstone is a great way to do this. I also like the idea of an artistic/creative component.

A single culminating presentation or larger paper.

I think the portfolio is a great tool to use.

Benchmark exam? Presentation in front of panel.

I feel after all the work I've done I have mastered these skills

I think the culminating project could be taken more serious[ly] and used to show our learning. It's more creative.

Having essays/writing that is more relevant to future employers would be helpful. I don't feel like the capstone is something employers would be very interested in.

Just require that at least about 5 standards appear in the portfolio rather than requiring certain essay[s] on certain topics with applied standards

I am not sure, maybe something a little less labor intensive

I feel that since the courses are based on the standards that if we have passed all the courses then we have met the standards.

Question 13: How were the two portfolio courses, HSP 304 (Introduction to Portfolio Learning) and HSP 495 (Capstone Portfolio), valuable or not so valuable in helping you complete your portfolio?HSP 304-not so valuable, HSP 495-valuable

HSP 304 was ridiculous and frustrating. It just put what seemed like an impossible task in front of man and said "go for it." HSP 495 with Jackie was great.

Intro not valuable, too far off from HSP 495. too disconnected from deadline. HSP 495 pretty helpful, examples of other portfolios were great

HSP 304 with the different voice writing did not help me in this major. Having the guides on how to write the different papers in 495 really helped me with structure.

I did not find HSP 304 valuable. It was very confusing and I had forgotten everything by 495 anyway. However, 495 made things very clear and easy to follow.

304 seems not valuable since the set up of 495 changed

304-we didn't even know about the pilot version yet, seemed pointless

304 was not so valuable since they changed it in between

Not valuable because 304 taught me the old version, not the pilot

304 - a joke, I had no idea what the portfolio needed to look like or its distinction between professional and capstone. 495-new portfolio option was not clear about what needed to be in the essays

HSP 495 as very helpful. Professor’s work sessions in the lab were extremely beneficial. I got nothing out of HSP 304 that I couldn't have gotten from reading the capstone guide. The two courses didn't mesh at all.

The intro wasn't valuable as they changed the format after I took the course.

304 got me started on a paper portfolio, very little of which was relevant to me aside from having all my work in one place later. I still had no idea what 495 would be like until I got there and since the specifications weren't provided until the class started, I couldn't do any work earlier except make connections to old assignments.

HSP 304 gave me an overall quick look. HSP 495 was detailed and helpful.

HSP 304 was not valuable-I came out unclear and fearful of the portfolio.

When I took HSP 304 I had a vague understanding of the fact that we'd be revisiting my essays and projects so I shouldn't throw anything away. And we also wrote papers for all of the writing proficiency voices, which ended up being helpful. HSP 495 was helpful to have my professor (who would eventually grade my portfolio) so available to assist me directly.

304 was a complete waste of time. 495 waste of time, no one every came to class. Only valuable thing was instructor feedback.

I definitely feel HSP 304 was important, but it would be more useful if the portfolio was revisited more throughout the program so that we could remember the introduction class. 495 was helpful for essay feedback, but I didn't need a whole class for it. maybe just a "portfolio advisor"

304 wasn’t as valuable because of the tweaks to the new version of the portfolio. A lot (not all) of my learning in 304 is irrelevant.

Intro to portfolio, I'm not sure how necessary that was. Maybe just have a workshop about it sometime fall quarter junior year. Capstone was hugely helpful just to check in and review your work with your classmates.

Both were valuable for me

HSP 304-not so much. It was too early to really know what was going on. HSP 495-sure…but it should be online. Meeting face-to-face was unnecessary every week.

HSP 304 was not helpful because the portfolio had completely changed format and it was too long ago to remember anything. HSP 405 was very helpful.

I feel they have me a better understanding of the expectations, but a lot of class time was busy work in HSP 304. In 495, at least I was able to do some work in class.

HSP 304 was not helpful because the portfolio had changed, but was helpful in giving examples for writing proficiency.

Intro would have been more helpful if the guidelines didn't change after I took the class. HSP 495 was not very valuable. I didn’t feel like I needed to go to class in order to do well on my portfolio.

Intro was not helpful in any way as the portfolio was completely changed

HSP 304 was not very valuable to my learning. I didn't understand what it really was until later. HSP 495 is helpful in giving me a set time to work on it.

495 was pretty pointless. Would be better use of time online. 304 was a good overview about expectations but going for a whole quarter was too much. Would have been better to have one or two meetings. I would have liked to see more examples.

304 was not very useful. I still didn't really know what to do and there was busy work. 495 is good because we pretty much just get feedback.

HSP 304 made me a little confused, but HSP 495 was helpful in giving me a guideline as well as an instructor to help me through the process.

After taking 304 I was still confused as to the process. HSP 495 was much more clear and I found it to be very helpful in completing my portfolio. Intro was too long ago to remember intro to portfolio has not helped at all. Capstone is necessary to complete the portfolio.

495-should be mostly online, feedback and examples most helpful. 304-not useful only as a scare tactic or students about 495

HSP 304 was also 2 years ago and a lot from it has been forgotten.

Portfolio was too early in the major-I would have preferred to take it a quarter or two into the major

304 was useless

HSP 304 was too long ago and a waste of time

HSP 304 - I'm not sure I understood how the curriculum would come together until I actually experienced what was happening

Intro HSP 304 was my first quarter (2 years ago) and was targeted toward the older version of the portfolio. I didn’t feel I left the class understanding what I was going to need to do for capstone other than keep my work.

I did not find HSP 304 helpful at all when it came to actually completing my portfolio

HSP 304 was not valuable. The capstone has completely changed since then. HSP 495 should be pass/fail

304-not [valuable] at all. 495-yes valuable because it actually made [me] do the portfolio

Capstone was valuable. Intro was horrible. I took it with a teacher who was new that quarter and she did not prepare us for the final portfolio. I wish I had had a professor who was more experienced.

304 was not helpful at all. I felt that I had no idea what to expect after taking 304. 495 however was very beneficial. I enjoyed reflections on my learning as a whole.

495 very valuable. 304 not very, we could have got[ten] the Weebly site set up then and started adding to it at the time

HSP 495 was highly valuable. Professor’s methods for doing things were great. HSP 304 felt a little bit like a waste of time.

They were valuable in the sense that I had a teacher I could talk to about the assignment and motivation to get it done.

They were very important to get me thinking about it. However something in between would have been good.

495 helped me understand and finish the portfolio. I don't remember anything from 304. Valuable

Question 14: How did the completion of your portfolio help (or not help) you pull your learning together over the course of 2+ years in the Human Services Program?

Portfolio process was helpful in naming everything that I have learned and to evaluate how much I have grown as a H.S. professional

It helped me relate course work and internship to what I want to do as a professional in the futureIt reminded me of a whole lot of busy work. this made me sad. However, it did bring it all together in the end which gave me a sense that there was a bigger goal in mind with work over the years.

It did not help to understand what I wanted to learn and what I have to learn. But I feel like I have reflected so much of time in the program it felt like I was redundant.

It made me see the connection between different classes, and how they work together to teach the standards

It showed me everything I had done and helped me recognize my experiences and learning

Good review, but seemed like a silly culmination

It was fine. I don't think I really needed to do it. I already know what I learned.

It reminded me of assignments and learning

I actual liked being able to articulate theories and concepts as they apply to systemic functions: being able to understand the world.

By the time I got to the portfolio, I already reflected on my overall learning till I was blue in the face. I know my learning. The capstone portfolio just put it all (or some important bits of it) into one geographic location.

Reflective writing

It allowed me to review all the things I've completed, the people I've worked with, and the amazing things I've learned about myself and the profession. It forced me to articulate this learning into rigid papers on topics that were too uninspiring, undefined and again, rigid, to really help me learn more about myself or the program.

It was a nice review, but my writing is better in my evidence than in my portfolio essays

It did give me an opportunity to reflect back and read papers

It helped me reflect and realize the importance of each of the components I wrote on to my career.

It made me realize all that I've learned, and handy to have it in an online, easy to share format.

It helped me summarize all of my skills, knowledge and abilities for creating my resume and going to job interviews.

It made me realize how much good work I did. I tend to focus more on my negative times, so to go back and see all the positive feedback from my professors was great. I'm very satisfied with my website. I feel very accomplished.

I didn’t realize all of the work I had done until I started combing through it all.

I thought it was hugely helpful and I have a link to it on my showcase portfolio (culminating project). It's something I'm very proud of and I hope employers will be interested in seeing.

I think it is perfect visual representation

Sort of…not as much as the portfolio is supposed to, I believe.

I found portfolio to be very useful in pulling together all my work. it [was] nice to have all my work and field experience categorized in an organized way.

I think it gave me a valuable opportunity to become aware of my own learning and how much better prepared I am now to enter the field of human services. It didn't necessarily help deepen my understanding, merely reflect on it.

I saw the pull together more in my depth project which was what I enjoyed most.

It provided a sense of accomplishment and closure.

It really did help a lot, to sort through everything and realize how much I have grown

I feel it was helpful in understanding what I had learned by very repetitive.didn't really help

It caused me to reflect (surprise, surprise) on how all the learning interacts with one another

Thinking about jobs. Feeling accomplished (didn’t realize how much work I'd actually done) It allowed me to try and cohesively synthesize my experience

It helped me to think about skills and ethics I had not thought about since year 1. I also realized how my writing and technology skills have improved.

It did help. But very repetitive and drawn out.

Helped me see all that I have done but don't feel it will be useful to career

It really made me think about how all the courses I have taken relate to my learning and the standardsoverwhelmed me rather than made me reflect and address my learning experience

It helped me pull it together but everyone did the same stuff so it was difficult to be original [same stuff throughout major or for portfolio?]

I honestly don't feel like it helped my learning. We reflect so much in the major that I feel like this is useless as a tool for learning/reflection. It is a great tool to gather work.

It helped me tie everything together and draw out the specific themes and issues that draw my attention the most. I was able to articulate my professional goals and support them by my knowledge and experience.

It helped me see the themes throughout the years and the amount of hard work I completed. It is definitely NOT helpful for future career.

It did help me break down my knowledge of HS concepts but I felt like it was all completely busy work

I realized/was reminded of everything I had learned throughout the 2 years. Made me feel more equipped to enter into the human services profession.

It makes me see that I was actually learning something and I wasn't wasting my time or money

I enjoyed the culminating project. I am glad I got to complete the pilot option. The other essays were kind of repetitive. I feel like I have written so much already in the program!

It helped me remember all the various things I learned through the course of the program and tie it all together.

It helped me figure out the skills I've gained.

It was nice to actually have to reflect on it.

It made me think about what I learned.

Somewhat helpful

Question 15: What suggestions do you have for improvement of the portfolio development process?Remind students not to procrastinate

Definite due dates/expectations throughout the quarter. Loosey-goosey made me put it off to the end.Don't tell us to save every paper, just let us know we should be organized in naming our papers and saving them.

The outlines or questions about writing the papers were extremely helpful.

I would hold students more accountable for staying organized/writing the essays throughout the quarter. Otherwise, it’s hard to feel motivated to get it done.

More due dates throughout the quarter to help with procrastination

Less writing, more concrete action, concrete examples

Better description of the amount of work and time needed for the depth project. It was pretty vague. Also somewhat unnecessary.

Require essays to be done each week! The actual load of work is not that hard, but time management is when 4 essays are due on the same day.

Please be MORE clear about the purpose of the new essays in portfolio. I could not believe that we did not have to explicitly put the standards within each essay. It seemed weird that we spent so much time learning about the standards and the essays we wrote were supposed to be the evidence and implied we met those standards

More time/emphasis on the "depthy" project. More guidelines might be helpful. I felt I was shooting blind, not knowing what the purpose of it was. All other aspects of HSP 495 were really well planned and executed.

Don't have all the essays due on 1 day, space them out to provide incentive to accomplish 1 at a time and encourage us to build on the portfolio over the quarter. Provide more clear instructions and how and when to site and explain the standards.

HSP 495 could be structured differently. It wasn't a lot of work, but it all caught up at the end (as usual).

Maybe have essays actually DUE throughout. Better for students and professors.

I think it would be helpful if we could do it each quarter

More insight on depth project

Stressing the due date from the beginning.

More integration/discussion of standards in classes. Teachers put them in the syllabus but 80% of the time don't mention them at all during class

Instead of having a whole class meet once a week, just have a smaller class or just a portfolio advisor you can get feedback from.

I actually think the new version of the portfolio is quite useful without much self-redundancy. I also realized that we haven't discussed systems much in the senior year of core. This made it difficult to write the systems essay.

Maybe have less writing on the standards, writing proficiency, critical thinking, and technology. I'm not sure how much time professors or employers want to spend reading them.

The new version is better…but I don't know how often I will even be using this portfolio

Being able to pull in a little more of your creativity

I think it would have been a lot better if we weren't in a transition period, and knew the expectations from the beginning…not much can be done to change that, though!

Make sure in intro they know exactly what the portfolio will look like so later when writing papers they know where it might fit in capstone.

Have the class online

Keep the new method!

304 needs to be much more explicit in explaining what to expect

Continue to reiterate starting early! Use 304 as a way to do some more useful preorganizing

Make sure the expectations are very clear.

Big essays first, hold actual due dates. Integrate more into the program. Integrating capstone essays into other classes would be helpful.

Focus more on it throughout 2 years

Discuss it more throughout senior core

More hands-on help

More instruction, especially for option II [Pilot version] - I feel that all L.O. and syllabi need to be revised for the other, new option

I really like the pilot version. I think it was a better way to bring my learning and experiences together.

Clearer more specific guidelines

Have a reflection paper at the end of each class

Don't try and squish 495 into one quarter. Too much work!

Not do it in one quarter. Maybe during senior year.

Less requirements of the essays. Allow students to use creativity in formatting portfolio. Set up website in 304.

More suggestions and tips from professors throughout the year on how to save documents and which ones might be good to include.

I don't know…I won't show my portfolio to future hires because they won't want to see it. My old employers told me.

It's not meaningful. Make it applicable to our future.

Focus more on it throughout 2 years