The e-Portfolio provided a great refection of my professional development. -- Fall 2012 graduate
LIBR 289: Advanced Topics in Library and Information Science (e-Portfolio)
The culminating experience for our MLIS program requires students to select, document, and assemble evidence of their competence in a series of skill areas the faculty have deemed essential for entry-level professional performance.
The Electronic Portfolio (e-Portfolio) option is one of two ways (see also Thesis) in which a student may satisfy the University's requirements for a culminating experience. The goal of the e-Portfolio is to provide a program-based assessment to ensure that each student demonstrates mastery of all program learning outcomes (core competencies) for the degree before graduation. For a list of the core competencies, see: Core Competencies. Students selecting the e-Portfolio option as opposed to the thesis option should register for LIBR 289: Advanced Topics in Library and Information Science. LIBR 289 is a 3-unit formal graduate course; students should thus expect to devote a minimum of 135 hours to developing and refining their e-Portfolios. The three credits for this course count toward the total of 43 units required for the MLIS degree. Successful completion of the course will result in a Credit grade being given for LIBR 289.
LIBR 289 is administratively coordinated by the Associate Director, Dr. Linda Main. Responsibilities of the associate director as LIBR 289 Course Coordinator include assigning e-Portfolio advisers, maintaining the course handbook, serving as instructor of record, posting the grades assigned by e-Portfolio advisers, and managing the process of problem resolution, as needed.
Dr. Michelle Holschuh Simmons wrote a four-part series of articles explaining how e-portfolios have evolved as a culminating project option for students in the School’s MLIS program. The article series, titled "Using the Electronic Portfolio as a Capstone Project: The Rationale, Logistics and Reflections," was written in conjunction with lecturer Beth Wrenn-Estes and four alum, who shared portions of their own e-portfolios as examples in the articles. The articles can help current and future MLIS students better understand the e-portfolio, including its purpose and the creative options it offers for students to demonstrate their mastery of professional competencies and use of emerging technology.