Portfolio Development Offerings at

NMMU

Presented by: Leché Kapp

Student Counselling, Career and Development Centre

BRIEF HISTORY OF PORTFOLIOS

Peer Helping at the NMMU can be dated back to 2004

Several interventions followed between NMMU and Gothenburg since then

OUTLINE

1. Value of portfolios in relation to student

development theory

2. Renovated and expanded portfolio offerings at

NMMU

3. Lessons learned and guidelines for

practitioners

THEORETICAL UNDERPINNINGS - Kolb

DivergerAccommodator

AssimilatorConverger

THEORETICAL UNDERPINNINGS - Tinto

It supports the principle that students learn by being involved.

The theory provides some kind of framework within which we can make sense of the environment’s influence on learning.

The theory applies to both students and lecturers/student developers.

The theory provides a useful tool to those who attempt to design more effective learning environments.

THEORETICAL UNDERPINNINGS - Tinto

Student Involvement: the amount of physical and psychological energy that the student devotes to the academic experience.

THEORETICAL UNDERPINNINGS

Schlossberg’s Transition Theory: students need to feel as if they belong, before student involvement can happen.

The first step to becoming engaged and involved on a campus is for students to interact with their peers.

Student –peer interaction is imperative and involvement in activities should be meaningful.

Such interaction reinforces academic learning and pre-empts further involvement on campus.  

THEORETICAL UNDERPINNINGS

Roberts and McNeese: as levels of student involvement increase, so does student retention in higher education – this has already been postulated by Tinto.

Linked several co-curricular activities to student retention including:• peer interactions inside and outside of the classroom• participation in service learning projects• involvement in athletics and extracurricular activities• diversity experiences

International students tend to become involved in campus life at lower rates than local students and that institutions should consider special services to international students to increase retention.

PORTFOLIO DEVELOPMENT

BEFORE

Reflecting skills

Employability tool

NOW

Tool to encourage involvement and engagement

Culminate into student excellence and retention

DEVELOPMENT AND IMPLEMENTATION

2009

Practical, step-by step information

Existing portfolio process• Informal evaluation by

supervisors• Contents – “learning portfolio”

- Student’s experiences- Reflections based on experiences- Learning as a result

DEVELOPMENT AND IMPLEMENTATION

Changes in world of work – students need to be able to market themselves appropriately.

Focus on talent management – searching for talented, well-rounded individuals

Career core competence – introducing the “career portfolio”

Employability and marketing tool

Learning portfolio – process of learning

Career portfolio – product of learning

The awareness of strengths and the preparedness to address growth areas not only provides a marketing element for Peer Helpers to actively engaged in such reflection, but assists in enhancing personal development and excellence.

1. Training

Part 1: The Portfolio Approach

Part 2: The Working Portfolio

Part 3: The Showcase Portfolio

Part 4: Evaluations

The Learning Porfolio

The Career Portfolio

The ELC

ELC Evaluation

2. Panel Evaluations

Learning portfolios: end of February

• mission statement, goals and co-curricular activities and how these 3 elements are aligned with each other

• reflect on their strengths and successes as well as their potential growth areas and failures.

Career portfolio: end of August

• mimic a stereotypical career interview

• Rationale:

- become familiar with panel interviews/ discussions and to answer questions posed by a panel;

- opportunity to develop their presentation skills;

- become familiar with using the portfolio as a tool during an interview;

- opportunity to obtain feedback and recommendations from several sources on areas in which they excel, and to identify areas where they can still improve (which can be included in their learning portfolio as a means of documenting their growth).

3. Mentoring sessions

BENEFITS OF PORTFOLIO DEVELOPMENT

To Students Promotes excellence and theoretically impacts on retention of

students. Intentionally engage in activities that build into their life philosophy and

career development. Consciously work towards achieving personal and career goals. The career portfolio can be used as an employability tool. The compilation of a learning portfolio can be an empowering exercise

for students. Reflection can be regarded as an higher order thinking skill, thus

engaging in reflection enhances ability for critical analysis, problem-solving, evaluation, identifying patterns and creating meaning.

In addition it assists students in becoming comfortable with personal reflections and competent in addressing growth areas.

BENEFITS OF PORTFOLIO DEVELOPMENT

The PH TeamPortfolio evaluations assists the team in tracking the Peer

Helper’s involvement with Peer Helping and other co-curricular activities.

The team can also evaluate the Peer Helper’s level of involvement and so guard against over-involvement.

It lends itself to greater insight into the strengths and potential growth areas of Peer Helpers in order to involve these students in areas where they can apply their strengths or to assist them in areas where they can grow.

The content refreshes the teams memory and informs decisions related to prize givings and acknowledgement of their achievements.

BENEFITS OF PORTFOLIO DEVELOPMENT

PH’ers and PH’ingWorking with portfolios has increased involvement with the

Peer Helper and assists in creating more of a coaching relationship (increases direct interaction between the team and the Peer Helpers, an interaction Tinto described to be significant in retention of students (1985; 1993).

Portfolio content provides guidance in terms of advanced training needs of Peer Helpers.

The portfolio offerings created a new niche for peer helpers at NMMU which is to support and mentor the greater student population and thus probably impacting on the universities goals of retention and throughput.

FEEDBACK FROM STUDENTS - Challenges I struggled to keep up to date with a learning portfolio and

prepare presentations with a heavy academic load. (Anele - 3rd year B.Psych)

I’ll be more relaxed next time when I present. (Lindelwa – 2nd year Social Work)

I struggled to find a way to present it in a logical way. (Fred – 2nd year LLB)

It was a challenge to put what is in my head, on paper. (Vimbai – 3rd year BCom Accounting)

FEEDBACK FROM STUDENTS - Benefits

It helped me to look at my self without judging myself negatively. I will be more serious about the things I choose to get involved in. (Tanya – 2nd year BSc)

I enjoyed evaluating how I’ve grown between 2008 and 2009. (Vimbai – 3rd year BCom Accounting)

Doing my portfolio re-affirmed my personal goals and beliefs. (Tarsianna – 4th year B.Psych)

I find it extremely rewarding. (Fred – 2nd year LLB)

After the mentoring sessions with Sherry, the portfolio experience was motivating, uplifting and inspiring. (Samuel – 2 year Media Culture and Communication)

I would like to use my portfolio of evidence when I apply for my Masters in Psychology. (Sune – 3rd year B.Psych)

FEEDBACK FROM STUDENTS - General

The workshop is different from other workshops and class. It is much more interactive. (Ryan – BCom Economics)

I have learned that I’m an organised person, I finish what I started and I pay attention to detail. (Tarsianna – 4th year B.Psych).

I lack motivation to do things but learning that a portfolio is me in pictures and writing, made me feel so motivated to do more! Thank you!!! (Nokhanyo – 1st year Architecture)

Some Numbers

Quantitative feedback in terms of attendance and numbers

Date Total SA Int

August 40 36 4

18 March 35 28 7

25 March 8 7 1

17 April 15 13 2

21 April 7 5 2

6 May 15 12 3

7 June 2 2 0

Total 122 103 19

LESSONS LEARNED

Applicability of portfolios. • a personal development tool, • for career development, • for students who need to take a semester break due to

course changes • ourselves to document proof related to our performance

management system

Unexpected spin-offs. • Worth• Ego-strengthener • Students felt validated and heard.

TIPS FOR PRACTITIONERS

Be willing to accommodate Peer Helper’s individual schedules.

Have a debriefing meeting following evaluation sessions.

Start familiarising senior peer helpers with the idea of portfolio management and implement the full system as part of or following closely on core training for new peer helpers.

Break it down into manageable bits for your supervision group.