Portfolio Requirements

This portion of the handbook is designed to assist Instructional Technology and Instructional Design candidates in developing a professional portfolio. Portfolios are required of every special education candidate. Portfolios will be used as an exit requirement for completion of the graduate degree program. Within this handbook, answers to the following questions will be addressed:

• What is a professional portfolio?
• What are the benefits of a professional portfolio?
• What is the conceptual framework of the professional portfolio?
• TaskStream: Your Professional Online Portfolio

What is a professional portfolio?

Purdue University Calumet believes that teachers, instructional designers, and other performance improvement specialists must be able to demonstrate their competencies, skills, and dispositions (attitudes) through a collection of artifacts organized into a professional portfolio.  In addition to artifacts, reflection narratives must be included in which the candidate writes about how he/she demonstrated a particular standard through professional experience.  Each course in the PUC program provides an opportunity for the candidate to create a portfolio entry.  By the time the candidate is ready to graduate, she/he has a complete professional portfolio.

What Are the Benefits of a Professional Portfolio?

It is the intent of the PUC Instructional Technology/Design program to provide candidates with many opportunities to reflect on their professional experiences and set goals for their future development. Portfolios provide one avenue for this reflective growth.

A Professional Portfolio can benefit candidates by:

• encouraging professional pride by providing a place to organize and display an individual's accomplishments
• providing a personally meaningful account of knowledge and skills
• serving as a professional resource throughout the education program
• providing strategies for implementing portfolios for future licensure/licensure
• encouraging reflection on professional and personal development
• providing a means for clearly communicating professional and personal assets
• providing a concrete reference for use during job interviews

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What is the conceptual framework of the professional portfolio?

The professional portfolio is designed so that it directly links with the conceptual framework adopted by the School of Education. This framework guides all of the School of Education's programs, at both the undergraduate and graduate levels, and reflects the themes of creating knowledge, developing practice, and fostering relationships.

The conceptual framework was used as the guiding document when preparing standards for each of the School of Education's programs. These standards are to be directly linked to candidates' performance in their portfolios. Standards have been developed that reflect (a) general core knowledge (General Standards) for all graduate students, and (b) individual Program Area Standards (also known as content standards).

ALL education graduate students are expected to demonstrate that they have met standards in each of the following General Standards (these standards are also integrated into the undergraduate education program portfolios):

Instructional Uses of Technology (practice)
Individuals with Special Needs (practice)
Diversity (practice)
Written Communication (practice)
Educational Research (theory)
Community Collaboration (relationship)
Content knowledge (theory and practice)

Leadership and Vision
Learning and Teaching
Productivity and Professional Practice
Support, Management, and Operation
Assessment and Evaluation
Social, Legal, and Ethical Issues

Graduate candidates are therefore expected to demonstrate proficiency in their program area in addition to the six Standards. For example, a candidate in Instructional Technology would include six separate entries in the General Standards portion of the portfolio, and entries for the four Program Area Standard sin Instructional Technology.  However, it is possible that some entries may demonstrate proficiency in both a General Standard and a Program Area Standard.  Each entry requires only a separate rationale.  The same entry cannot be used to demonstrate competency in two different General Standards or two different Program Standards entries, but one entry may satisfy a General Standards entry and a Program Area Standard.  Separate rationale statements are required for each entry to explain how the standard was satisfied. Entries in both the General Standards and in Instructional Technology Program Standards make reference to examples of the use of technology. To demonstrate competency in the use of technology, the student MUST have a working sample of the technology as part of the Portfolio.

Every effort has been made in the development of graduate professional portfolios to provide connections between programs and the goals of the School of Education. In summary, these connections include:

A conceptual framework that connects all aspects of the School of Education's programs
A set of six graduate-level General Standards that connect to the conceptual framework and undergraduate portfolio requirements
A set of six graduate-level Program Area Standards that link to the conceptual framework and the goals of individual programs. 

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The Practicum

EDCI 57300 provides supervised field experience in programs involving instructional development activities. Students participate in ongoing projects in the design and development of instructional materials and training programs in business and industry, medical facilities, or other settings deemed appropriate. It is hoped that the course will help students to develop skills in his/her particular field of interest as well as provide a realistic look at the job demands of that field.

The purpose of the practicum is to provide students with the opportunity to apply knowledge gained in EDCI 57200 and other instructional development courses with practical field experiences.  EDCI is the “capstone” course for the Instructional Technology course.  All other required IDT courses must be completed before taking EDCI 57300.

Course Structure

The student in cooperation with a faculty advisor is responsible for arranging a practicum experience with an organization.

The student is expected to work 50 hours for each 1 hour of credit. For example, to receive 3 hours of credit, the student must dedicate at least 150 hours to the practicum experience.

It is the responsibility of the student to schedule at least two meetings at which the on-site supervisor, the university supervisor and the student will be present. The first meeting must be held at the beginning of the practicum experience. The purpose of the initial meeting is to discuss the roles and responsibilities expected of each party. The second meeting must be held near the end of the practicum. At the final meeting, the practicum experience will be discussed and informally evaluated.

There are no regularly scheduled class meetings. Consultations with student, university supervisor, and the on-site supervisor take place as needed.

Course Requirements

The student is expected to maintain a log of his/her activities during the practicum. The log should include the hours worked and the tasks performed each day that the student participates in the practicum.

The student is expected to submit a copy of the Log of Activities to the university supervisor at the end of the practicum. The student is also required to submit a copy of any product(s) developed during the practicum to the university supervisor. Grades will be assigned based on the level of performance indicated by the Log of Activities, the products of the practicum, and the evaluation of the student by the on-site supervisor.

Checklist of Activities

• Make initial contact with on-site supervisor to arrange for a practicum. Participate in an interview if required.

• Submit a document in which the student describes what will be accomplished during the practicum (goal/purpose, tasks, final product).

• Schedule and attend an initial meeting involving on-site supervisor, university supervisor, and student.

• Maintain Log of Activities during practicum on a daily basis.

• Schedule and attend final meeting with on-site supervisor, university supervisor, and student.

• Submit the Log of Activities and a copy of the product(s) developed during the practicum to the university supervisor.

Standards

Vision Statement

The Instructional Technology program was founded to prepare instructional technology professionals:

• with the knowledge and skills in assessment, design, development, utilization, management, maintenance, and evaluation of materials, process, and resources to enhance learning in educational and business settings and
• who are committed to respecting diversity among people, and who ascribe to the highest of ethical standards and practice in the field of instructional technology.

Constructing knowledge, developing practice, and fostering relationships are the conceptual framework of the graduate programs in School of Education, Purdue University Calumet.

Mission Statement

The mission of Purdue University Calumet's School of Education, in collaboration with other professional educators and agencies, is to prepare and support education professionals and related specialists who:

• apply the appropriate knowledge, dispositions, and performances in developing diverse approaches to educational strategies that are constructive, consistent and reflective of sound practice;
•  are prepared to use current research, knowledge, and technology to empower the people they serve;
• are sensitive and responsive to the unique needs of themselves, of  others, and of the diverse society in which they practice;
• are advocates for and models of quality education and lifelong learning.

The School faculty is committed to providing the human and technological resources to enable students and themselves to develop as educational professionals in constructing knowledge, developing practice, and fostering relationships.

Conceptual Framework

"Constructing knowledge" refers to the process by which individuals make meaning of professional information and develop personal theories about teaching, learning and human development. Individuals construct knowledge through structured educational activities and life experiences.

"Developing practice" refers to both the process by which education professionals improve how they do their job as well as to the process of developing and growing as reflective professional practitioners.

"Fostering relationships" refers to the development of those dispositions necessary to create mutually beneficial connections among people and educational institutions and organizations.

General Graduate Studies in Education Standards

Each program has adopted its own set of standards. In addition, the Department of Graduate Studies also implements a set of general standards, whose attainment is required by all candidates.

The ISTE Standards and the Instructional Technology (school-based) Program

The International Society for Technology in Education (ISTE) Standards for Educational Computing and Technology Programs for Technology Facilitation Initial endorsement apply to the Instructional Technology Program at Purdue Calumet.

"Educational Computing and Technology Facilitation (TF) endorsement programs meeting ISTE standards will prepare candidates to serve as building/campus-level technology facilitators. Candidates completing this program will exhibit knowledge, skills, and dispositions equipping them to teach technology applications; demonstrate effective use of technology to support student learning of content; and provide professional development, mentoring, and basic technical assistance for other teachers who require support in their efforts to apply technology to support student learning.

The International Society for Technology in Education recognizes that educational computing and technology foundations are essential for all teachers. ISTE also acknowledges educational computing and technology specialty areas beyond these foundations and has established program standards for initial and advanced programs. These program standards will assist teacher education units, and professional organizations and agencies in understanding and evaluating the educational preparation needed for specialization within the field." (ISTE)

Click here to download the complete ISTE Standards and Rubrics that apply to this program

The ISPI Competencies and Instructional Design (non-school based)

The Instructional Design track of the the Master of Instructional Design was developed around the International Society for Performance Improvement (ISPI) Performance Improvement Standards, which are based on ISPI's internationally respected, well-researched principles for the systematic design and evaluation of effective training. Instructional designers trained in the ISPI standards also agree to adhere to a Code of Ethics that stresses integrity, collaboration, and continuous learning and skill improvement.

Click here to view the International Society for Performance Improvement (ISPI) Standards that apply to this program

Important Forms

The available program forms may be found by clicking the links to the right.

Note that some files are in the PDF format; to view them, you must have Adobe Acrobat Reader installed on your computer.

Click here to download Acrobat Reader.

Online Application to the Graduate School

Official Transcript Request Form

Letter of Recommendation Form

Process for Evaluation of Candidate Dispositions

Student Complaint Policy

Initial Portfolio Review

Final Portfolio Review

Tips to Make Things Go Easily

Once you are admitted to a program, an understanding of administrative procedures will make your experience more enjoyable and positive.  The following, therefore, are tips that will help you find your way through the bureaucracy and finish your program in a timely and successful manner.

• All of our graduate programs are housed in the Department of Graduate Studies in Education (GSE) office. We are located in the GYTE Annex, Room 142, and our phone number is 219-989-2326. The office personnel are Virginia Rhodes, secretary and Dr. Robert Colon, Department Head.

• The Program Chair and Advisor is Dr. Janet Buckenmeyer, located in Gyte Annex Room X—114 (just down the hall from the GSE Office). She can be contacted by email (buckenme@purduecal.edu) or by phone (219-989-2692).

• During the admissions process, please check with Virginia regularly to make certain that necessary paperwork is completed on time.  Your admission to a program will not occur until all of the required materials are received.  It is your responsibility to make certain that all necessary documents are requested and sent to our office.  You can save yourself much time and trouble by being conscientious in the gathering of required documentation.

• Once you are admitted, you must register for classes.  PUC allows registration online.  However, you cannot register for courses in GSE programs without permission from your advisor.  It is important, therefore, to find out when registration begins each semester, contact your advisor about appropriate coursework, and register in a timely fashion.  Failure to get your advisor's permission may result in your being dropped from a class for which you registered.  Because of state and federal requirements, it is necessary for us to sequence our programs and supervise enrollment carefully.  Please don't cause difficulties for yourself by omitting this most important step.  Registration dates are posted on calendars located all over campus, including our GSE office.

• Another most necessary step towards completion of your graduate program is the plan of study (POS).  It is a contract between you and your advisor establishing the specific program that you will complete.  Once the POS is signed, even if the program changes, you will not be required to make any modifications of your course of study.  The window of opportunity for completing a POS is from the time you are admitted (and any conditions of admission are completed) until the semester before you intend to graduate.  During this window, it is your responsibility to contact your advisor and request that a POS be completed.  Again, please heed this reminder so that you do not delay your graduation.  Successful applicants for the IT Program must start a DRAFT Plan of Study to be reviewed with the IT Advisor upon acceptance into the program.

• As stated above, you must complete the Portfolio and EDCI 573 Instructional Development Practicum prior to graduation.  EDCI 573 is the last course to be taken.

• In other parts of this handbook, you will find information about the portfolio and the internship with field experiences.  Please pay careful attention to the details of completion of both of these most important parts of your administration program so that you do not delay your graduation and licensure.

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