Graduate Portfolio Guidelines: M.A. in English 7-12 and M.S. in Ed. English 7-12, click here Graduate Portfolio Guidelines: M.A. in English All graduate students seeking the M.A. in English must complete a Graduate Portfolio as part of the requirements for graduation. The department believes that students' conscious reflection upon their learning can help expand their understanding of how they learn and how particular ways of thinking inform the educational process. One of the goals of the English Department is that students develop the ability to interrelate their studies, to put the English curriculum into a perspective relative to their other studies and experiences. With this in mind, the English Department has chosen to use student portfolios to assess the extent to which this and other goals are achieved. The requirements of the portfolio are as follows: An Entry Paper. This is the same as your personal statement (part of your application to the graduate program). It will automatically go into your portfolio file.
The graduate degree will be approved only after a complete portfolio is submitted and accepted by the student's graduate advisor. Students should keep copies of ALL coursework completed in their graduate classes. In addition, students should keep a copy of everything submitted to their portfolio, including course papers. Guidelines retroactive to Fall 2001
Graduate Portfolio Guidelines: M.A. in English 7-12 and M.S. in Ed. English 7-12 for Professional Certification All graduate candidates seeking degrees in English (MA and MS in Ed.) must complete a Graduate Portfolio as part of the requirements for graduation. The department believes that candidates’ conscious reflection upon their learning and teaching can help expand their understanding of how they learn and how particular ways of thinking inform the educational process. One of the goals of the English Department is that candidates develop the ability to interrelate their studies, to put the English curriculum into a perspective relative to their other studies and professional experiences. With this in mind, the English Department has chosen to use student portfolios to assess the extent to which this and other goals are achieved. The requirements of the portfolio are as follows: —An Entry Paper. This is the same as your personal statement (part of your application to the graduate program). It will automatically go into your portfolio file. —Teacher Work Sample. These materials should include your structured field experience paper; documentation of and rubrics from the structured field experience; and ENGL 554 and ENGL 600 assignments and other teaching materials that demonstrate cultural responsiveness (i.e., ability to work with linguistically and culturally diverse pupils and students with exceptionalities) and thoughtful, appropriate integrations of computer and other telecommunication technologies. —A Minimum of Three Additional Papers selected by the candidate, written for different graduate courses. Papers should be turned in with the exit paper. —An Exit Paper, minimum 5 pages, due the fifth week of the candidate’s final semester, and addressing these 5 points, as the candidate deems them relevant: 1. The central purpose in writing each of the papers; the extent to which the candidate thinks the paper was successful; perhaps why one was more successful than another; and a discussion of the critical approach(es) used to examine or teach the texts. 2. A discussion of the interrelationships among graduate courses and between core courses and the structured field experience; to what extent was the course work an integrated graduate experience?; how did the structured field experience allow you to integrate course content from ENGL 554 and other required classes? 3. A discussion of the relationship of the professional certification program to the student’s initial certification coursework and experiences. Did it largely repeat the undergraduate experience, or did it go significantly beyond into further, deeper, more complex studies in literature, theory and pedagogy? 4. A self-evaluation of the candidate’s judgment of intellectual and professional growth resulting from graduate study, with emphasis on your growth as a teacher. 5. Any further comment the candidate wishes to make on the nature or success of the graduate program; any suggestions the candidate would like to make about improving the graduate experience. The graduate degree will be approved only after a complete portfolio is submitted and accepted by the candidate’s graduate advisor. Candidates are responsible for completing their structured field experience prior to the portfolio completion deadline. Candidates should keep copies of ALL coursework completed in their graduate classes. In addition, candidates should keep a copy of everything submitted to their portfolio, including course papers. The ideal portfolio will demonstrate growth and professional outcomes in the following areas: • Engaging literary, theoretical, and pedagogical texts in English • Working with diverse group of learners in culturally responsive ways • Planning and designing instruction that builds on students’ strengths, needs, prior experiences and other contextual factors • Reflecting on, responding to, and assessing student learning in meaningful ways • Integrating technology in creative, ethical, and thoughtful ways
Rev. February 1, 2009
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