Running head: PORTFOLIO SELF-EVALUATION 1

Artifact H: Portfolio Self-Evaluation

Nancy Huang

Seattle University
PORTFOLIO SELF-EVALUATION 2

Student Self Evaluation Rubric

Requirements YES NO
(check if (check if
present) missing)
1. Required Structural Documents/Organization of the E- X
Portfolio
 Introduction
 Table of Contents
 Artifact Summary Sheet (Artifacts A-H)
 Artifact Introduction (Artifacts A-H)
 Portfolio Learning Outcome Narrative Summary
Sheet
 Presentation → professional (i.e., visually appealing,
technology updated)
 Organization → user friendly (i.e., easy to navigate,
clear with links, dropdowns, etc.)
2. Artifact A: Resume Development X

3. Artifact B: Integrated Mission Statements X

4. Artifact C: Best Academic Work in the SDA program X

 Artifact C1: Sample #1: Best Written Scholarly
Paper (SDAD course)
 Artifact C2: Sample #2: Best Written Paper (Jesuit
Context and Commitment)
 Artifact C3: Sample #3: Best Powerpoint,
Presentation, or Research/Programming
Development
5. Artifact D: Professional Letter of Promise or Letter from X
an Internship Supervisor

6. Artifact E: NASPA/ACPA Competency Assessment

7. Artifact F: 2 to 5 Year Professional Development and X

Action Plan

8. Artifact G Distinctive Contribution X

9. Artifact H: Portfolio Process Assessment * X

10. All Artifacts (A-H) are Completed X

11. Portfolio Learning Outcome Narrative: All Sections X

Completed

12. Portfolio Learning Outcome Narrative Addresses All 10 X

Learning Outcomes
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SDA Portfolio 2018

Student Self-Assessment
To be completed AFTER your portfolio presentation.

Name of Student: Nancy Huang

Name of Chair: Bernie Liang

Date: April 23, 2018

Overall, including both the portfolio and the portfolio conversation, how well do you feel
you demonstrated accomplishment of the SDA program’s learning outcomes:

Complete Accomplishment 5 4 3 2 1 Minimal Accomplishment

Comments:
My committee affirmed me in my strengths, areas of improvement, and post-SDA goals. I feel
accomplished after my presentation because I was able to demonstrate and provide examples on
ways that I have grown in the last two years. Additionally, the portfolio presentation gave me the
opportunity to exhibit my growth in the SDA learning outcomes. I used the portfolio process as
an opportunity to share my story and to exemplify my many accomplishments through my
personal and professional experience during my time in the SDA program. Moreover, throughout
my presentation, I was able to articulate the SDA learning outcomes to my audience and explain
how it connects to my work in student affairs. My committee provided feedback on my portfolio
and professional development, which was affirming. As I conclude my journey in SDA, I learned
the value of self-care in this field while also gaining a better sense of my professional identity.

Please also complete the assessment of specific learning outcomes on the reverse side.
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 Exemplary  Advanced  Clear/Direct  Some  Inadequate

illustration of illustration of illustration illustration of illustration of
Quality of the Narrative the outcome the outcome of the outcome the outcome
Learning Outcome  Exemplary  Advanced the outcome  Obvious/Appar  Inadequate
reflection reflection  Deep/Critica ent reflection reflection
 Exemplary  Advanced l reflection  Some synthesis  Limited
synthesis of synthesis of  Strong of curricular synthesis of
curricular and curricular synthesis of and co- curricular
co-curricular and co- curricular curricular and co-
experiences curricular and co- experiences curricular
 Exemplary experiences curricular  Inconsistent experiences
style, structure  Advanced experiences style, structure  Inadequate
and style,  Strong style, and style,
organization of structure and structure organization of structure and
narrative organization and narrative organization
of narrative organization of narrative
of narrative
SDA Outcome #1:
Understanding the
foundations and emerging
nature of the Student 5 4 3 2 1
Affairs profession and
higher education
SDA Outcome #2:
Understanding students
and student issues
5 4 3 2 1
SDA Outcome #3:
Exhibiting professional
integrity and ethical
leadership in professional 5 4 3 2 1
practice
SDA Outcome #4:
Understanding and
fostering diversity, justice
and a sustainable world 5 4 3 2 1
formed by a global
perspective and Jesuit
Catholic tradition
SDA Outcome #5:
Adapting student services
to specific environments
5 4 3 2 1
and cultures
SDA Outcome #6:
Developing and
demonstrating skills
in leadership and 5 4 3 2 1
collaboration
SDA Outcome #7:
Utilizing assessment,
evaluation, technology,
and research to improve 5 4 3 2 1
practice
SDA Outcome #8:
Communicating effectively
in speech and in writing
5 4 3 2 1
SDA Outcome #9:
Understanding issues
surrounding law, policy,
finance and governance, 5 4 3 2 1
and
SDA Outcome #10:
Establishing and
enhancing professional
5 4 3 2 1
identity.
PORTFOLIO SELF-EVALUATION 5

Portfolio Process Self-Reflection

The presentation of my portfolio is the most pivotal moment during my time in the SDA

program. As I reflect on the final lap of my SDA experience, there are three lessons learned that I

like to address as it relates to my SDA journey. The three lessons are exhibiting confidence in

my accomplishments, connecting my identities to my work in student affairs, and identifying

myself as a theory to practice professional. The SDA portfolio process has given me the

opportunity and space to make meaning of my entire experience at Seattle University as I near

the finish line of my graduate career.

I consider my SDA portfolio presentation as one of the proudest moments of my

academic and professional career. I was fortunate to have the opportunity to share with my

colleagues, supervisors, and students my journey in the SDA program. The presentation provided

a space for me to tell my story and own my accomplishments and development in the last two

years. I will have to admit that I was not nervous during my presentation. In fact, I was

extremely excited to showcase my work and professional growth to my audience, and I had a lot

of fun during my presentation. As I share my accomplishments, I was able to connect my

academic coursework to my story from year one of SDA to now, align my growth to the SDA

learning outcomes, and articulate how each artifact represents my personal and professional

development. The entirety of the portfolio process was powerful because it allowed me to take

ownership of my accomplishments and make meaning of my overall experience. Through my

presentation, I was able develop a better understanding of my professional identity by sharing

how I connect and apply what I learned in the classroom to practice.

Another powerful and important lesson learned was articulating my identities as an

Asian-American woman and first-generation student to my role as a student affairs professional.

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The portfolio process provided a space where I was able to shed light on my identities and

explained how SDA has challenged me to be critical of my privileged and marginalized

identities. Throughout the portfolio process, I demonstrated how I navigate the higher education

system as an Asian-American professional. I was able to share my story and be vulnerable to my

audience about how I have grown to understand my identities and how they intersect with the

work that I do in student affairs. The most salient moment in my presentation was when I shared

my areas of growth and the fear I hold in what the future has in store for me. I articulated that my

fear arise from the fact that the discussion of my racial identity was limited growing up in

Southern California. I never had to think about my race until I moved to Seattle and noticed that

I was the only API-identified professional in my department. The discussion of my racial identity

was furthered when I completed my summer internship at Emory University where I noticed how

underrepresented my identity as an Asian professional is in the field of student affairs. Being

able to articulate and share my experiences as an API professional taught me that this

conversation matters and it is crucial if I want to succeed in the field. It also shows that I have

members from the API community to support me in my work and in navigating the system.

Lastly, the portfolio process helped me realized that I am a theory to practice

professional. I had a wonderful committee during my presentation and all of them have

challenged me on student development theories. The conversation with my committee members

on theories allowed me to see how I incorporate coursework into my professional practice. My

committee pulled theories from my artifacts and challenged me to think critically on how I

utilized those theories outside of the classroom. This made me realized that I am not only a

professional who integrates my personal values into my work, but that I am also a professional

who puts theories into practice. This is an extremely important lesson learned because the
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“theory to practice” professional was not something I identify with until the completion of my

portfolio. The presentation and conversation with the committee not only challenged me, but it

encouraged me to dig deeper and highlight examples of the times I utilize theory in my work.

This allowed me to acknowledge that I consistently connect theory to my practice both

intentionally and unintentionally. As I am near the completion of the SDA program, the

realization of this professional identity is pivotal as it exemplifies who I am as a professional.

Overall, the SDA portfolio process has been a valuable and meaningful experience. It

taught me a lot about myself both personally and professionally while helping me identify my

values and how I translate them into my work. Moreover, the process affirmed me and showed

why I originally wanted to work in student affairs. It brought to light my areas of growth, which

is self-care because I place so much emphasis in my work that I forget to take care of myself. In

concluding my SDA experience, I am excited for the next chapter of my career. I look forward to

taking the lessons I learned in the process and applying it to my position as a Residence Hall

Director and as a Fighting Illini at the University of Illinois.