SECOND STREET BLOOMSBURG, PA 17815

(570) 389-4000
TO: Virginia Larson, M. Ed.
FROM: Arielle Brown, Gillian Blackiston, Robert Heydenberk
DATE: March 4, 2016
SUBJECT: Creating a Portfolio Workshop for Everyone
Dear Ms. Larson,
We invite you to read the following proposal for creating an In-Person and Online Workshop for
why every student should have a portfolio.
Through our research of the Center of Career and Professional Development and the use of
portfolios, we have determined that the best way to present a workshop on the vast uses and
importance of portfolios will be through a PowerPoint presentation and supplemental videos.
The presentation and videos will allow for students to come to a personal presentation or to
browse the presentation online.
Our goal is to create a PowerPoint presentation using Microsoft Office and three videos to go
along with the PowerPoint. The PowerPoint will supplement the In-Person Presentations. The
topics of the PowerPoint and videos are listed under the Proposed Project Plan in the proposal.
We have included in our proposal the following sections: the current situation, our plan, our
qualifications, the costs and benefits, and a timeline to make sure that we complete our tasks in a
timely manner.
We look forward to working with you by putting our expertise to use. Thank you for working
with us on this project.
Sincerely,
Arielle Brown
Gillian Blackiston
Robert Heydenberk

Arielle Brown
Gillian Blackiston
Robert Heydenberk

Center of Career and Professional Development Proposal

Respectfully Submitted March 15, 2016

Table of Contents
Page
Executive Summary

Current Situation

Proposed Project Plan

1
Cost

Benefits

Timeline

Qualifications

Conclusions

Appendix A-Time Line

5

Executive Summary
The Current Situation
Bloomsburg University has a workshop on how to create an E-Portfolio but the university does
not have a workshop on what a Portfolio is or what the use of one might be. While it is
important to have a way for students to create a Portfolio, it is also important to give students a
want to create one. As it stands, doing a Portfolio for a class is simply an assignment that many
students do not enjoy doing.
What the university needs is a workshop that can express the uses and importance of a Portfolio.
The workshop needs to give the students a want to create one. It is also important that the

workshop is diverse. As it stands the school teaches about E-Portfolios, but not as much Paper
Portfolios, and it is mostly used for Liberal Arts majors rather than for all majors. Students
have the potential to learn more about Portfolios but first someone has to give the students a
reason to want one.

Proposed Project Plan

We propose to create an In-Person Workshop and a Video Workshop on why a student of any
background would need or want a portfolio.
In-Person Presentation: This workshop would consist of a PowerPoint Presentation during
which we discuss the uses and importance of both Paper and Internet Portfolios. The
Presentation will consist of four separate parts:
1. Yourself- This is the section where we discuss the benefits that creating a Portfolio will
have on the individual who is making it.
2. Professors- This part of the presentation includes two subcategories
a. Class Assignment- We will explain the importance of creating a portfolio for your
professor who is asking for it as a requirement.
b. Future References- We will explain the importance of creating strong
relationships with your professors who would be wonderful future references for
jobs and how the portfolio can help enhance those relationships and references
3. Future Employers- This section will focus on future jobs and why a Portfolio might be
required and what the benefits of having one for job applications and interviews are.
4. Further Resources- Here is where we will provide them with a list of resources they can
use should they chose to make a Portfolio of their own.
This is a universal workshop that can be applied to all majors at any class level. It is also our
goal to make it as accommodating as possible for various disabilities. We will have both visual
and verbal communication and we will take pauses and ask if anyone has any questions along the
way to help maintain a level of understanding with everyone present.
Video Presentation: The Video Presentation will work much like the In-Person Presentation and
will be divided up into three separate videos:
1. Yourself- This is the section where we discuss the benefits that creating a Portfolio will
have on the individual who is making it.
2. Professors- This part of the presentation includes two subcategories
a. Class Assignment- We will explain the importance of creating a portfolio for your
professor who is asking for it as a requirement.

b. Future References- We will explain the importance of creating strong

relationships with your professors who would be wonderful future references for
jobs and how the portfolio can help enhance those relationships and references.
3. Future Employers- This section will focus on future jobs and why a Portfolio might be
required and what the benefits of having one for job applications and interviews are.
Each of the videos will have closed captioning so that someone with a hearing impairment will
be able to follow along. The audio would allow those with an eye impairment to still hear and
follow along with the video.
Each video will include a further resources section identical to the In-Person Further Resources
section. Each video will also be linked to the other videos so that the student may look at
whichever video is most pertinent for their situation, or, they can look at them all. Using a video
with a PowerPoint Presentation in the background to supplement what we are saying will also
allow students to pause at any time during the process or to go back and re-watch a particular
part if they missed a piece of information.
Cost:
In the case of this particular project, the cost is our time. As a group, we will be spending
countless hours both in class and outside of class working on creating informative video
presentation that emphasizes the importance of an e-portfolio. This will occasionally mean
meeting with you and our professor outside of class time. We will more than willingly take on
that cost, so long as you agree to take it on with us. As a group, we came to an agreement that we
are willing to work non-routine hours in order to facilitate project completion, and to make sure
that the work we are doing will be nothing short of our best efforts. We already have access to
the necessary camera equipment and video editing software, which is high enough quality to
ensure that the final product will result in a useful tool for the students here at Bloomsburg
University.
Benefits
The benefits of providing students with instructional and informative video presentation and
resources on the importance of creating a portfolio is extensive. The video presentations that we
will provide has the potential to motivate students to create a portfolio. Compiling their quality
academic work into an electronic or paper portfolio allows them to have a portable tool that
demonstrates growth and showcases their strengths in a professional manner, which can help in
the application process once a student graduates from Bloomsburg University.
Timeline

We have prepared a timeline to help us complete the project. It will include all tentative dates of
every group meeting and what will be conducted at each one. The timeline can be viewed in the
attached appendix A.
Qualifications
We believe we are qualified to meet your needs for the Portfolio Workshops both Online and Inperson.
Arielle Brown is studying to receive an English: Creative Writing degree with a Professional
Writing minor. She is the groups project manager, which means she will be the go between and
the face of the group for both you and our professor as well as keeping everyone to strict
deadlines. Her qualifications include good organization skills, communication skills, and writing
skills and her leadership skills. This is also her second semester working as a project manager
with a client.
Gillian is a senior studying to receive an English Literature degree with a minor in Professional
Writing and French. She is the groups usability manager, which means that she is in charge of
making sure that the PowerPoint and all the videos are user-friendly. Her qualifications include
previous work experience with completing the usability testing.
Robert is a junior studying Information and Technology Management with a minor in Digital
Rhetoric and Professional Writing. Robert is the groups content, and technical and training
manager. His responsibilities include creating and overseeing relevant content, as well as
conducting appropriate research for the project. His qualifications include proficiency in
programming, video editing, writing, and effective communication skills.

Conclusions
By implementing our proposed work, we plan to create a PowerPoint and three videos that
correspond to the PowerPoint. The PowerPoint and videos will be used to enhance the students
ability to access the information remotely as well as in person. The main goal is to show the
importance of portfolios and why every student should have one.

Appendix A-Timeline
Date

Description

3/14

Begin Looking for Usability Testers

3/15

Group meeting to finish Proposal to turn in (GoogleDocs)

3/15

Proposal due in Bolt dropbox at class time

3/15

Group Meeting (Powerpoint Creation for In-Person Workshop)

3/18

Powerpoint Creation should be complete

3/21

Begin Video Creation

3/23

Video Editing Begins

3/25

Video Creation Complete

3/27

Have Usability Testers picked out and appointments made to meet up

3/28

Begin Usability Testing and Complete Video Editing

4/1
Begin Final Edits to both In-Person and Online Workshop and Complete
Usability Testing
4/7
Complete Final Edits and Begin Final Presentation Prep
4/8

Turn Project in to Client (Begin Last Minute Changes)

4/11-14

Group Run-Through of Presentation

4/14

Last Minute Changes Complete

4/15

Presentation for Client

4/25

Complete Final Presentation Prep

ID

Task
Mode

Task Name

Duration

Start

Usability Testing

1 wk

Mon 3/28/16Fri 4/1/16

Gillian

Powepoint Creation 2 wks

Mon 3/7/16 Fri 3/18/16

Everyone

Video Creation

1 wk

Mon 3/21/16Fri 3/25/16

Everyone

Video Editing

4 days

Wed 3/23/16Mon 3/28/16

Robert

Gantt Chart

4 days

Tue 3/1/16 Fri 3/4/16

Proposal

4 days

Tue 3/1/16 Fri 3/4/16

5 days

Fri 4/1/16

Thu 4/7/16

Final Edit to
Everything
Turn in to Client

1 day

Fri 4/8/16

Fri 4/8/16

Presentation to Client 1 day

Fri 4/15/16 Fri 4/15/16

10

Last minute Changes 5 days

Fri 4/8/16

11

Group Run Through

4 days

Mon 4/11/16Thu 4/14/16

Everyone

12

Finding People for

Testing
Final Presentation
Prep

11 days

Mon
Sun 3/27/16
3/14/16
Sat 4/16/16 Mon
4/25/16

Gillian

13

Project: Gantt Chart for Writing

Date: Mon 3/14/16

7 days

Finish

Predecessors

Resource Names
Jan 31, '16

Feb 21, '16 Mar 13, '16 Apr 3, '16

T
F
S
S M T W T

Gillian

Apr 24, '16

F
S
S

Everyone
Everyone
Robert

Ari

Ari

Thu 4/14/16

Gillian

Everyone

Task

Inactive Summary

External Tasks

Split

Manual Task

External Milestone

Milestone

Duration-only

Deadline

Summary

Manual Summary Rollup

Progress

Project Summary

Manual Summary

Manual Progress

Inactive Task

Start-only

Inactive Milestone

Finish-only

Page 1

Everyone

Everyone

ID

Task
Mode

Task Name

Duration

Start

14

Class Presentation

1 day

Tue 4/26/16 Tue 4/26/16

Everyone

Everyon

15

Submit Project to
Bolt

1 day

Mon
4/25/16

Ari

Ari

Project: Gantt Chart for Writing

Date: Mon 3/14/16

Finish

Predecessors

Mon
4/25/16

Resource Names
Jan 31, '16

Feb 21, '16 Mar 13, '16 Apr 3, '16

T
F
S
S M T W T

Task

Inactive Summary

External Tasks

Split

Manual Task

External Milestone

Milestone

Duration-only

Deadline

Summary

Manual Summary Rollup

Progress

Project Summary

Manual Summary

Manual Progress

Inactive Task

Start-only

Inactive Milestone

Finish-only

Page 2

Apr 24, '16

F
S
S

Portfolio Workshop For

All Students
1. Yourself
2. Professor
3. Future Endeavors
1

Yourself
Why is it important to have a portfolio for your own personal use?

Who are you?

What is the you that you want to
show the world?

What are your goals and what is your

direction?

What are your needs, skills, and personal

expectations?

How are you unique?

1. Herb J. Smith and Kim Haimes-Korn, Portfolios for Technical and Professional Communicators. New Jersey: Pearson Prentice Hall, 2007.
Fig 1. Marco Bellucci, Question Mark. 2005. Available from: https://www.flickr.com/photos/marcobellucci/3534516458

Figure 1 2

Goals and Direction

Do you have a chosen major or are you undeclared?
What are your interests?
Do you have a dream?
Where would you like to be in 5 years? 10?2
2. Herb J. Smith and Kim Haimes-Korn, Portfolios for Technical and Professional Communicators. New Jersey: Pearson Prentice Hall, 2007.

Needs, Skills, and Personal Experience

Questions to think about:
What do you like? Dislike?
How do you see the world and how do you interact with other people?
What do you prefer in terms of variety, security, risk, and job location?
Do you prefer to work in teams or on your own?
Do you like to travel or do you have needs that demand flexibility in terms of time on the job?3
Ways to get to know yourself better:
There are personality tests like the Myers Briggs test and the Keirsey
What do you want in your future?
1. Herb J. Smith and Kim Haimes-Korn, Portfolios for Technical and Professional Communicators. New Jersey: Pearson Prentice Hall, 2007.

What Makes You Unique

Is there something that only you or a few can do?
What do you like most about yourself ?
What makes you different from other people at
Bloomsburg?

Now, demonstrate that in your portfolio.

6

Professor
Why do professors want a portfolio?

Reasons For Assigning A Portfolio

Why would a professor assign a portfolio?1
1. To see reflection from the student
2. To have another way of documentation of course outcomes
3. To collaborate with others

1 Zubizarreta, John. The Learning Portfolio: Reflective Practice for Improving Student Learning. Bolton, MA: Anker Pub., 2004.
Fig. 2Bolg Post 37: Closing Thoughts Standardized Testing Last Modified June 4,2014,
http://blogs.longwood.edu/standardizedtesting/files/2014/06/word-cloud-for-e-portfolio.jpg.

Figure82

Why is Reflection Important?

Figure 3

What is Reflection?
A thought occurring consideration or
mediation 2

What are some common ways to reflect

on your work?
Ask and answer questions about your
process

Why do professors look at

reflection?
To get students to think outside the
assignment
Allow mistakes to seen by students
and potential solutions

How did you conduct your research

What changes would you make if you had
to do it over again

2 Zubizarreta, John. The Learning Portfolio: Reflective Practice for Improving Student Learning. Bolton, MA: Anker Pub., 2004.
Fig. 3 Make Time for Some Self-Reflection Hemsley Fraser . Last Modified December 9, 2014,
http://www.managersdigest.co.uk/2014/12/09/make-time-for-some-self-reflection

Documentation and Course Outcomes

Figure 5

Documentation
Easy way to see completion of

Course Outcomes

All artifacts in one spot

Can add a more variety of

Listed in the Syllabus

assignments

mediums

Similar to reflection, but geared to specific class

benefit to the student is an opportunity to engage in

self assignment, a course, or a program. . . 3
Have it all along and to refer back to

Goals for the semester

What the professor wants the students to achieve from

this class

Figure 4
10
3 Zubizarreta, John. The Learning Portfolio: Reflective Practice for Improving Student Learning. Bolton, MA: Anker Pub., 2004.
Fig. 4 Face to Face Issues, Investigation Into Large Providers Dominate NAHC Discussions. McKesson Corporation , Last Modified November 2, 2011,
http://www.mckessonhomecaretalk.com/wp-content/uploads/2011/11/Homecare-documentation.jpg.
Fig. 5 Smart Evals. Gap Technologies Incorporated, Last Modified 2013., http://info.smartevals.com/(S(0jcxwc5510yjcjaxgbejz0pt))/OCEOverview.aspx.

Collaboration
The faculty member as a mentor

who helps guide the development

of a learning portfolio is a model
that is common and natural enough
to embrace. 4
Receive feedback about expectations
Provide support for students

4 Zubizarreta, John. The Learning Portfolio: Reflective Practice for Improving Student Learning. Bolton, MA: Anker Pub., 2004.
Fig. 6 Power of Collaboration. The Twenty Thirteen Theme . Last Modified April 4, 2014,
https://aipichai.files.wordpress.com/2015/04/collaboration.jpg.

Figure 6

11

3. Future Endeavors
How can a portfolio help me when I graduate?

12

The Future & You

Having a e-portfolio already created shows the employer your
preparedness and professionalism
Shows attention to detail and creativity
Many employers request writing samples
Ability to include more than just writing
Allows you as a student to define your education, and gives
direction for your future endeavors
13

Showcase Your Work

Education is about learning and progressing; a
portfolio allows future employers to see how you have
progressed in your academic career
Ongoing process, can continue to build upon what
you have
A resume briefly highlights qualifications, e-portfolios
deepen a students engagement, and allows future
employers to see why you are unique
Showcases style & eloquence

14

Get Noticed
Tips for getting noticed by employers:
- appropriate theme that fits you
- use images
- fill with only good quality content
- keep portfolio up to date
- connect portfolio to social media
15

Further Sources
Bloomsburg University Writing Center
Monday Thursday from 10am-7pm and Fridays 10am-1pm in Bakeless
206

Sunday Thursday from 7pm-11pm in the University Library

Portfolios for Technical and Professional Communicators

The Learning Portfolio
16

Bibliography
Gap Technologies Incorporated Smart Evals. Last Modified 2013., http://info.smartevals.com/(S(0jcxwc5510yjcjaxgbejz0pt))/OCEOverview.aspx.
McKesson Corporation Face to Face Issues, Investigation Into Large Providers Dominate NAHC Discussions. Last Modified November 2, 2011,
http://www.mckessonhomecaretalk.com/wp-content/uploads/2011/11/Homecare-documentation.jpg.
Hemsley Fraser Make Time for Some Self-Reflection Last Modified December 9, 2014, http://www.managersdigest.co.uk/2014/12/09/make-time-for-some-self-reflection/.
Smith, Herb J. Smith and Haimes-Korn, Kim. Portfolios for Technical and Professional Communicators. New Jersey: Pearson Education, 2007.
Standardized Testing Bolg Post 37: Closing Thoughts Last Modified June 4,2014, http://blogs.longwood.edu/standardizedtesting/files/2014/06/word-cloud-for-e-portfolio.jpg.
The Twenty Thirteen Theme Power of Collaboration. Last Modified April 4, 2014, https://aipichai.files.wordpress.com/2015/04/collaboration.jpg.
Zubizarreta, John. The Learning Portfolio. San Francisco: Joseey-Bass, 2004.

17

In-Person Presentation Guidelines:

Introduction:
Here is where you are going to introduce yourself. Go ahead and tell your major/minor (if
applicable) and share a little about yourself. Then explain to them why you are giving the
presentation. After this, all you have to do is follow the slides.
Below is what our group said in our videos and plan to say in our In-Person Presentation. You
can say the same things, paraphrase, or add as you feel applicable. However, since much of this
presentation is based off of research our group has done, try to stick to the foundation we have
laid down for you.
Slide One:
Portfolio for Yourself. The most important person you can create a portfolio for, is yourself.
Slide Two:
So, who are you? What is the you that you want to show the world? What are your goals and
what is your direction? What are your needs, skills, and personal expectations? and How are you
unique?
Slide Three:
What are your goals and where do you want to go with your life? To help figure this out, here are
a few things to consider. Do you have a chosen major or are you undeclared? What are your
interests? Do you have a dream? Where would you like to be in 5 years? 10?

Your answers to these questions will help you understand what it is you would want your
portfolio to display. If you are interested in the arts, then your portfolio should be more artistic,
but if you are more interested in the sciences you would want a more concise document.

You

want to be yourself and you want anyone who would look at the portfolio to see who you are.
This is just as much about discovering yourself as showing yourself off to others.
Slide Four:
Because you want to be sure that you are being true to yourself, you should think about your
needs, skills, and personal experiences.
Some questions to help you think about this are: What do you like? Dislike? How do you see the
world and how do you interact with other people? What do you prefer in terms of variety,
security, risk, and job location? Do you prefer to work in teams or on your own? Do you like to
travel or do you have needs that demand flexibility in terms of time on the job?
Each of these categories are going to change what you want your portfolio to say. You can show
off your love for traveling, or your want to stay home. You have an opportunity to present
different group work you have done and enjoyed or places where you have excelled as an
individual.
Ways to get to know yourself better: There are personality tests like the Myers Briggs test and
the Keirsey. These two tests are personality tests that will identify you into different categories.
Myers Briggs will divide you into personality types based off of your preferences as an extravert
or introvert, intuition or sensing, Feeling or thinking, and judging or perceiving. The Kerisey
will categorize you as Guardians, Rationals, Guardians, or Idealists. Again, this is about learning
more about yourself and the you that you would like to show the world.

What do you want in your future? This is an important question that doesnt need to be answered
immediately. However, should you choose to create a portfolio, you want to keep your future
goals in mind to cater your design towards those goals.
Slide Five:
How are you unique? Is there something that only you or a few can do? What do you like most
about yourself? What makes you different from other people at Bloomsburg? All of these things
will separate yourself from everyone else and the earlier slides can help you decide what it is that
makes you unique. Now, go out and show the world!
Slide Six:
Professor: Why do professors want a portofolio?
Slide Seven:
An important question to ask yourself is why do some professors make you create a portfolio for
class? There may be several reasons for the assignment, but I am going to discuss the three main
reasons for professors to assign a portfolio. The three main reasons professors want to assign a
portfolio are: 1. To see the student reflect on the work that they did, 2. Have another form of
documentation and view the course outcomes, and 3. To collaborate with others.
Slide Eight:
The first reason for the portfolio is to get the students to reflect on the work that was created in
the class. But, first, you need to know what reflection means to better understand why it is
important for the professor. According to Dictionary.com reflection is defined as a thought
occurring consideration or mediation. Reflection allows you to really think about the work that

you did on a deeper level of thinking. Professors might give you tips on how to reflect on your
work, but some might not. If a professor asks you to show reflection in a portfolio, you can ask
yourself some basic questions to get you thinking. Some questions might be about the process
that you used to create the work, how did you conduct research, and what changes would you
make to the assignment. These questions get you to think outside the assignment and focus more
on yourself. Professors want to see reflection in portfolios because it shows them that you can
think outside of the assignment and into the world. Professors also like to see reflection because
it allows them to see if the students come up with any solutions to problems or mistakes that
occurred during the assignment. Reflection allows the students to grow as a learner without
having the professor tell them what is right or wrong. Overall, reflection is important for the
professor because it highlights what the students are learning in class.
Slide Nine:
Since reflection can highlight what the class is learning, this leads to the 2 reason professors like
to assign portfolios. The second reason for portfolios is for professors to have another form of
the documentation and course outcomes from the class. For documentation purposes, instead of
keeping all copies of individual assignments forever, the portfolio allows the professor to view
all the assignments from the class in one location for easy access. It is also a easy way for the
professor to see if all assignments were completed. The portfolio can be used as an extra security
blanket for grades assigned. Also, the portfolio allows the professors to assign multi-media
projects that can be used in the portfolio itself. The other part of the documentation is the course
outcomes of the class. The course outcomes are listed on the syllabus and are the professors aim
for the class. The outcomes are used to help tell the students what they will be learning in the
class. Having the course outcomes in the portfolio allows the teacher to see if the students are

learning what they are suppose to be learning. The course outcomes also allow for a reflection
that is geared towards the particular class.
Slide Ten:
Finally, the 3 reason why professors assign portfolios in class is to aide the collaboration
between the students and professors. Most professors like to work with students to help them
achieve better. According to the book The Learning Portfolio the professors like to fill the
position of mentors to the students. By becoming mentors through the collaboration of the
portfolio, you as students can receive feedback. The feedback can be about the expectations of
the portfolio or it can be how to improve the overall portfolio. The professors like to provide
feedback as to better help you succeed with the assignments. The professors also assign
portfolios as another way to support the students and their work. Professors want you to be proud
of the work you do by supporting you in organizing it neatly in a portfolio.
Slide Eleven:
Hello, my name is Robert Heydenberk, and I will be discussing how a portfolio can assist you in
your future endeavors once you graduate from Bloomsburg University. As you take into
consideration the information presented earlier and began to structure your portfolio, it is
important to remember that this portfolio is a reflection of you. An effective portfolio reflects
your talents and capabilities to your audience, and that audience may very well be your future
employer.

Slide Twelve:
Graduation is right around the corner. Even if you are a freshman it may not seem like it is right
around the corner, but 4 years flys by, and by the time you approach graduation, you may find
that you are having anxiety about your future and what is next. The portfolio can help lift that
anxiety and boost your confidence as you prepare for the next chapter of your life. Your portfolio
allows you to stand out and define your future. Whatever format you chose to structure it,
whether it be in a chronological order showing your progression as a student, or simply
showcasing your best work you have done, it is important to remember the role it can play in the
future. Creating an effective portfolio before going into an interview can ensure success because
it shows the potential employer your preparedness and professionalism, and it can help steer the
interview and allow you to have the opportunity to talk about why you are the right candidate for
the position. Your portfolio gives you the chance to express your creativity, out of the box
thinking, and your attention to detail. While many employers request writing samples,
depending on your field of study, you have the freedom to include something other than writing.
The creative process that goes behind constructing a portfolio will help you better define your
education and give you direction for your future endeavors.
Slide Thirteen:
Your education is an enabler. It allows you to reach your potential, open doors, and engage in a
world full of opportunity. Your portfolio allows you to showcase your education and your
progression as a student. The ongoing process of maintaining a portfolio creates depth and
dimension to your education. A resume briefly highlights your qualifications on a single page,
but an effective and well-structured portfolio showcases your talents, hard work, and dedication

to your education. It gives you, the student, the chance to showcase your unique style and
eloquence, which helps you stand out to employers.
Slide Fourteen:
Here are a few helpful tips that will make your portfolio stand out to your potential employer.
First, start by choosing a theme that fits you and your desired field of occupation. There are
many themes available that you can choose from, or you can be creative and build one from
scratch. Selecting the right images can grab the employers attention. It is possible that you were
only one interview out of hundred, so including a professional picture of yourself so that the
viewer can associate a face with the portfolio is not a bad idea. Follow that up with good and UP
TO DATE content, such as research papers, group projects, and a bio about yourself, and you
will have a much better chance at getting noticed.
Further Sources Slide:
If you are interested in creating a paper or e-portfolio for yourself you can go to the bloomsburg
university writing center, which is open Monday Thursday from 10am-7pm and Fridays 10am1pm in Bakeless 206 and Sunday Thursday from 7pm-11pm in the University Library.
Or, you could read the books Portfolios for Technical and Professional Communicators by
Herb J. Smith and Kim Haimes-Korn and The Learning Portfolio by John Zubizarreta to learn
more about what goes into the design elements of it and how to go about actually creating the
portfolio. The books include sample portfolios as well so you can see examples of what you are
doing.

Objectives

Toinvestigatehowusersrespondtoaworkshopintwodifferentmediums

Toallowuniversitywritingstudentstousestandardusabilitytestingpracticesto
completetesting.

LearningQuestion
Isusabilitytestingusefulincreatingaworkshop?
Howwillstudentsconductingthetestingtakeandusetheresultstoimproveandfinalizethe
productforfinalusage?

Significance
Thesignificanceofdoingusabilitytestinggivesourgroupabetterunderstandingofour
audienceandhowwecancatertotheirneeds.Anothersignificantpartoftestingisshowingus
howtoimproveourproject.

Detailedmethodology
1.)Ourgrouphascomeupwithawaytodotheusabilitytestingandnowwehavethechanceto
implementittoseehowitworkswithactualusers.
2.)Certainguidelinesweregiventothegroup,andnowwehavetoimplementthemtoseeif
theywork
3.)Theinstructor(s)oftheusabilitytestinghasattendedclassandlearnedhowtoconductthe
testing.Weknowhowtomaketheusabilitytestingusefulforeditingourproducts.
4.)Thetestingmethodthatwewillbeusingisgoingtoincludeapretestquestionnaire,the
actualtesting,andaposttestquestionnaire.Thetesteeswillbewatchedcloselybythetesterto
getaccurateresultsduringthetesting.Wewillusethedocuments(preandpostquestionnaires
andanynotestakenbytester)toimplementanychangestoourfinalproduct

ApprovalfortheDocumentationoftheTestingofOurMultipleMediaArtifact
I,______________________________,understandthatIamparticipatinginusabilitytestingof
multiplemediaartifactscreatedbytheWritingfortheProfessionsclassintheEnglish
DepartmentatBloomsburgUniversityandthattheinformationobtainedhelpsthedevelopersof
thismultiplemediaartifactrevisetheirwork.Iunderstandthattheinformationusedinthis
testingwillnotbesharedanywhereexceptforwithinthisproject.

_______________________________________________________________________
Signature

Date

_____________________________________

PrintedName

PreTestQuestionnaireforPortfolioWorkshop

Spring2016

YouhavebeenaskedtoparticipateintheUsabilityTestingassignmentthatispartofDr.
MartinsWritingfortheProfessionsclass.Ourpurposeistogetactualuserstoparticipateinour
PortfolioWorkshop.Ourgroupwantsyoutotelluswhatpartsoftheworkshopworkwelland
whichpartscouldusesomeadjustments.Ourgroupwillusetheresultsoftheusabilitytestingto
fixanyproblemsencountered.Theartifactspresentedinthetestingwillbeusedbyourclient,so
anyfeedbackisappreciated.Thankyoufortakingthetimetodothetesting.

Pleaseanswerthequestionswithasmuchinformationasyoucan.

1.Haveyouevercreatedaportfolio?Ifyes,why?Whatkindofportfolio?

2.Doyouthinkthatitisagoodideaforallstudentstohaveaportfolio?Why?Whynot?

3.Doyouknowwhataportfolioisandhowitcanbeused?

4.Howmuchtimedoyouthinkyouwouldspendoncreatingaportfolioifyouknewitcould
helpyougetajob?

ThisprojectisbeingusedaspartofcompletionfortheWritingfortheProfessionsclass.

PostTestQuestionnaireforthePortfolioWorkshop

Spring2016

Pleasefilloutthefollowingquestionnaire,takingthetimetoreflectontheusabilitytestyoujust
finished.Theresponsesgivenwillbeusedtohelpthegrouprevisetheproductstomakethem
better.Pleasefeelfreetoaddasmuchdetailsaspossible.Thankyouforyourinput.(Pleasewrite
orprintlegibly)

1.Arethethreedifferentsectionsintheworkshopbeneficialtoallstudents?Why?Whynot?

2.ArethethreevideoshelpfulforstudentswhocannotbepresentfortheInPerson
workshop?

3.Doyouthinkfuturestudentswillutilizethisworkshopwhenpreparingtheirown
portfolios?

4.Whatisthemosteffectivethingaboutourworkshop?Isthereanywaywecanadjustitto
makeitmoreeffective?

5.Arethereanysuggestionsthatyoucangiveourgrouptomakethisabetterworkshop.

Thankyouforyourtime!

Release Form for Group Work

The following documents were part of a group project, which was part of my course curriculum as an
undergraduate or graduate student at Bloomsburg University of Pennsylvania.

Description of the Documents for which Permission is granted

The following documents were created for a project in the following class:
________________________ Writing for the Professions

_________________________

During the following semester or term: ____Spring 2016____________________________________

The documents include: _gantt chart, proposal, powerpoint, three videos, progress report, scripts and
guidelines___________________________________________________________________________
Approval for the Usage of the Above Described Documents for inclusion in an ePortfolio

I, _Gillian Blackiston______, understand the above described documents, which were part of a group
project for a course at Bloomsburg University of Pennsylvania, are being using in a colleagues
ePortfolio. I hereby grant permission for the inclusion of these documents as long as this permission
document is included in their ePortfolio. This permission is granted only for inclusion in an ePortfolio
and does not include any other usage.

Gillian Blackiston
_____________________________________

_____April 12, 2016________________

Signature

Date

Gillian Blackiston_______________________
Printed Name

Release Form for Group Work

The following documents were part of a group project, which was part of my course curriculum as an
undergraduate or graduate student at Bloomsburg University of Pennsylvania.

Description of the Documents for which Permission is granted

The following documents were created for a project in the following class:
________________________ Writing for the Professions

_________________________

During the following semester or term: ____Spring 2016____________________________________

The documents include: _gantt chart, proposal, powerpoint, three videos, progress report, scripts and
guidelines___________________________________________________________________________
Approval for the Usage of the Above Described Documents for inclusion in an ePortfolio

I, _Arielle Brown______, understand the above described documents, which were part of a group
project for a course at Bloomsburg University of Pennsylvania, are being using in a colleagues
ePortfolio. I hereby grant permission for the inclusion of these documents as long as this permission
document is included in their ePortfolio. This permission is granted only for inclusion in an ePortfolio
and does not include any other usage.

________Arielle Brown__________________ _____April 19, 2016________________

Signature

Arielle Brown_______________________
Printed Name

Date

Release Form for Group Work

The following documents were part of a group project, which was part of my course curriculum as an
undergraduate or graduate student at Bloomsburg University of Pennsylvania.

Description of the Documents for which Permission is granted

The following documents were created for a project in the following class:
________________________ Writing for the Professions

_________________________

During the following semester or term: ____Spring 2016____________________________________

The documents include: _gantt chart, proposal, powerpoint, three videos, progress report, scripts and
guidelines___________________________________________________________________________
Approval for the Usage of the Above Described Documents for inclusion in an ePortfolio

I, _Robert Heydenberk______, understand the above described documents, which were part of a
group project for a course at Bloomsburg University of Pennsylvania, are being using in a colleagues
ePortfolio. I hereby grant permission for the inclusion of these documents as long as this permission
document is included in their ePortfolio. This permission is granted only for inclusion in an ePortfolio
and does not include any other usage.

___________Robert Heydenberk__________

_________April 19, 2016________________

Signature

Date

Robert Heydenberk__________
Printed Name