Loyola University > Center for Engaged Learning, Teaching, and Scholarship (CELTS) > Programs > Learning Portfolio Program
Learning Portfolio Program
Learning Portfolios are a digital collection of student work, reflections, and educational experiences assembled in a structured, online format customized by the student and can be shared with faculty, staff, advisors, and peers. Learn more about the components and depth of how learning portfolios are utilized on campus. Watch Video
Learning Portfolio Projects
There are currently 54+ portfolio projects coordinated by the Learning Portfolio Program both at the undergraduate and graduate level. The following is a comprehensive account of where learning portfolios are embedded and integrated within academic programs at the University.
32 Projects in Undergraduate Colleges, Programs, and Courses
- BSAD 220: Career Preparation
- Center for Experiential Learning Courses: EXPL 290, 291, 390, and 393
- Career Services Partnership with Professional Portfolios
- Classical Studies
- Comm 101: Public Speaking and Critical Thinking
- Criminal Justice Department
- Dance Major
- Early Childhood Education Program
- Engaged Learning Requirement (University-wide)
- ENVS 338: Human Health and Climate Change
- ENVS 350b: STEP Biogas
- FNAR 392: Senior Thesis II
- GIST Capstone
- History Department
- Leadership Studies Minor
- Loyola Undergraduate Research Opportunities Program (LUROP)
- Lourdes Pilgrimage in France
- MARK 390: Marketing Strategies
- Modern Languages and Literatures Department
- Philosophy Department
- SOCL 127: Social Analysis-Social Action, service-learning
- SOCL 206: Principles of Social Research
- SOCL 252: Global Inequalities
- SOCL 261: Social Movements and Social Change
- Theology and Religious Studies Majors
- UCSF 137: Scientific Basis of Environmental Issues
- UNIV 101: First-Year Seminar
- UNIV 101: Rome Program Section
- UNIV 102 courses
- UNIV 201: Transfer Seminar
- UNIV 112: Learning Strategies
- UNIV 190: Service and Social Justice
15 Projects in Graduate Programs and Graduate-level Courses
- Catholic Principal Preparation Program
- Cultural and Educational Policy Studies Masters Graduate Program
- ELPS 429: Experiential Learning
- ELPS 430: Curriculum and Instruction
- Higher Education Masters Graduate Program
- Institute for Pastoral Studies (8 different portfolio projects)
- International Higher Education
- Suburban Competency
6 Projects in the School of Medicine Programs and Courses
- Advanced Practitioner Nursing
- Bioethics Honors Program
- Doctor of Nursing Practice (DNP)
- Masters in Professional Development Milestone
- PhD Professional Development Milestone
- RN to BSN Program
Current Collaborations in Progress
- Arabic capstone and engaged learning course
- Engaged Learning courses
- Public Health Program
- Residential Learning Community Courses
- School of Education
- Sociology Major Capstone
- UCWR 110: Writing Responsibly
If you are interested in learning more about how portfolios can be embedded into your course or program, please contact Learning Portfolio Program Manager at firstname.lastname@example.org
About Learning Portfolios
Learning Portfolio Elements
Once students have identified the purpose of their portfolio, the type of learning portfolio, and their audience, they can start to think about what to include.
The components of a learning portfolio are the learning artifacts, critical reflections to "curate" artifacts, and web-based platform used to build the portfolio.
Another important aspect of a learning portfolio is critical reflection. For each learning artifact selected it is important students "curate" those items by reflecting on their experiences. Critical reflection goes beyond explaining what the experiences were to talking about why the experience was important, making connections between experiences, and articulating new learning students took away from the experience.
Loyola University Chicago has contracted with Digication to be the university's official learning portfolio vendor. Two of Digication's primary functionalities Loyola uses include:
1) Building electronic learning portfolios through Digication.
2) Assessing student learning outcomes and keeping an online record of student learning artifacts.
Faculty and students can contact the Learning Portfolio Program Manager to determine the best fit for your course or outcome.
Learning artifacts are documents or media files that are student evidence of learning and growth over time. Used thoughtfully, artifacts can demonstrate skills, abilities, experiences, or competency.
Creativity and intentionally is important when students select artifacts as one of the advantages of building an electronic portfolio is the ability to use different forms of multimedia to demonstrate learning.
Learning portfolio artifacts can include:
- Photos or Slideshows
- Blogs or Vlogs
- Writing Samples (research papers, essays, fiction, reflections, journals)
- Research Posters
- Web Link
Types of Learning Portfolios
Loyola University Chicago supports four different types of Learning Portfolios.
- Course Portfolios
- Integrative Portfolios
- Assessment Portfolios
- Professional/Showcase Portfolios (in partnership with the Career Development Center)
The various types of portfolios may also overlap in function. For instance, integrative portfolios can also be assessment portfolios.
The purpose of each portfolio is articulated below.
Learning Portfolio Pedagogy and Resources
How are learning portfolios used?
Learning Portfolios for Students
Portfolios can be a powerful catalyst for integrative learning and holistic development as well as a tool for self-branding and professional development. Portfolios can:
- Encourage engagement in active reflection and meaning-making
- Foster reflection on the principles central to an academic discipline and the university as a whole
- Facilitate the integration of topics and themes across disciplines and over time
- Provide a forum to synthesize work and share that work with others
- Contribute to holistic development in multiple ways, including personal development, academic development, and career development
- Provide a resource for demonstrating skills, abilities, and experiences in the job-search process
Learning Portfolios for Faculty/Staff
Portfolios can foster and provide evidence of student learning across all curricular, co-curricular, and institution-wide outcomes. ePortfolios enhance learning and provide opportunities for assessment of learning in the following ways:
- Represent multiple learning styles, modes of accomplishment, and quality of work accomplished by students
- Provide structure around clear expectations and articulated goals
- Offer the potential for progressive formative assessments that foster improvement while learning is still in process
- Encourage reflection on learning as well as personal goal-setting and future planning
- Facilitate program and institutional review through sampling and aggregation of data from individual student portfolios [Adapted from www.aacu.org/value]
Learning Portfolios for Assessment
Portfolios can be a powerful tool for assessment and evaluation. By establishing a set of criteria and evidence each student is required to submit, a department can measure what concepts students have mastered and where they are falling short of departmental standards. ePortfolios can be used as formative assessment (throughout a student’s course of study) and a summative evaluation (at the end of the standard degree program).
Portfolio assessment has additional advantages over other modes of evaluation in that students often have the opportunity to select what they feel is their best representative work. With the ability to include multiple formats, including multimedia, ePortfolios address multiple learning styles and provide a medium in which students can get instructive feedback that informs them of their strengths and deficits; this feedback can be based on an established measure, called a rubric, that provides specific information on a student’s performance. One frequent ePortfolio assignment involves having students reflect on their learning, on their co-curricular activities, and other events that impact their experience in their discipline, the university community, and the world.
A staff and faculty guide for those already utilizing or hoping to utilize learning portfolios as a learning tool for critical reflection in the classroom. Connect experiences in and out of the classroom, student backgrounds, and life experiences in a synergetic approach to students putting learning into their own words.
The mission of Critical Inquiry-Critical Reflection is . . .
To implement integrative learning strategies in teaching and learning spaces (e.g., classrooms, academic programs, experiential learning, etc.) that encourage evidence-based interrogation and meaning-making
To facilitate creative and critical analysis of ideas and experiences across and within disciplinary, interdisciplinary, curricular, and co-curricular context
Click the link to view the Critical Reflection Guide
For information on Ignatian Reflection please click to view the faculty guide