Child and Family Studies
Professional Portfolio
Guidelines
2014-15
Table of Contents
Introduction
3
CFS Program Learning Outcomes and Objectives
4
Creating and Completing a Portfolio
5
Documentation Template Questions and Instructions
6
Components of a Portfolio
9
Policy on Continuous Progress
10
Appendix
Rubric
11
Working Review Sheet
13
Theoretical Knowledge
14
PSU Campus-Wide Learning Outcomes
22
How to Read an Academic Article
23
Final Rubric
24
Glossary and Reference
25
Comparative Writing Styles
27
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Welcome to the CFS Professional Portfolio Process
As a newly admitted CFS student, please know that you were selected to prepare for the honored
professional positions of working with children, youth, and their families. While mainstream society
doesn’t always honor these positions, work done on behalf of children, youth, and families should
be highly esteemed! This work is laced with moral and ethical decisions that can significantly
influence the lives of our clients and students, as well as families and the greater community. As
professionals, you will make decisions that have the potential to affect others’ lives significantly.
Working with children and families involves a great deal more than just wanting to help others have
a better life. Therefore, to assume such a professional role involves a great deal of time, study, and
personal reflection.
CFS Faculty and staff have created the admissions and educational process to ensure that all our
graduates are prepared for their professional roles. One important aspect of this preparation is the
creation of an integrated Professional Portfolio. All students in the CFS Program create a
Professional Portfolio to document their achievement of the program learning outcomes and
objectives.
In terms of grading, we do our best to return material to you just as soon as we can. For the
portfolio classes in particular, where prompt feedback is so critical, you can expect a turnaround
time between one and two weeks for your documentations.
Many students don’t know, however, that at a university like PSU, teaching and advising students
constitute just one part of faculty members’ jobs. Most of your faculty are also held accountable for
maintaining productive and active research or publication agendas and participating in a wide range
of service activities in the program, the college and university, and the larger community. Sometimes,
these other responsibilities conflict with our ability to be immediately present or responsive to you –
so we thank you for your patience. In concrete terms, this means it’s generally safe to assume you’ll
receive responses to emails within a few days, but it’s not reasonable to expect immediate responses
or replies over the weekend or on University breaks.
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What is the Professional Portfolio?
The CFS Professional Portfolio serves several functions. Most obviously, it demonstrates how you
as a student articulate the links between what you’ve done in your CFS coursework (learning
experiences), what you’ve learned in terms of knowledge from our related fields (theoretical
knowledge), and the outcomes we hope you achieve by the time you complete the program (CFS
Learning Outcomes). The portfolio will walk you through a set of structured exercises and teach you
a very specific style of professional writing to help you articulate how you’ve met our program’s
outcomes and demonstrate your ability to think, argue, and write like a professional.
We know the portfolio process is not always fun. It is rigorous and demanding. It will demand that
you master a new and sometimes artificial-feeling writing style. It will challenge you. But we also
know that all students are capable of finishing this project. We are here to help you. And the
collected wisdom from several generations of CFS alums tells us that in the end, it’s all worthwhile.
Learning Outcomes and Portfolio Objectives
The CFS Professional Portfolio demonstrates your ability to connect coursework, theoretical
knowledge, and critical reflection to your achievement of three of our program’s learning outcomes.
These outcomes are central to the portfolio process:
Preamble: Child and Family Studies students will be able to access, analyze, apply, and articulate
theoretical knowledge to make professional decisions that improve the lives of children, youth, and
families as they:
1. Describe the development, roles, and interaction patterns of children, youth, and families
within their social systems;
2. Identify dimensions of diversity in children, youth, and families and recognize oppressive
forces that hinder their positive development;
3. Demonstrate professional standards of ethical conduct; and
4. Assume the role of change agents regarding issues, policies, & community needs that affect
children, youth, and their families.
In addition, the portfolio has the following specific objectives:
 Think critically about the everyday realities of children, youth, and families;
 Identify and explain theoretical knowledge that is applicable for specific professional
settings;
 Apply that theoretical knowledge to their work in a professional/practical setting;
 Write appropriately for professional settings; and
 Personally reflect upon their life experiences and professional practice
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Creating and Completing Your Professional Portfolio
The CFS portfolio is a long process. It begins in CFS 494 (Professionalism: Knowledge), continues
through CFS 495 (Professionalism: Identity), and culminates in CFS 496 (Professionalism:
Integration). All CFS students take CFS 494 during their first term in the program. We recommend
that students register for CFS 495 immediately upon completion of CFS 494 and take CFS 496 the
term in which they hope to graduate.
In each course, you will complete a formal documentation of how your CFS coursework facilitated
the achievement of one CFS Learning Outcome (LO). To do this, you will learn a new style of
professional writing, respond to specific template questions geared toward deepening your critical
thinking and reflection on the LO you are documenting, and use a structured rubric to assess your
progress. The final portfolio will be assembled in CFS 496 and includes your documentations of
three CFS LOs as well as a resume and final reflection.
Mastery-Based Learning
The CFS Professional Portfolio is a mastery-based document. This means that you are invited to
submit as many drafts of each documentation as you’d like in order to earn the grade you hope to
have. Your faculty will review each submission and offer concrete feedback for improvement for the
duration of the term. In a 10-week term, as long as you stay on top of the documentation, it is likely
you could submit multiple drafts along the way to your final score. Note that it is your responsibility
to make sure you have provided enough time to submit revisions, receive feedback, and revise the
documentation.
Grading the Portfolio
As you work on the documentations for each CFS LO, your work will be assessed using a rubric (a
copy of the rubric can be found in Appendix A). The rubric corresponds to the eight template
questions you will answer for each documentation, and the columns on the rubric demonstrate what
successful responses to those questions entail.
Your instructor will help you learn to use the rubric as a guide in formulating your responses to the
template questions. Each time you submit a draft of your documentation, your instructor will offer
comments in the text and indicate your progress and points earned on the rubric; this will help you
see immediately where you can strengthen the response to any given template question.
Each time your documentation is reviewed, the template questions that did not achieve full points
on the rubric will be all that is re-reviewed. In other words, parts of the documentation that you
have already mastered will not be reviewed again.
In order to receive a passing grade for CFS 494, 495, and 496, you will need to have a final score of
73/100 or better on your completed documentation (all template questions must be answered) and
have satisfactorily completed any supplemental assignments or activities in the course. CFS 494 will
be graded Pass/No Pass; in order to earn a passing grade, the conditions above must be met. CFS
495 and 496 will result in a letter grade corresponding with the highest score on the documentation
for that class at the end of the term.
Submitting Your Documentations
When submitting all or a portion of your documentation, please include the following documents:
 The current revision (the draft you’d like to have graded);
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 The most recent prior revision (so faculty can see their previous feedback);
 The rubric for this documentation; and
 The “Portfolio Working Review” sheet (see Appendix B). This sheet is to be used as a
cover sheet any time you hand in any part of a documentation. You will only need one
review sheet throughout your work on the Portfolio. Please fill in the squares about the
course and the learning experience you are using for each Learning Outcome
documentation. The instructor will insert the date, your current score, and initials. When
you have revised your documentation to your satisfaction, you will sign off in the far
right-hand column. The instructor for each LO will also sign off.
The Documentation Itself
Professional writing in our fields requires a very specific style. Different from the kind of academic
writing you may be accustomed to submitting for classes, professional writing in the helping
professions is often much more focused, targeted toward specific prompts or questions, and less
personal. Much of the time – whether writing a report for the court, an IEP, a case note for a client
file, or a grant application – you will be asked to respond individually to specific questions in a
template. The CFS Professional Portfolio offers you practice writing in this kind of setting.
In each documentation, you will select a learning experience that you will then use as the basis for
your responses to eight focused template questions. You should think of the documentation as eight
individual responses, not a paper like you might submit for other any other class. Just like when you
write in your professional practice, you cannot assume that the person who reads template question
six also read number three; therefore, your response to each question needs to be self-contained and
capable of standing on its own. This sometimes makes the writing feel very repetitive; you’ll be using
the same phrasing over and over throughout the documentation (we call this Internal Logical
Consistency; you’ll hear more about that in class).
Template Questions
Each CFS Professional Portfolio documentation will consist of your responses to the following
eight questions:
1. What Child and Family Studies Learning Outcome is the focus of this documentation?
2. What type of learning experience did you complete that facilitated your accomplishment of
this CFS Learning Outcome?
3. Describe what you did in the learning experience.
4. What theoretical knowledge did you use in this learning experience?
5. How did you or would you like to apply this theoretical knowledge to your professional
practice?
6. What did you learn that is related to the selected CFS Program Learning Outcome, and how
did this learning experience help you achieve the LO?
7. What PSU Campus-Wide Learning Outcomes were involved in this learning experience?
8. What are your reflections about how this learning experience and/or CFS Program Learning
Outcomes documentation contributes to your professional development and perspective?
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General Guidance for Answering the Template Questions
As you go through your documentation, keep in mind these broad instructions:
 Always answer the template question specifically and exactly; when writing to a template and
in professional contexts, do not paraphrase the questions or the template. Your reader needs
clear introductions and conclusions that frame your text precisely.
 Check what you have written for each documentation section against the assessment rubric.
 Each documentation should focus on one CFS Learning Outcome. While it is quite possible
that any learning experience could address more than one CFS LO, you should only use one
learning experience for each of the first three CFS LOs.
 Each documentation needs to have a reference list at the end to cite the theoretical
knowledge that you will write about in template questions number four.
Although you will get additional guidance from your instructor about how to answer the eight
template questions, we offer broad instructions for each question below:
1. What Child and Family Studies Learning Outcome is the focus of this documentation?
First, answer the template question specifically. To answer it, use a full sentence written with
correct grammar. Then, write a sentence that will inform the reader what the LO says. You must
include the preamble before you write out the actual LO.
2. What type of learning experience did you complete that facilitated your accomplishment
of this CFS Learning Outcome?
The learning experience you select can be from any of courses you have taken toward your
major (you may not include experiences from a course taken in fulfillment of your UNST or
BA/BS requirements). The learning experience you use for LO #1 is the Creation and Use of
Knowledge. Then create a sentence that states the course name and number. Examples of learning
experiences you might select are:
Library research, reflection, response, or other class papers
Specific practicum experiences
Specific aspects of a community-based learning experience
Group projects
Field trips
Action projects
Special projects with children and/or families.
Remember, you cannot consider the entire class to be the learning experience. The answer to
this question can be very brief. The course information and the type of learning experience,
written in a full sentence, is all that is needed.
3. Describe what you did in the learning experience:
Describe your learning experience step-by-step. This section should be much more specific than
template question number two. You should explain every aspect of the learning experience you
completed. You also need to cite the theoretical knowledge you used in your learning experience,
using APA style for citation and formatting. Briefly explain how this learning experience helped
you achieve the CFS Program Learning Outcome. Integrate some of the LO language into your
sentence.
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4. What theoretical knowledge (concepts, conceptual frameworks, research findings, or
theories) did you use within this learning experience?
You need to identify the theoretical knowledge that was the basis for the learning experience
that you completed. Please refer to pages 16-23 that describe the different kinds of theoretical
knowledge. Briefly, theoretical knowledge is created when practitioners, scholars, or researchers
write about their experiences in a way that adheres to professional standards, is connected to
other published studies or experiences (forms of received knowledge), and is most often peerreviewed prior to publication. The types of theoretical knowledge we will consider for the
purposes of the portfolio are theories, concepts, conceptual frameworks/models/paradigms, or
research findings (see Appendix C for more detail about these). As you explain the theoretical
knowledge that has been the basis for the learning experience or is embedded in the learning
experience, you will need to cite the knowledge in your written text. Your explanation of the
theoretical knowledge should include a definition, and an in-depth description or explanation.
You also need to explain how the theoretical knowledge was related to the learning experience as
well as the CFS LO. Don’t forget to add a reference list at the end of the documentation.
5. How did or would you like to apply this knowledge to your professional practice?
In this section, you should describe how you have applied the theoretical knowledge. If you
haven’t used the knowledge yet, you can explain how you think you would use it in your
professional role. Be specific about what professional role you expect to have. You need to
include an application for the specifics of the theoretical knowledge that you include in template
question number four. Your depth of understanding will be reflected in your application of this
knowledge. One of the criteria of a professional is that she/he knows how to apply or use
theoretical knowledge in practical situations. You also need to briefly explain how your
application of the knowledge relates to your achievement of the CFS Program Learning
Outcome you are documenting.
6. What did you learn that is related to the selected CFS Program Learning Outcome and
how did this learning experience help you achieve the Child and Family Studies
Program LO?
Specifically describe what you learned while you were completing the learning experience. Then
create a statement of achievement that states that by completing the learning experience and
learning all the things you did, you have shown that you can/have accomplished the Learning
Outcome. In other words, you need to include a clear statement of your achievement of the CFS
Program Learning Outcome.
7. What did you learn that is related to a PSU Campus-Wide Learning Outcome and how
did this learning experience help you achieve the PSU CWLO?
Refer to the PSU Campus-Wide Learning Outcomes on page 22. Select one that you have used
when completing the learning experience. Write 2-3 sentences about how you used or fulfilled
this Campus-Wide Learning Outcome in your completion of this learning experience. Be specific
with the details of what you did as you also create a link to the LO.
8. What are your reflections about how this learning experience and/or CFS Program
Learning Outcomes documentation contributes to your professional development and
perspective?
Answer the template question by writing about what it was like for you to complete this learning
experience? Tell your story as to what is was like. Feel free to make this personal. Then write
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about another life experience that had some of the same characteristics as your story about this
experience. Think about and compare these two experiences. Reflect upon what you see about
yourself when you compare and contrast. What self-awareness or insight comes to your mind?
How will this self-awareness or insight influence or impact your professional practice?
Components of a Completed Portfolio:
In CFS 496, you will complete your final LO documentation and assemble your completed
Professional Portfolio. The final Portfolio may include other items you choose to highlight (such as
awards, examples of other academic work, certifications or evidence of trainings and workshops, for
instance), but it must include the following components:
Title Page
The Title Page will be the first page of your Professional Portfolio. It should be a single sheet of
paper that includes your name, contact information, your CFS specialization and career goals.
You can personalize this page with font style, color, etc. It is important to remember that it is a
professional document and will communicate to others who you are in the professional world.
Table of Contents Page
The second page should list all the components of your Professional Portfolio along with the
accurate page numbers. Putting in the page numbers is one of the last things that you will do to
complete your portfolio. Refer to the list above for all the components.
CFS Objectives and Learning Outcomes Page
This will be a simple list of the CFS Program Objectives and Learning Outcomes. They should
be numbered and formatted so they are easy to read.
CFS Learning Outcome Dividers
Create a “divider page” for each of the Learning Outcomes. This should be a single sheet of
paper with the Learning Outcome printed in large print and centered on the page so it is easy to
read. In other words, each one of the CFS Learning Outcomes that you document will have its
own divider page. All of the divider sheets (there will be three: one for each Learning Outcome
that you document) will serve as dividers for the different sections of your professional
portfolio. Following each LO page, you will insert your documentation pages.
Documentation Page
Following each divider page will be the documentation or evidence that you have achieved the
LO.
Resume
You will create a resume and will include it in your Professional Portfolio.
Concluding Reflective Statement
The final section of your Professional Portfolio will include your personal story of what it has
been like to accomplish and document the CFS Program Learning Outcomes and complete your
Professional Portfolio. This reflection should include: your reflections about all three of the
Learning Outcomes you have achieved; how your achievement of these CFS Program Learning
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Outcomes has contributed to your professional development and perspective; and your personal
insights about how you have grown and developed (personal skills, attitudes and perspectives).
The final reflection should be at least two pages in length and double-spaced.
When you submit your final Professional Portfolio, use the Final Portfolio Rubric (Appendix F). Be
sure you submit the hard copy of your entire Portfolio; this will be returned to you), as well as your
completed Working Review Sheet, your completed rubrics for all three documentations, the final
portfolio rubric, and a digital copy of your portfolio.
Policy on Continuous Progress
Students need to make continuous progress on their portfolio documentation. If, at any time, a
portfolio instructor is concerned about the progress a student is making, a personal meeting between
the student and the instructor may be scheduled. If, after such a meeting, adequate continuous
progress is not made, the portfolio instructor will bring the student before the other portfolio
instructors and a contract will be create to establish a plan for correcting the situation.
Parting Thoughts
Remember, creating this Professional Portfolio is a rigorous process. Through this portfolio, you
are beginning the process of learning to write professionally. This kind of writing is different than
any you have done before. But it will be the most useful in your professional career. Be gentle with
yourself; don’t expect to be perfect the first time you try to do it. Allow yourself time. This is why
we have mastery learning!
Meet with one of the portfolio instructors at least once a quarter to talk about your portfolio. Meet
as often as you think will be helpful to talk about confusions, problems, ideas for which learning
experiences to use, etc.
Call or email the portfolio instructor frequently if you are confused about anything. Act immediately
when you are feeling confused about the portfolio. No question is too simple, too dumb, too
ridiculous, or too stupid. The instructor will not laugh at you! In fact, your questions help us to see
how our materials or explanations are not clear. If you have the question, it is likely that others have
it too - or have had it in the past.
Do not rely on your peers to know the answers to your questions. It is good to cooperate and
collaborate, but you may be getting incorrect information. Many students have “done it wrong”
because they consulted with peers rather than one of the portfolio instructors. Make sure you
understand it correctly, from one of the instructors, and then get support from your peers as you
work on the documentation. And be sure to help them with what you have learned in the process.
Part of portfolio instructors’ job is to provide coaching to help you be successful completing the
portfolio. You are not a bother or a nuisance if you ask questions or come to see us.
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Appendix A: CFS Professional Portfolio Rubric
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Appendix B: Working Review Sheet
Child and Family Studies Program
Course Name Learning
and Number: Experience
Portfolio Working Review Sheet
Date Review/ Date
Score
Review/
Score
Date Review/
Score
Date
Review/
Score
Sign Off:
Student /
Professor
LO #1
LO #2
LO #3
LO #4
100-93 = A
92-90 = A89-87 = B+
86-83 = B
82-80 = B79-77 = C+
76-73 = C
Name _______________________________________
Email address:
Phone number:
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Appendix C: Types of Theoretical Knowledge and Instructions for Writing
about Them
As you work your way through the CFS Professional Portfolio, you will spend a significant amount
of time analyzing and articulating theoretical knowledge. You are encouraged to become familiar
with four basic types of theoretical knowledge, each of which is presented in this Appendix. We
have also included a worksheet to help you complete Template Question Four for each type of
knowledge.
Concept: an idea, thought, or general notion.
(Equality; Chivalry; Stages; Maleness; Femaleness; Child; Dysfunction)
Abstract of an article that uses a concept as the theoretical knowledge:
The Complexities of Valuing Cultural Difference Without Overemphasizing Them: Taking
it to the Next Level
Most educators appreciate and respect cultural differences; however, may are torn between finding
ways to emphasize students’ culture without overemphasizing cultural differences and stereotyping
students. Often this dilemma causes educators to either overlook cultural influences altogether or to
focus solely on their differences. Yet students’ cultures cannot and should not be subtracted or over
generalized. In this article, we make two important points: (1) culture is too important to be
overlooked or disregarded, and (2) information about cultural groups should not be over generalized
since there is a tremendous amount of variation within cultures.
Boutte, G. S., & DeFlorimonte, D. (1998). The complexsities of valuing cultural differences without
overemphasizing them: Taking it to the next level. Equity and Excellence in Education, 31 (3), 54-62.
If the theoretical knowledge that was used in your learning experience was a concept you will write
about it in template section number four in the following way:
 Begin the section with a sentence that states that the theoretical knowledge used is a
concept. This will establish the legitimacy of the theoretical knowledge;
 Briefly and accurately explain the concept and how the author/s define it and given an
example of how the author/s use the concept in the article/chapter;
 Thoroughly explain the concept in your own words;
 Relate the concept to your learning experience; and
 Relate the concept to the CFS Program Learning Outcomes that you are documenting by
concluding with a statement that describes, specifically, how this knowledge will help you
achieve the LO you are working on.
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Worksheet for Writing About A Concept
1. Write a sentence that states that the theoretical knowledge you used was a concept. Then another
sentence should name the concept. Include the citation. Write those two things in the following
space.
2. Now, read the article or chapter thoroughly enough that you can explain, in your own words,
how the author/s define or describe the concept. Be specific but be careful of plagiarism. Write
these things in the following space. Use additional paper if you need more space.
3. When an author selects a concept as the focus of his/her writing, it is because he/she wants
readers to understand the concept more fully and with a specific emphasis. So, the next thing you
are to do is write a few sentence that explain what the author/s want the reader to know about
the concept, why they think the concept is important and how it can be used, etc. Write these
sentences in the following space.
4. Somewhere in this section (your answers to numbers 1-3 or following) you need to make a
statement that informs/reminds readers that you became aware of this concept because you
completed the learning experience. Stop and make sure you have done that. If you haven’t, create
another sentence that accomplishes this and write it in this space. Including this helps with ILC.
5. Finally, you need to also include somewhere in this section, a statement that describes,
specifically, how this knowledge will help you achieve the learning outcome you are working on.
This statement can be brief. Including this helps with ILC. Write this statement here.
Put all of these sentences together into a paragraph or more. Read them aloud to make sure
everything flows smoothly and logically. This will complete what you need for template question
number four.
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Conceptual Framework/Model/Paradigm: A group of concepts organized in a way that
has structure, is well thought out, and has to do with a system.
(Erikson’s Stages of Psychosocial Development; Parent Effectiveness Training Model; Family Life
Cycle)
Abstract of an article that uses a conceptual framework as the theoretical knowledge:
Teacher Job Satisfaction: A Framework for Analysis
The topic of job satisfaction is one that has always had personal and organizational relevance to
educators. But recent reports of increased occupational stress and burnout in early childhood
education indicate that the issue merits increased attention. This article first provides a brief
overview of some of the diverse approaches that have evolved to define and measure work attitudes.
It then presents a conceptual framework for understanding how the many facets of job satisfaction
interrelate. The model builds on a social-ecological perspective of human behavior and stresses the
dynamics, interactive nature of person-environment variables.
Jorde-Bloom, P. (1986). Teacher job satisfaction: A framework for analysis. Early Childhood Research
Quarterly, 1, 167-183.
If the theoretical knowledge that was used in your learning experience was a conceptual framework
you will write about it in template section number four in the following way:
 Begin the section with a sentence that states that the theoretical knowledge used is a
conceptual framework. This will establish the legitimacy of the theoretical knowledge;
 Briefly and accurately explain the conceptual framework and how the author/s define it and
given an example of how the author/s use the conceptual framework in the article/chapter;
 Thoroughly explain the conceptual framework in your own words;
 Relate the conceptual framework to your learning experience; and
 Relate the conceptual framework to the CFS Program Learning Outcome that you are
documenting by concluding with a statement that describes, specifically, how this knowledge
will help you achieve the LO you are working on.
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Worksheet for Writing About A Conceptual Framework/Model/Paradigm
1. Write a sentence that states that the theoretical knowledge you used was a conceptual
framework/model or paradigm. Then another sentence should name the conceptual framework.
Include the citation. Write those two things in the following space.
2. Now, read the article or chapter thoroughly enough that you can explain, in your own words,
how the author/s describe the conceptual framework. Be specific with all of the components or
aspects of the framework. Be specific but be careful of plagiarism. Write these things in the
following space. Use additional paper if you need more space.
3. The next thing you are to do is write a few sentence that explain how the author/s think the
conceptual framework will be useful in the lives of children, youth and families. Write these
sentences in the following space.
4. Somewhere in this section (your answers to numbers 1-3 or following) you need to make a
statement that informs/reminds readers that you became aware of this conceptual framework
because you completed the learning experience. Stop and make sure you have done that. If you
haven’t, create another sentence that accomplishes this and write it in this space. Including this
helps with ILC.
5. Finally, you need to also include somewhere in this section, a statement that describes,
specifically, how this conceptual framework will help you achieve the Learning Outcome you are
working on. This statement can be brief. Including this helps with ILC. Write this statement
here.
Put all of these sentences together into a paragraph or more. Read them aloud to make sure
everything flows smoothly and logically. This will complete what you need for template question
number four.
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Theory: an idea or an opinion about something; an explanation based on thought or speculation;
an explanation that has been tested and confirmed as a general principle explaining a large number
of related facts, occurrences, or other phenomena in nature
(Family Systems; Social Learning; Developmental; Psychoanalytic; Temperament)
Abstract of an article that uses a theory as the theoretical knowledge:
Enlightenment for Emancipation: A critical theory of self-formation.
A critical theory of self-formation is offered for the consideration of family life and teacher
educators who are concerned about supporting families in their everyday challenges with
indiscriminate use of instrumental/technical paradigms. It is expected to be of interest to those who
are also concerned about family life educators’ asocial assumptions, single views of reality and
reliance on the “expert” model. After the author provides a narrative account of the emergence of
this theory, the theory is presented. Implications for teacher educators and family life educators
suggest that the professional praxis of family life educators can contribute to social reconstruction.
Morgaine, C. A. (1994). Enlightenment for emancipation: A critical theory of self-formation. Family
Relations, 43, 324-335.
If the theoretical knowledge that was used in your learning experience was a theory you will write
about it in template section number four in the following way:
 Begin the section with a sentence that states that the theoretical knowledge used is a theory.
This will establish the legitimacy of the theoretical knowledge;
 Briefly and accurately explain the theory and how the author/s define it and given an
example of how the author/s use the theory in the article/chapter;
 Thoroughly explain the theory in your own words;
 Relate the theory to your learning experience; and
 Relate the theory to the CFS Program Learning Outcome that you are documenting by
concluding with a statement that describes, specifically, how this knowledge will help you
achieve the LO you are working on.
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Worksheet for Writing About A Theory
1. Write a sentence that states that the theoretical knowledge you used was a theory. Then another
sentence should name the theory. Include the citation. Write those two things in the following
space.
2. Now, read the article or chapter thoroughly enough that you can explain the theory in your own
words. Be specific; paraphrase what the author/s have written about the theory; be careful of
plagiarism. Write these things in the following space. Use additional paper if you need more
space.
3. Write a few sentences that explain how the theory can be used, etc. Write these sentences in the
following space.
4. Somewhere in this section (your answers to numbers 1-3 or following) you need to make a
statement that informs/reminds readers that you became aware of this theory because you
completed the learning experience. Stop and make sure you have done that. If you haven’t, create
another sentence that accomplishes this and write it in this space. Including this helps with ILC.
5. Finally, you need to also include somewhere in this section a statement that describes, specifically,
how this theory will help you achieve the Learning Outcome you are working on. This statement
can be brief. Including this helps with ILC. Write this statement here.
Put all of these sentences together into a paragraph or more. Read them aloud to make sure
everything flows smoothly and logically. This will complete what you need for template question
number four.
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Research Findings: The findings gleaned from quantitative or qualitative research.
Abstract of an article that uses research findings as the theoretical knowledge:
The Effects of Observational Learning on Preschoolers’ Book-Related Behaviors and
Alphabet Knowledge
This study investigated the effects of observational learning on preschoolers’ attention to print, use
of a questioning technique, and knowledge of the alphabet. Although not statistically significant, the
children who observe a child model use a questioning technique asked more questions than those
children who did not observe a model who asked questions. Those children who viewed a child
model asked questions about the print in an alphabet book learned to pay attention to the print.
Preschoolers who focused on the print showed larger gains on an uppercase letter naming tasks than
preschoolers who did not focus on print.
Horner, S. L. (2001), The effects of observational learning on preschoolers’ book-related behaviors
and alphabet knowledge. Child Study Journal, 31(1), 1-11.
If the theoretical knowledge used in your learning experience was research findings, you will write
about it in template section number four in the following way:
 Begin the section with a sentence that states that the theoretical knowledge used is research
findings. This will establish the legitimacy of the theoretical knowledge;
 Explain what research was conducted: include the research questions, subjects (who & how
many), what was done in the research, and what the findings were;
 Give an example of how the author/s think the research findings will be helpful;
 Put the research findings into your own words;
 Somewhere in this section include something about your identification of these research
findings coming out of your accomplishment of the learning experience; and
 Explain how this concept is related to the CFS Program Learning Outcome that you are
documenting by concluding with a statement that describes, specifically, how this knowledge
will help you make achieve the LO you are working on.
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Worksheet for Writing About Research Findings
1. Write a sentence that states that the theoretical knowledge you used was research findings. Then
your following sentences should include information about the research question, who/what was
studied, how it was studied, and details about the findings. Be sure to paraphrase, avoiding
plagiaristic writing. Also make sure you cite the article/chapter/book in which you found the
theoretical knowledge. Write these sentences in the following space.
2. Now write a sentence that explains how the author/s (researchers) think the findings will be
helpful or useful. Be specific. Write this in the following space.
3. Somewhere in this section (your answers to numbers 1-3 or following) you need to make a
statement that informs/reminds readers that you became aware of these research findings
because you completed the learning experience. Stop and make sure you have done that. If you
haven’t, create another sentence that accomplishes this and write it in this space. Including this
helps with ILC.
4. Finally, you need to also include somewhere in this section, a statement that briefly describes how
these research findings will help you achieve the Learning Outcome you are working on. This
statement can be brief. Including this helps with ILC. Write this statement here.
Put all of these sentences together into a paragraph or more. Read them aloud to make sure
everything flows smoothly and logically. This will complete what you need for template question
number four.
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Appendix D: PSU Campus-Wide Learning Outcomes
In 2010, the PSU Faculty Senate selected eight priorities that will be integrated within its educational
program. It is expected that these Learning Outcomes will prepare students to contribute
responsibly to society in the 21st century. Therefore, CFS will ask students to include these CampusWide Learning Outcomes in their documentations.
Disciplinary and/or Professional Expertise:
Students will gain mastery at a baccalaureate level in a defined body of knowledge through
attainment of their program’s objectives and completion of their major.
Creative and Critical Thinking:
Students will develop the disposition and skills to strategize, gather, organize, create, refine,
analyze, and evaluate the credibility of relevant information and ideas.
Communication:
Students will communicate effectively in a range of social, academic, and professional
contexts using a variety of means, including written, oral, numeric/quantitative, graphic, and
visual modes of communication using appropriate technologies.
Diversity:
Students will recognize and understand the rich and complex ways that group and individual
inequalities and interactions impact self and society.
Ethics and Social Responsibility:
Students will develop ethical and social responsibility to others, will understand issues from a
variety of cultural perspectives, will collaborate with others to address ethical and social
issues in a sustainable manner, and will increase self-awareness.
Internationalization:
Students will understand the richness and challenge of world cultures and the effects of
globalization, and will develop the skills and attitudes to function as “global citizens.”
Engagement:
Students will engage in learning that is based on reciprocal and mutually beneficial
relationships, and through this engagement will apply theory and skills in diverse venues,
linking the conceptual to the practical.
Sustainability:
Students will identify, act on, and evaluate their professional and personal actions with the
knowledge and appreciation of interconnections among economic, environmental, and social
perspectives in order to create a more sustainable future.
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Appendix E: How to Read an Academic Article
To Start:
1) Read the Abstract – it will provide you with a quick description of the study and relevant results.
2) Read through the Introduction or Literature Review to gain a better understanding of what the
author(s) is focusing on and what the previous research has already said about this topic.
3) Then skim through the Methods where you will find out how the study was conducted, who is
in the sample, what measures or questions were asked, how they were asked, and what they are
going to do with the results.
4) Skip the Results section for now (this is usually a very technical portion of the paper which may
not be necessary for you to understand at this point).
5) Read the Findings and Discussion sections – this is where you will find out what the authors
found in the study and how it relates back to the previous work in the field. This section should
also cover the limitations of the study and suggestions for future research.
Abstract
Significance of Study
Literature Review
narrowing to
Research Question(s)
Methods
broadening
back out
to
Relevance of Research
and
Discussion of
Findings
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Appendix F: Final Portfolio Rubric
Name
Date
Rubric: Final Portfolio
1. All portfolio components are included.
 Cover page: _____ included _____ not included

Table of Contents + accurate page numbers:
_____ Included with page numbers
_____ Included but no page numbers

LO divider pages: _____ included _____ not included

LO documentation pages: _____ included _____ not included

Formatting: _____ uses a consistent professional font and
margins
_____ font isn’t of a professional nature
_____ margins are not consistent
2. Final Reflection

Reflection refers to entire experience of documenting all three
of the CFS Program LO’s: _____ yes _____ no

Reflection includes a narrative about what personal skills,
attitudes, perspectives have emerged through their
documentation of the portfolio: _____ yes _____ somewhat
_____ no

Reflection is at least two full pages in length double spaced:
_____ yes _____ no
3. Resume
4. Final Editorial Review

Is no more than two pages in length: _____ yes _____ no
WIC Assistant’s Signature:
Date:

Places education after personal contact information:
_____ yes _____ no
5. Working Review Sheet and completed rubrics

Uses consistent font: _____ yes _____ no

Uses a parallel form: _____ yes _____ no

Experiences/accomplishments are presented with most recent
first:
_____ yes _____ no

Included a general statement: References available upon request:
_____ yes _____ no
Faculty of Record Signature
N/A

Working Review Sheet submitted: _____ yes _____ no

Completed rubric for each goal documentation included:
_____ yes _____ no
6. Hard copy of portfolio (your personal copy to be returned):
_____ received _____ not received
7. Digital copy of portfolio: Received by Faculty of Record
Signature:
Date:
Final Scores/Grade
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Appendix G: Glossary
Documentation (Learning Outcome): The text that is written to answer the template questions,
to describe how your completion of a learning experience within a required CFS class helped
you achieve the LO.
Internal Logical Consistency (ILC): Internal Logical Consistency is the term that refers to the
repeated use of words/terms throughout the document to assist the reader in following
along with your reasoning and keeping the main points in the forefront of their minds.
Internal refers to everything that is part of the documentation; logical refers to the
reasonableness and logic of the argument you are creating and writing; consistency refers to
how the terms you use within your documentation are repeated and consistent.
Learning Experience: An experience within a course that a professor has created to help you learn.
Usually it is an “assignment” or an experience for which you receive a grade. There are
usually several “learning experiences” within a course. A learning experience has a distinct
boundary around it. It is separate from other aspects of the class. Examples include: a
written report, an annotated bibliography, a research paper, a book review, a group
project/presentation, and field-trip, a media event, a community service project, etc.
Professors choose learning experiences they think will help you achieve the course
objectives.
Learning Outcomes (CFS Program): CFS Program Learning Outcomes are the statements of
what students are expected to know when they complete the program and graduate with a
degree in Child and Family Studies. Additionally, faculty will help students accomplish these
learning outcomes. Students will be given instruction, assistance, and support for
accomplishing these LOs. CFS Learning Outcomes are listed on page 4 of this document,
Professional Portfolio Guidelines.
Required CFS Classes: These are the classes that are required for completion of the CFS major.
They include all classes from the three categories: Interdisciplinary Conceptual Foundations,
CFS Major Requirements, and Specializations.
Rubric: A rubric is a detailed assessment tool that links required criteria with a score. Rubrics are
intended to provide clear communication about what an assignment requires so that students
know what they need to do to meet the instructor’s expectations. They also help instructors
conduct fair, logically supportable assessments in an objective manner. Students can also use
rubrics when completing an assignment to make sure they have included everything that is
required.
Template (Learning Outcomes Documentation): The framework that is used to structure and
guide your documentation of how you achieved the LO. Includes:
1. What Child and Family Studies Goal is the focus of this documentation?
2. What type of learning experience did you complete that facilitated your accomplishment
of this CFS Goal?
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3.
4.
5.
6.
7.
Describe what you did in the learning experience.
What theoretical knowledge did you use within this learning experience?
How did or would you like to apply this knowledge?
What PSU Campus-Wide Learning Outcomes were involved in this learning experience?
What did you learn that is related to the selected CFS Program Goal and how did this
learning experience help you achieve the goal.
8. Reflect upon your achievement of this CFS Goal.
Reference
Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom
assessment. Phi Delta Kappa, 80(2), 139-148. (Available on-line:
http://www.pdkintl.org/kappan/kbla9810.htm)
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Appendix H: Comparative Writing Styles
Academic
Writing
Narrative
Writing
Reflective
Writing
Professional
Writing
When used
Term papers,
Research papers,
Academic journal articles
Stories,
Novels,
Biographies
Academic journaling,
Reaction papers
Individual Education Plans,
Behavioral assessments,
Incident reports,
Grants & grant reports
Purpose
Assessing knowledge,
Promoting analysis,
Using research
Create art,
Express ideas,
Tell stories
Thinking things out,
Considering a topic
Tracking information,
Documenting knowledge,
activities, or
achievements
Form
Single topic with a
supported thesis
Dialogue and narrative are
standard, but very
flexible
Many thought-out ideas, no
order
Standardized forms
Voice
Formal academic voice
Every character should have
a unique voice
Thoughtful, personal voice
Formal, consistent language
Grammar and No Errors
Spelling
Editors help catch errors
Some errors okay
Writes with good technical
accuracy
Citation and
Support
Outside sources commonly
used, but rarely cited
Personal experience
important
Cite all external sources




 Take risks and explore
topic
 Use critical thinking
 Use ILC (Internal Logical
Consistency)
 Answer the question fully
 Include all necessary
details
 Use the language of the
standardized form
Relies on reliable outside
sources.
Cites using APA, MLA, or
other style guide
Writing Rules  Don’t repeat yourself
 Never plagiarize
 Use subject-specific
jargon
 Cite strong sources
 Avoid personal language
Don’t be repetitive
Use strong verbs
Don’t use passive voice
Write lively dialogue
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