Actual questions asked during faculty interviews may vary based on findings from the survey and focus groups. All questions asked will be focused on gleaning additional qualitative information to enrich the quantitative research findings. Faculty interview questions may include:
1. How would you describe the purpose of the residency portfolio?
2. In what ways, if any, do you feel the residency portfolio serves as a tool for program evaluation?
3. Has the residency portfolio process developed students’ abilities to __________? If so, in what ways? When asking the question, fill in the blank with: collaborate, demonstrate depth of understanding, reflect, engage in scholarship, develop oral/written
communication skills, practice ethical research, OR be a practitioner.
4. How could the residency portfolio process be improved to do a better job at developing students’ abilities to __________? When asking the question, fill in the blank with: collaborate, demonstrate depth of understanding, reflect, engage in scholarship, develop oral/written communication skills, practice ethical research, OR be a practitioner.
5. What, if anything, do you feel is a strength of the portfolio process? Can you provide any examples of this from your experience? In the survey, several participants felt that
__________. In what ways does that align or differ from your personal experiences? 6. What, if any, personal benefits have you experienced as a result of the portfolio process?
Can you provide any examples of this from your experience? In the survey, several participants felt that __________. In what ways does that align or differ from your personal experiences?
7. What, if anything, do you feel is a weakness of the portfolio process? Can you provide any examples of this from your experience? In the survey, several participants felt that __________. In what ways does that align or differ from your personal experiences? 8. What, if any, personal challenges have you experienced as a result of the portfolio
process? Can you provide any examples of this from your experience? In the survey, several participants felt that __________. In what ways does that align or differ from your personal experiences?
9. Several participants suggested __________ as advice for students when completing the survey. Does this sound like good advice to you? Why or why not?
10. Several participants suggested __________ as advice for faculty when completing the survey. Does this sound like good advice to you? Why or why not?
11. Do you feel the residency portfolio expectations are clearly communicated? How or how not?
12. Do you feel the residency portfolio offers growth and development opportunities for you personally? If so, in what ways? If not, why not?
13. What impact, if any, has the residency portfolio had on the culture of the Ed.D. program? 14. What changes, if any, has the residency portfolio had on the relationship among faculty,
between faculty and students, and among students?
15. What changes, if any, has the residency portfolio had on your approach to instruction? 16. Is there anything else you would like to share with me about your portfolio experiences?
APPENDIX M: ADVICE FOR STUDENTS
Start early.
Stay organized. Keep assignments and artifacts from your portfolio experiences as you go. Build the portfolio continually from the start.
Be proactive. Contact faculty to ask about portfolio opportunities and to ask for help when you need it. Do not wait for others to come to you.
Integrate the portfolio experiences into your coursework and professional life as much as possible.
Read as much as possible regarding educational theory, your area of study, and current events in the field.
Utilize the writing lab and library resources.
Develop a good rapport with your chairperson and committee members.
Reflect frequently regarding coursework, portfolio experiences, and changes in personal educational philosophy. Do not wait until the end of the process to begin to reflect. Consider incorporating a theme when building the portfolio.
Do not take on more than one portfolio experience at a time.
Educate yourself regarding the residency portfolio process and requirements: read the handbook, pay attention to the rubric, ask faculty for help, and discuss the process with fellow students.
Design your portfolio intentionally. Keep your goals and end product in mind as you choose experiences.
When constructing the portfolio and reflection paper, focus on the ways in which you have changed since beginning the program.
Use your strengths and begin with portfolio projects with which you are comfortable before venturing out to new activities outside your scope of experience and expertise. Manage your time well. Do not procrastinate.
Attend portfolio defenses of other students to understand the expectations and processes better. Set high expectations for yourself and do more than the minimum requirements. Get as much as
you can out of this learning experience. This will not only build your residency portfolio but your curriculum vitae and career experiences as well, if constructed correctly.
APPENDIX N: ADVICE FOR FACULTY
Offer portfolio experience opportunities to students. Buy into the portfolio project.
Reach out and communicate often.
Outline and explain portfolio expectations clearly.
Be accessible and approachable for students. Your status as doctoral faculty carries some intimidation for students even if you do not realize or contribute to that perception. Work with students outside your committee when possible.
Continue to align coursework with portfolio experiences to get as much mileage as possible from each activity.
Be flexible and encourage students to be creative in how they structure the portfolio to meet their individual goals.
Be sure that collaborative activities are truly collaborative. Show students how to do what you do rather than using them as graduate assistants who merely grade assessments.
Take students’ personal lives into account when setting expectations. Many work full time as well as having family responsibilities.
Scaffold activities appropriately. While professional experiences such as submitting papers for publication, presenting at conferences, developing courses, and teaching are second nature to you, many students are new to these processes.
Maintain high expectations.
Let students know your professional interests so that they know what projects in which you may be interested in collaborating.
Conduct check-ins with students at least annually.