RAPPORT
Volume 3 Issue 1 (2018)
and they document the journey,
decisions and steps that were made by
the student along the way. Sometimes
students only document experiences
and projects that have been fully
completed, but in the career eportfolio
there is value in these primitive
prototypes and design documents. They
offer evidence of the thought process
and problem identification ability of
students.
• Project management flow charts. These
flowcharts document the ability of the
student to establish and follow a
process to complete a project. The use
of the project management flow charts
endorses students for their
organizational skills, time management,
planning, critical thinking and other
skills.
• Recorded presentations. The phone
interview is currently being replaced by
short recorded presentations in certain
industries. After application materials
are reviewed, the first round of selected
candidates are asked to submit a
recorded presentation. Those
candidates with the best recorded
presentations are then asked for an in-
person interview. A short presentation
in a career eportfolio also endorses
students for presentation and public
speaking skills. As a matter of fact,
some speaking engagements and the
acceptance of presentations at certain
conferences are decided upon the
submission of a recorded presentation,
especially if it is a first time application.
• Digital storytelling and podcasts. As
digital storytelling gains popularity in the
classroom, these digital stories can be
true testimonies of learning, endorsing
students for their ability to communicate
through different media in creative ways
(Anılan, Berber & Anılan, 2018). In a
similar fashion, podcasts allow students
practice in communicating to any type
of audience the relevance of their work
or how it has an impact in society or the
world. These types of projects help
students provide specific evidence
about their critical thinking, creativity,
communication, and collaboration in
some instances (Drew, 2017).
• Publications and Written Work. Even
though peer-reviewed journal
publications are the norm in higher
education, the career eportfolio can
have other forms of publications such
as blog posts and articles in websites,
magazines and newspapers. Even
though these publications are not peer-
reviewed, they have the potential to
reach audiences outside of academia
and endorse students for their writing
skills when applying for a job.
• Infographics. The infographic provides
evidence of the student’s ability to
analyze data and find a creative way of
telling a story that is visually engaging
and concise. For this reason, the
infographic is an excellent artefact to be
included as it endorses a student’s
capacity for creativity, critical thinking,
and analysis.
• Group projects. The ability to
collaborate and complete projects with
teammates from different backgrounds
and remotely is essential these days to
land certain positions. For this reason,
the career eportfolio should reflect
some level of collaboration that can be
achieved through the completion of
collaborative projects (Light et al.,
2011). Students should be ready to
document and articulate their specific
role in the project, the project
management they followed and how
they were able to leverage different
types of skills to finish it. Faculty
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