Svyantek, M. V., & McNair, L. D. (2015, June), Tricks of the Trade: Using Digital Portfolios and Reflective Practices to Develop Balanced Graduate Student Professional Identities  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24944

\bibitem{asee_peer_24944}
  Svyantek, M. V., \& McNair, L. D. (2015, June), \emph{Tricks of the Trade: Using Digital Portfolios and Reflective Practices to Develop Balanced Graduate Student Professional Identities}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24944

Martina V. Svyantek and Lisa D. McNair.  "Tricks of the Trade: Using Digital Portfolios and Reflective Practices to Develop Balanced Graduate Student Professional Identities".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/24944 Internet.  02 Aug, 2024

\bibitem{asee_peer_24944}
  Martina V. Svyantek and Lisa D. McNair.
  "Tricks of the Trade: Using Digital Portfolios and Reflective Practices to Develop Balanced Graduate Student Professional Identities".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/24944 Internet.  02 Aug, 2024

@INPROCEEDINGS{asee_peer_24944
author = "Martina V. Svyantek and Lisa D. McNair"
title = "Tricks of the Trade: Using Digital Portfolios and Reflective Practices to Develop Balanced Graduate Student Professional Identities"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/24944}
number = {10.18260/p.24944}
}

TY  - CPAPER
AB  -    Tricks of the Trade: Using Digital Portfolios and Reflective Practices to develop                  balanced Graduate Student Professional IdentitiesGraduate teaching assistants (GTAs) play important instructional roles inundergraduate education, experiences critical for preparing the futureprofessoriate. Building an ePortfolio—a digital collection of artifacts representingits creator—promotes reflective practice that leads to intentional identityconstruction. Graduate students and programs are beginning to employ ePortfoliosto develop such reflective practices. In this paper, the authors conduct a systematicliterature review to investigate (a) the use of ePortfolios to promote teachingidentities and (b) the challenges of implementing and sustaining an effectiveePortfolio program within STEM graduate student programs.Findings from this review show that portfolios have been used in educationalsettings for a wide variety of purposes – among these are assessment, learningdevelopment, and professional presentation. Portfolio creation has also been usedextensively for assessment purposes within student-teacher training programs, butnot within a research-based framework for identity development for graduatestudents. Within engineering settings, portfolio research and practice has beenmainly focused on the undergraduate population, not on graduate students.However, many contributions to the literature link ePortfolios to reflective practice.We combine the theories and practices found in this literature review to clearlyexplicate this link and to argue that ePortfolios show promise as an effective methodfor graduate students to develop their professional identities through the use of anarrative process. Specifically, we examine the use of ePortfolios to help graduatestudents develop as reflective practitioners who are able to balance a triad of roleidentities (researcher, teacher, and lifelong learner). Finally, from these findings, wealso present “tricks of the trade” that researchers and practitioners have used toimplement effective ePortfolio programs.
AU  - Martina V. Svyantek
AU  - Lisa D. McNair
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Tricks of the Trade: Using Digital Portfolios and Reflective Practices to Develop Balanced Graduate Student Professional Identities
UR  - https://strategy.asee.org/24944
DO  - 10.18260/p.24944
ER  -