Senior Portfolio

Senior Portfolio Guidelines

Seniors graduating with a major in Hispanic Studies, French and Francophone Studies, Italian, Classical Studies, or International Language-Business will create a portfolio during their senior year.

What is a portfolio?

A portfolio is a compilation of materials that the student assembles carefully to document and discuss her or his academic development and learning experiences in the major.  The senior World Languages and Cultures portfolio is an organizational tool and a vehicle for self-reflection of work done in the target language. Students may find the portfolio as a process and an artifact valuable as they consider their future academic and/or professional path.

The purpose of the portfolio is:

  1. To document the student’s progress the acquisition of the target language and knowledge and understanding of its culture(s)
  2. To allow students to assess their progress in the target language
  3. To assist the department in ensuring that the program’s goals are being achieved.

Click on the following links to see the portfolio rubric and sample senior portfolios in Spanish, French, and Italian

The portfolio should contain the following elements. Required elements are indicated with an *:

1. Senior Portfolio Cover Letter*

The student should introduce his or her portfolio with a 1-2 page cover letter, to be written in either English or in the target language. The letter should indicate how and why the student selected and arranged the oral and written texts included in the portfolio. The portfolio should also include substantive reflection on the student’s progress in the study of language, literature, and culture over the course of his or her time at The University of Scranton. Taking his or her formal learning experiences as a starting point, the student should consider how he or she might extend the learning process documented by the portfolio to their continued, informal learning after graduation.

2. An assessment of oral proficiency*

Oral proficiency is a goal of both the student and the Department. The student should make arrangements with Hannah Jackson to take an OPIc (Oral Proficiency Interview by computer). If desired, practice tests may be taken as preparation for the OPIc. WLC majors are expected to reach Intermediate High proficiency. More information on the OPIc test can be found here.

3. Formal, multi-draft essays*

The student should include two or more formal, multi-draft essays on literary or cultural topics and written in the target language. These may be drawn from student work in any upper level courses (300 and above). The student should include evidence of work at all stages of the writing process: organization and pre-writing activities, drafts, revision, and editing. The student should also include source documentation, grading rubrics, or instructor comments as appropriate. 

4. Self-assessment of skills*

Students should use the Linguafolio Self-Assessment to honestly assess their skill level in each of the areas of Reading, Writing, Listening, and Speaking. 

5. Study Abroad

The student should comment on his or her study abroad experience(s), including his or her reasons for choosing a specific program. Reflections should respond to such questions as: How did student expectations prior to departure compare to the actual experience? Compare the experience of entering the host culture to re-entry into the Unites States.  Was the experience transformative? If so, how? How did the experience improve your language abilities and your knowledge of the country and culture?

6. Service Learning

The student should write a summary of any and all community volunteer service and service learning experiences in which he or she has been involved, making particular note of any service that has involved the use of his or her language skills. The student should reflect briefly on the value of service to his or her intellectual and personal growth at the University of Scranton.  Examples of service may include the Leahy Clinic, SCOLA, Habitat for Humanity, Bridges to El Salvador, tutoring through the Language Learning Center, among others.

7. Extra-curricular activities

The student should write a summary of his or her participation in linguistically or culturally relevant extra-curricular activities and reflect briefly on how such involvement contributed to his or her learning. Such activities may include attending a lecture, cultural event, or film, creating a poster presentation, and so on.

Students seeking further guidance or advice with the portfolio are encouraged to speak with their advisor and/or their professor in the World Languages and Cultures Department.