Open AccessPortfolio-Based Teaching and Learning
Author(s) -
Jennifer Ajandi,
Susan Harrington Preston,
Jennifer G. Clarke
Publication year - 2019
Publication title -
critical social work
Language(s) - English
Resource type - Journals
ISSN - 1543-9372
DOI - 10.22329/csw.v14i1.5869
Subject(s) - portfolio , privilege (computing) , reflexivity , context (archaeology) , identity (music) , process (computing) , reflection (computer programming) , pedagogy , mathematics education , sociology , engineering ethics , computer science , psychology , engineering , social science , business , paleontology , physics , computer security , finance , acoustics , biology , operating system , programming language
The portfolio and its use have been widely documented across various disciplines and at different levels in education. The portfolio is a useful assessment tool for evaluating student learning and a process-oriented approach that encourages critical reflexive thought and self-directed learning. More recent social work education literature discusses the portfolio as a synthesis of theory, practice, and critical self-reflection. In our program, students were expected to focus on the context of power, privilege, social location, and identity within their critical self-reflections. In this paper, the authors reflect on the launch of the first portfolio course as an alternative to the field placement for undergraduate students of social work on-campus at a large urban university. This alternative course was launched within an anti-oppressive social work program and we discuss the opportunities and challenges that arise.