distinguished communicator handbook

LSU Distinguished Communicator Handbook, Oct. 2011 www.cxc.lsu.edu

LSU Distinguished Communicator Handbook

Class of May 2010

LSU Distinguished Communicator Certification Requirements .............................................................................. 2

How to Begin & Official Deadlines .......................................................................................................................... 3

Independent C-I Contract ........................................................................................................................................4

Distinguished Communicator Student-Advisor Contract ....................................................................................... 6

Reflection Guidelines .............................................................................................................................................. 7

Guide to Portfolios: The Big Picture ........................................................................................................................ 9

Private Portfolio Submission Procedures ............................................................................................................. 10

Naming Structure for Private Portfolio Documents ............................................................................................. 13

Building a Better Public Portfolio .......................................................................................................................... 14

Final Assessment Rubric ....................................................................................................................................... 15

Letter of Intent ...................................................................................................................................................... 17

CxC Student Advisory Council Membership Information & Commitment ........................................................... 18

FAQs - Certification ............................................................................................................................................... 19

FAQs - Portfolios ................................................................................................................................................... 21

CxC Contact & Resources ...................................................................................................................................... 23

Table of Contents


Effective communication is critical to everything we do in life; it is the core of successful relationships. Whether you are working with your professors, classmates, friends, colleagues, or family, being able to effectively communicate your thoughts and ideas is central to human nature. Post-graduation, your ability to effectively communicate becomes even more important, particularly in today’s economy. Employers are seeking individuals who can hit the ground running and are poised to become leaders in their field. But above all else, employers are looking for graduates who can effectively communicate their ideas to others.

The LSU Distinguished Communicator program is for self-motivated LSU undergraduates who want to refine their communication skills and excel in their chosen profession. Students who successfully complete this unique academic excellence program are recognized at graduation and receive permanent commendations on their official transcripts, giving them significant leverage in today’s job market.

To earn certification, students must:

apply to the program via MyLSU/PAWS prior to completing 80 hours of course work. (For students with more than 80 hours, an application petition is available for those with at least 3 semesters remaining.)

earn a B or higher in at least 4 C-I courses, accumulating a minimum of 3 written, 2 spoken, 1 visual and 1 tech credits. (Approved individual C-I Contracts may be applied.)

contract with a faculty advisor and meet regularly to ensure quality work and timely submission of all components needed for certification.

attend a minimum of 3 approved workshops designed to improve communication skills.

compile required communication samples to demonstrate proficiencies.

reflect on communication skills and experiences.

participate in an experiential learning activity related to your field that enables you to practice effective communication skills.

serve in a leadership role.

complete an approved Public Portfolio to showcase disciplinary knowledge and communication skills.

LSU Distinguished Communicator Certification Requirements

http://cxc.lsu.edu/StudentWksp.html


Certified LSU Distinguished Communicators demonstrate exceptional proficiencies in writing, speaking, visual, and technological communication within their discipline. To be eligible for this certification, students must apply for entry into the program through MyLSU/PAWS prior to completing 80 hours of coursework and follow this outlined workflow. Once accepted, you will be added to the Distinguished Communicator Moodle.

Upon Acceptance

Attend a Distinguished Communicator Information Session

Make an appointment with a CxC staff member to discuss details of the program

Visit the CxC website and the DComm Community Moodle for required forms, prompts, etc.

Complete your beginning personal reflection

Begin compiling documentation for your Private Portfolio

Begin taking C-I courses within your curriculum or do a C-I Contract with your professors

Complete the plan for your public portfolio Complete your Public Portfolio Plan reflection and begin building your Public Portfolio

Sophomore/ Junior

Year

Select a Faculty Advisor and complete the Student-Advisor Contract

Video yourself giving presentations (early and late samples required)

Share a draft of your Public Portfolio with your faculty advisor and a CxC staff member for feedback and create a plan for revisions as you move forward

Continue compiling documentation for your Private Portfolio

Seek support and guidance from CxC staff

Attend communication skills building workshops (3 credits required; credit for non-CxC workshops must be approved by CxC staff)

Meet with a CxC staff member to ensure completion (or plan for completion) of 4 C-I courses or contracts (3 writing, 2 speaking, 1 visual, and 1 technological emphases), earning a B or higher

Plan to complete or complete an internship, research, service-learning or study abroad experience that utilizes your communication skills (experiential learning activity)

Plan to complete or complete a leadership role on campus or within the community that utilizes your communication skills (leadership role)

Senior Year

Complete your final personal reflection, and all required paperwork

Meet with a CxC staff member to finalize courses and requirements

Submit your Public Portfolio to your Faculty Advisor and CxC staff for final feedback (due November 1 for spring graduates & April 1 for fall grads)

Make final revisions to your Public Portfolio and complete your Private Portfolio

Share your finalized Public and Private Portfolio with your Faculty Advisor and to CxC through TigerBytes II (due February 1 for spring grads & September 1 for fall grads)

Ensure your faculty advisor submits your Final Assessment Rubric and his/her recommendation to CxC (due February 10 for spring grads and September 10 for fall grads)

How to Begin & Official Deadlines


This contract should only be used in order to receive C-I credit in a course that is NOT currently certified. Complete the contract in full (all sections are required) and submit to the CxC Office (208 Coates) by March 1, June 15 or October 1 for the semester you would like to receive credit. At the conclusion of the semester, CxC requests assurance from the professor that the student satisfactorily completed all the terms of the contract. If a contract must be canceled, contact CxC immediately. Please be sure to review the requirements and recommended policies at the end of this contract.

Student’s Name PAWS ID (beginning of your LSU email) Student ID Number (89#)

Expected Graduation Date Course Abbreviation, Number & Section Course Semester & Year

Course Title Professor’s Name

THE PROFESSOR AND STUDENT SHOULD COMPLETE THE FOLLOWING SECTIONS TOGETHER.

**You must complete formal and informal assignments for each mode for which you are requesting credit.

Mode 1 Mode 2 (optional) The student will do intensive communication work in which communication mode(s)? (choose only one)

The student will do intensive communication work in which communication mode(s)? (choose only one)

□ Written (W) □ Spoken (S)

□ Visual (V) □ Technological (T)

□ Written (W) □ Spoken (S)

□ Visual (V) □ Technological (T)

Describe the informal1 communication exercises for Mode 1. Describe the informal1 communication exercises Mode 2.

Describe the formal2 communication assignments for Mode 1 including ways the student will receive feedback and improve communication skills through each assignment.

Describe the formal2 communication assignments for Mode 2 including ways the student will receive feedback and improve communication skills through each assignment.

Independent C-I Contract


THE PROFESSOR MUST INITIAL ONE OF THE FOLLOWING STATEMENTS. **These activities will account for at least 40% (or 20% for a student working on only 1 mode) of this student’s final course grade. The student will complete the activities defined above as substitutions for other course requirements.

___________ (faculty initials)

The student will complete the activities defined above in addition to the required course assignments.


The student will complete activities defined above in accordance with the course syllabus.


STUDENT COMMITMENT I agree to complete all of the requirements listed above in order to receive Communication-Intensive credit for this course. Student’s Signature Date PROFESSOR COMMITMENT I agree to provide this student with the opportunity to receive Communication-Intensive credit for this course by completing all the requirements listed above. _____________ _____________ Professor’s Signature Date Office Phone E-mail Address Recommended Policies for Individual C-I Contracts

1. The professor and student must meet the minimum requirements of conventional C-I Courses as outlined above. 2. The professor and student should agree to a workload that is, at minimum, equivalent to the workload for all students, even if different in

content. 3. Professors should be sure that their workload allows for the time required to give adequate feedback on communication assignments and

revisions. 4. Professors are not encouraged to enter into more than 20 student contracts within a large class. 5. Professors should fully explain to the student how the C-I projects will be used in determining the course grade. 6. Students must complete all the requirements described in the contract and receive a B or higher in this course to receive C-I credit. 7. Professors are under no obligation to offer students C-I contracts unless they have the time and interest in doing so; however, if they

choose to offer these contracts, they should include this information in their annual reports on teaching. 8. C-I contracts are only valid upon acceptance and approval by CxC.

Requirements for Communication-Intensive (C-I) Courses • Emphasize at least 2 of the 4 modes: written, spoken, visual, or technological communication (exceptions are made for single-mode

certification on a case-by-case basis) • Incorporate informal communication for learning and formal communication for sharing ideas publicly • Expose students to genres and audiences appropriate to the discipline/profession • Spend class (or other instructional) time on communication • Provide feedback and evaluation to students • Require students to uphold ethical and professional work standards • Base 40% of course grade on communication

**Please direct questions to CxC at 578-7795 or [email protected]** __________________________________________________ 1 Informal communication activity examples include but are not limited to summaries, annotated bibliographies, journals, lab

observations, reflections, blog posts, discussion boards, discussion groups, meetings, debates, audio reflections, poster reviews, film analyses, art critiques, theatrical performance reviews, data visualization studies, online discussions, electronic lab notebooks, podcast reflections, trainings on discipline‐specific software, etc.

2 Formal communication activity examples include but are not limited to research papers, lab reports, formal presentations, posters, creation of sophisticated charts/graphs, website/digital portfolio development, visualization/animation modeling, video creation; application of discipline‐specific software, websites, additions/edits of Wikipedia, use of advanced software to create media, etc.

Independent C-I Contract (continued)


**This form must be completed no later than one year prior to the student’s graduation date.** To ensure Distinguished Communicator candidates are mastering communication skills relevant to their disciplines, students must work with a Faculty Advisor. The Faculty Advisor’s role is to provide support, resources, coaching, and valuable feedback that will enable the student to develop into a successful communicator within the student’s field of study or area of interest.

Note to students: Your Faculty Advisor is a mentor and resource for you; however, you are solely responsible for tracking your progress through the Distinguished Communicator program, regularly communicating your progress to the CxC office, and ensuring all requirements are fulfilled according to CxC deadlines.

Student’s Name (print) Student’s Major Graduation Date

Advisor’s Name (print) Advisor’s Home Department

Student’s Signature Date Advisor’s Signature Date

Advisor Commitment I agree to provide this Distinguished Communicator candidate with feedback, guidance and coaching as he/she pursues certification. In addition, I will:

• assist this student in setting personal and professional goals to be achieved during his/her Distinguished Communicator journey.

• work with this student to define the purpose, audience, and implementation strategy for his/her public portfolio.

• meet with this student at least once each semester to offer suggestions and feedback on required Distinguished Communicator materials.

• familiarize myself with this student’s communication skills in a manner that will enable me to make a final recommendation to CxC as to whether or not this student demonstrates excellence in written, spoken, visual, and technological communication techniques within his/her discipline.

Student Commitment I agree to work with this Faculty Advisor while in pursuit of the LSU Distinguished Communicator certification and understand that it is my responsibility to seek support and guidance from this advisor. As a Distinguished Communicator candidate, I will:

• share my personal and professional goals to be achieved during my Distinguished Communicator journey with this Faculty Advisor.

• define my purpose, audience, and implementation strategy for my Public Digital Portfolio under the guidance of this Advisor.

• schedule a meeting with this Faculty Advisor at least once each semester to hear feedback and suggestions on how to improve my Distinguished Communicator materials.

• submit work to this Faculty Advisor in a timely fashion and be receptive to feedback.

• uphold the strictest of ethical and professional standards when working with this Faculty Advisor and on all items related to the Distinguished Communicator program.

• ensure this faculty advisor has adequate information from which to make a final recommendation to CxC as to whether I demonstrate excellence in written, spoken, visual, and technological communication within my discipline.

Private & Public Portfolio Deadlines Spring Grads Fall Grads

Portfolio draft due to CxC & Advisor Nov. 1 April 1 Advisor/CxC feedback due to advisee Dec. 5 May 5 ALL Materials due to CxC & Advisor Feb. 1 Sept. 1 Advisor Assessments due to CxC Feb. 10 Sept. 10

Distinguished Communicator Student-Advisor Contract


Reflections are an opportunity to look back at our previous experiences, evaluate what we’ve done, learn from our actions, set goals for the future, and create our own roadmap for success. As you work toward the LSU Distinguished Communicator certification, reflections will be an integral part of your journey.

Your reflections will become a part of your Private Portfolio, reviewed only by your Faculty Advisor and the CxC staff. They will not be shared publically; however, like all communications, your reflections should be substantive, well organized, and free of errors. They should be thoughtful and structured; not merely personal random thoughts.

2. This reflection exercise is designed to help you

create a plan for your public portfolio. After completing this reflection, you will be fully prepared to create an outline and formal plan for your Public Digital Portfolio. This reflection must be:

a written document.

completed within 3 months of entering the program.

Questions you must answer in this reflection include:

Q1: Your digital portfolio should have a purpose beyond fulfilling the Distinguished Communicator certification requirements, so what’s yours? Is it to land your dream job, support your graduate school application, or something else?

Q2: Now that you know what purpose your Portfolio will serve, who is your primary target audience? Describe this audience as fully as possible. Include information such as what they will most likely be looking for in your Portfolio, their educational background, etc.

Q3: Make a list of adjectives that describe what you want your target audience to think/feel about you when they see your Portfolio. In other words, how would you finish this sentence: “When my intended audience looks at my Portfolio, I want them to think I am...”

Q4: Tone, colors, images, and design influences what your audience thinks and feels about you. What elements should you incorporate as you design your Portfolio to encourage the thoughts/feelings you outlined in Q3?

Q5: What do you want your target audience to know about you? What are your strengths, and why should these qualities be important to your audience?

Q6: What evidence could you incorporate into your Portfolio to highlight the strengths you listed in Q5?

Q7: What action do you want your target audience to take after they review your Portfolio? How will you covey what you want them to do?

Q8: Which elements should you incorporate to encourage the action(s) you outlined in Q7?

1. In this beginning personal reflection, you should think critically about your current communication skills, what you hope to gain though the Distinguished Communicator program, and ideas about the role communication plays in your current and future work. This reflection must be:

a written document.

completed within 1 month of entering the program.

Some questions to consider when composing this reflection include these:

Q1: What prompted you to enroll in the Distinguished Communicator program, and what do you hope to achieve by pursuing this certification?

Q2: What do you perceive are your communication strengths? For example, what’s the best thing you’ve ever written, the best speech you’ve ever made, or the best visual you’ve ever created? What made these communications successful?

Q3: When you find it hard to communicate, what is the source of the difficulty? In what areas of communication do you hope to improve?

Reflection Guidelines


Q3: What communication skills did you use during this experience?

Q4: What communication challenges and successes did you encounter?

Q5: What did you learn about your leadership skills or style?

Q6: Based on this experience, on what communication skills do you plan to work more?

5. In your final personal reflection, look back on your journey through the Distinguished Communicator program, including reviewing and reacting to the thoughts in your previous reflection. This reflection should be a substantive, honest reflection of where you were, where you’ve been, and where you are now as a person, a communicator, and a leader. This reflection:

may be done using any type of medium (written, audio, video, etc.) and may take the form of any type of communiqué. For example, you might consider making a video for the CxC website to help other students learn what it means to become an LSU Distinguished Communicator.

must be completed prior to the final Distinguished Communicator materials deadline.

Some questions to consider for this reflection include:

Q1: Did you accomplish what you set out to achieve when you initially enrolled in this program?

Q2: What challenges and successes have you faced in your journey to becoming a Distinguished Communicator?

Q3: What have you learned about yourself and your ability to communicate effectively during this process?

Q4: Did your Portfolio turn out to be the way you had initially envisioned it? Is that good or bad?

Q5: What challenges and successes did you encounter when building your Digital Portfolio?

Q6: How has your journey through the Distinguished Communicator program helped you in achieving your academic, career and other life goals?

Q7: We seldom accomplish milestones alone. Who helped you become a Distinguished Communicator?

Q8: What messages or advice would you share with future students?

3. Your experiential learning activity (study abroad, internship, service-learning project) will require you to use effective communication techniques to be successful. In this reflection, think about what communication skills were required, what skills you had and what skills you need to refine. This reflection:

may be done using any type of medium (written, audio, video, etc.) and may take the form of any type of communiqué. For example, you might consider creating this reflection as a video interview or as a letter to your advisor.

must be completed within 1 month of your experiential activity.


Q1: What was your experiential learning experience(s)? With whom did you “work”?

Q2: What was your primary role in this experience?

Q3: What communication skills did you use during this experience?

Q4: What communication challenges and successes did you encounter? Be specific with your examples.

Q5: Based on this experience, on what communication skills do you plan to work more?

4. Your leadership role will require you to use effective communication techniques to be successful. In this reflection, think about what communication skills were required, what skills you had and what skills you need to refine. This reflection:

may be done using any type of medium (written, audio, video, etc.) and may take the form of any type of communiqué. For example, you might consider writing this reflection as a newspaper article on “Leaders at LSU” or creating a photo essay or video that shows your leadership at work.

must be completed within 1 month of your leadership experience.


Q1: What was your leadership experience(s)? With whom did you “work”?

Q2: What was your primary role in this experience?

Reflection Guidelines (continued)


As part of the requirements for being certified as a Distinguished Communicator, you are required to compile a

Public and a Private Digital Portfolio. A digital portfolio is a way for you to go beyond the traditional resume presentation and showcase your work and abilities in a dynamic, professional manner.

Guide to Portfolios: The Big Picture

Your Public Portfolio is a public website that you will design to further your post-graduation goals. It should be directed at a specific audience (e.g., employer or grad school admissions officer)—NOT the CxC staff or your Faculty Advisor. It must showcase your knowledge of the field you are pursuing and your exceptional communication skills. While there are no specific guidelines you must follow in developing your Public Portfolio, you should design your portfolio to achieve a rating of ‘outstanding’ when reviewed using the Final Assessment Rubric.

Your Private Portfolio is a compilation of electronic files to aid you in your personal reflection. It will also be used internally by your Faculty Advisor and the CxC staff to assess your skills as a candidate for Distinguished Communicator certification. Compile your documents in a Private Portfolio because you will be required to share this folder with CxC and your Advisor. There are specific guidelines you must follow in creating and naming your private portfolio (see Naming Structure for Private Portfolio Documents) however, that is not the case with your Public Portfolio.


1. To create a folder in TigerBytes II, go to tb2.lsu.edu and use your PAWS username and password to log-in.

2. Create a folder titled “Smith – Private Portfolio” and click “next” to share the folder, or “finish” if you are not

ready to share the folder. For instructions on returning to the folder permissions, go to step 6.

3. Skip to step 6 if you are not ready to share materials. By the materials due date, this folder must be shared

with CxC and your advisor; enter his/her name or LSU PAWS ID. To share with CxC, enter “Communication across the Curriculum” or “cxc” and TigerBytes will populate CxC’s email address into the field, and then click “next.”

Private Portfolio Submission Procedures

http://tb2.lsu.edu/


4. Verify the permission level you wish to give the receiver of this folder. For Distinguished Communicator

purposes, you can select “viewer” and click next.

5. Send an email to CxC (be sure the “To:” field says “Communication across the Curriculum ([email protected])) to

let CxC know that you have shared your folder and click “finish.”

6. To grant sharing permissions to a folder that has already been created, select the check box next to the folder you wish to share, and then click the “manage” icon and select “permissions” from the drop-down menu.

Private Portfolio Submission Procedures (continued)

mailto:[email protected]


7. Click on “add user/group” and follow steps 3 and 4 to add sharing permissions to your private portfolio

folder for CxC and your advisor, then continue to step 8 (very important).

8. Very important step: In order for your advisor and CxC to know this folder has been shared, you must send an email from Tigerbytes. Go back to the main Tigerbytes screen and click on “email”.

Begin placing the required files in your private portfolio folder and review the naming structure for your files below.

Private Portfolio Submission Procedures (continued)


While you may submit additional supporting evidence, below are the minimum required samples you must include in

your Private Portfolio. You are required to follow the file naming structure outlined below, substituting your last name for “Smith.” Failure to follow these guidelines may result in disqualification for candidacy.

Writing – File Type File Name • At least one example showcasing the quality of your writing skills as a freshman or

sophomore. Smith_WEarl

• At least one discipline-specific example showcasing the quality of your writing skills as a junior or senior.

Smith_WLate

• For Foreign Language Majors/Minors ONLY: written evidence demonstrating foreign language proficiency.

Smith_WForeign

Speaking – File Type File Name • At least one video showcasing the quality of your speaking skills as a freshman or

sophomore. (Upload sample to Vimeo or YouTube and provide the URL) Smith_SEarl

• At least one discipline-specific video showcasing the quality of your speaking skills as a junior or senior. (Upload sample to Vimeo or YouTube and provide the URL)

Smith_SLate

• For Foreign Language Majors/Minors ONLY: video or audio evidence demonstrating language proficiency. (Upload sample to Vimeo or YouTube and provide the URL)

Smith_SForeign

Visual – File Type File Name • At least one example showcasing the quality of your visual communication skills as a

freshman or sophomore. Smith_VEarly

• At least one discipline-specific example showcasing the quality of your visual communication skills as a junior or senior.

Smith_Vlate

Technological – File Type File Name • At least one discipline-specific example showcasing the quality of your technological

communication skills as a junior or senior. Smith_TExample

• At least one discipline-specific example showcasing your skills in using presentation software effectively as a junior or senior.

Smith_TPres

• List of your competencies in generic and discipline-specific software. Smith_TComp • Link to your live Public Portfolio. Smith_DportURL Reflections, Experiential Learning & Leadership (see Reflection Guidelines) – File Type File Name • Beginning personal reflection Smith_ RefBeg • Plan for your public portfolio Smith_DportPlan • Experiential learning activity Smith_RefExp • Leadership role Smith_ RefLead • Final personal reflection Smith_ RefGrad Assignments – File Type File Name • Include a file that has the project description/assignment for each sample included. If any

samples were created as part of a group, list your role/responsibilities. Smith_Assignments

Resume & Letter of Intent – File Type File Name • Your resume as a PDF. Smith_ Resume • A Letter of Intent to the faculty panel reviewing your final Public Portfolio and approving

your certification (see Letter of Intent Guidelines). Smith_LOI

Required Samples & Naming Structure for Private Portfolio


1. Identify your audience before you start

Your portfolio must be designed to help you achieve your post-graduation goals (e.g., get a job, go to graduate school, etc.). Once you’ve identified your goals, select a specific audience: What job do you want? Which graduate field of study do you want to pursue? All of your text, visuals, and samples should be carefully selected for your chosen audience. Remember, CxC is NOT your audience.

2. Organization is critical Your site should have a clean, clear navigational structure. Before viewers click into a section, they should know exactly what to expect from the link label. Be sure to put things in their proper place and avoid duplication or unnecessary sections (e.g., there’s no need to have an “About Me” page if your homepage is “about you”).

3. Select the creation tool that’s right for you There are many CxC-approved web development tools: Weebly, Wix, WordPress, iWeb, and GoogleSites. Some tools are easier to use than others, so select one that fits your level of technical expertise. Also, each tool comes with different templates and site styles, so you’ll want to select the one that best complements your post-graduation goals and meets the needs of your intended audience.

4. Quality, quantity, and purpose matter when presenting work samples You need to provide viewers with multiple high-quality work samples that demonstrate your disciplinary knowledge and communication skills. All of your samples should be relevant to your audience and help explain why you are the ideal candidate for the job or graduate school to which you are applying. Strong portfolios include a minimum of 5 high-quality, meaningful work samples.

5. Craft clear, concise, professional web text Remember that web writing is a different style of formal writing. Ideas should be presented in chunks (short paragraphs) and in list-format when appropriate. Viewers do not want to scroll forever to read your story.

6. Be sure your message matches your design Backgrounds, borders, colors, photographs and fonts communicate a lot about your skilled-eye as a visual communicator. Design also sends direct signals to the viewer about your messages. If your text says you are an organized engineer but your design is cluttered and pink, you are sending mixed messages.

7. Save all work sample files as PDFs or JPGs and upload videos to YouTube or Vimeo These are the most commonly used file formats and will ensure viewers don’t have to fumble with downloading clunky PowerPoint or video files. It will also alleviate incompatibility issues with Word and other software, which keep viewers from being able to properly access and view your files.

8. Set items to open in the appropriate window If you are linking to a page within your website, set the link to “open in the current window.” If you are linking to one of your files (PDF or JPG) or to an external website, set the link to “open in new window.”

9. Rework your resume for the web Your resume is a critical part of your portfolio and should be included as a text page within your site, as well as a downloadable PDF. The text you put on your resume web page may be more in-depth as you have additional space beyond the printed 1-page PDF resume. You may also need to reformat it for readability on the web. Remember, this is a public site, so be safe and remove personal information such as your home address.

10. Use inline-linking Do not write: “To email me, click the contact me link at the bottom of the page.” Websites are all about user-friendliness. Instead, simply write “email me for additional information” and link the words “email me” to your email address.

11. Proofread, and proofread again! Typos and grammatical errors often standout to readers, but are particularly alarming when found on a website created by an LSU Distinguished Communicator. Proof your site carefully and have friends and family read over it for you, too.

Building a Better Public Portfolio


This is a sample of the rubric form that will be used by your advisor and the faculty review panel to evaluate your LSU Distinguished Communicator materials. Use this as a guide to self-assess the quality of your work during the creation process.

PRIVATE PORTFOLIO ARTIFACTS Rate the student’s PRIVATE PORTFOLIO ARTIFACTS compared to other LSU undergraduates in this area of study. True Distinguished Communicators possess strong skills in all areas of communication.

Insufficient Evidence

Below Expectations Acceptable Outstanding

The student’s late WRITING sample (…_WLate) exemplifies high-quality writing skills for this field.

The student’s late SPEAKING sample (…_SLate) exemplifies high-quality speaking skills for this field.

The student’s late VISUAL sample (…_VLate) exemplifies high-quality techniques and abilities for this field.

The student’s late TECH sample (…_TExample) exemplifies high- quality techniques and abilities for this field.

The student’s FINAL REFLECTION (…_RefGrad) shows self-awareness of communication skills.

The student’s LETTER TO THE PANEL (…_LOI) is persuasive and well written.

DESIGN OF PUBLIC PORTFOLIO WEBSITE Rate the quality of design of this student’s PUBLIC PORTFOLIO WEBSITE compared to other LSU undergraduates in this area of study. True Distinguished Communicators possess strong skills in all areas of communication.



Homepage – Communicates student’s purpose & orients users to the site.

Navigation & Site Construction – Employs consistent page design. Helps users find important elements and move around, appropriate number of clicks to find key materials, etc.

Graphic Elements – Repeats design elements for unity, connects visual content to text and purpose of portfolio, uses space and placement of graphic elements effectively, etc.

Design Contrasts – Uses color, fonts, and sizes appropriately.

Citation & Credits – Uses proper citation of texts and permissions for graphics, if applicable.

Final Assessment Rubric


CONTENT WITHIN PUBLIC PORTFOLIO WEBSITE Rate the quality of the content in this student’s PUBLIC PORTFOLIO WEBSITE compared to other LSU undergraduates in this area of study. True Distinguished Communicators possess strong skills in all areas of communication.



Site Text – Explains the relevance of the content and logically guides the reader through the portfolio.

Evidence of Overall Skills – Provides information, documentation, and/or artifacts to demonstrate skills that are appropriate for intended audience and purpose.

Quality of Content – Evidence of communication skills.

OVERALL ASSESSMENT OF CANDIDATE How would you rate the overall communication skills of this candidate compared to other LSU graduates in this area of study?


An LSU Distinguished Communicator is a student who exhibits strong overall communication skills relevant to their field of study. Would you recommend this student be certified as an LSU Distinguished Communicator? *If you select NO, please be sure to complete the comment section below.

Yes No

Please share any comments regarding the overall assessment of this student and your thoughts on his/her competency as a highly skilled communicator as compared to other LSU undergraduates in this area of study.

Final Assessment Rubric (continued)


As a candidate for the LSU Distinguished Communicator certification, you must write a Letter of Intent to the faculty panel reviewing your final Public Portfolio and ultimately approving or decline your request for certification.

We recommend that you use the multiple private reflections you have written throughout your Distinguished Communicator journey as a resource to formulate this formal letter of intent to the faculty panel. Be sure to proofread your letter carefully to make a positive first impression with the panel.

Guidelines for Letter of Intent

This formal letter to the panel should adhere to the following guidelines:

• The letter must be a formal letter, not exceeding 1 page using a reasonable font size. If you aren’t certain how to properly format a formal letter, review this resource.

• You should explain: why you enrolled in the Distinguished Communicator program,

what your post-graduation goals are (explain the intended audience for your public portfolio),

what is significant about you and your work that makes you a Distinguished Communicator, and

how the Distinguished Communicator program has helped prepare you to achieve your post-graduation goals.

• This letter must be submitted as a PDF document via the Private Portfolio submission instructions.

http://owl.english.purdue.edu/owl/resource/653/01/

http://owl.english.purdue.edu/owl/resource/653/01/

Updated 11/3/2011

The overall goal of the CxC Student Advisory Council is to assist in the process of advancing the CxC program at all-levels. While applying to be a member of the council is voluntary, once a membership position has been accepted, the member must complete and honor the commitments below.

New council representative applications will always be accepted; however, selection of new members will only be completed when replacing an outgoing member.

Members of the CxC Student Advisory Council will

• advise CxC staff members on advances for the CxC program.

• promote the CxC program and services to LSU students, faculty and external stakeholders.

• recruit and engage new Distinguished Communicator candidates.

• assist in planning and conducting CxC-sponsored activities.

Membership Commitment

I agree to serve as a Student Advisory Council representative while in pursuit of the LSU Distinguished Communicator certification and understand that it is my responsibility to meet the Council membership requirements. As a representative of the CxC Student Advisor Council, I will:

• remain good academic standing with the University.

• attend at least one student council meeting per calendar year.

• assist with at least 3 CxC recruiting events per calendar year.

• present on CxC’s behalf at least one recruiting event per calendar year (requires prior approval & training).

• mentor other Distinguished Communicator Candidates as needed.

• actively participate in the advancement of the LSU CxC program by contributing my time, talents and ideas.

Student’s Name (print) Student’s Major Graduation Date

Student’s Signature Today’s Date

CxC Student Advisory Council Membership Commitment

http://bit.ly/AdvCouncilApp

LSU Distinguished Communicator Handbook, Oct. 2011

+

Student’s Name Student ID Number (89#)

Student’s Phone Number Student’s Email Address

DComm Faculty Advisor’s Name DComm Faculty Advisor’s Department

Brief Description of Project/Materials being Released

CxC/Distinguished Communicator Public Portfolio Student Consent I understand that:

• I am not required to give any kind of consent for my materials to be used for any purpose other than for grading by the professor or the instructor in the course.

• my work may be used to help illustrate, explain, and contribute to the assessment of communication at LSU. My work may be incorporated into conference presentations, assessment reports, and/or articles published in professional journals.

• if any portion of my work is published as an example, my name will not be used unless I give specific consent because I agree to be identified as the author.

I hereby give permission to Louisiana State University’s (LSU) Communication across the Curriculum (CxC) program to use my work for educational purposes. PLEASE SELECT ONE:

My name may be used in conjunction with my work.

My name may not be used in conjunction with my work.

Neither my name nor my work may be used publically.

Student’s Signature Date

Please return this form to LSU Communication across the Curriculum

208 Coates Hall [email protected] / 225-578-7795

Permission Form for Public Portfolio Use

1. Must I apply as a freshman to the Distinguished Communicator program? No, you can be a sophomore or junior as long as you have not completed more than 80 hours of course work. (Petitions are available if you have 80+ hours, but still have 3 or more semesters remaining before you graduate).

2. I am not a Communications major. Am I

still eligible for the certification? Yes! The Distinguished Communicator certification is open to undergraduates in ALL majors at LSU. Good communication skills are important no matter which field you are studying or what job you plan to pursue post-graduation.

3. What are the minimum requirements for

entry into Distinguished Communicators? We look for a current and overall GPA of 3.0 or higher; however, since GPA isn’t always representative of your full potential to become a strong communicator, we do accept students with lower GPAs who submit justifying documentation. If your GPA is below 3.0, you must submit a letter explaining why you would make a good Distinguished Communicator candidate despite your GPA and submit two of your best communication work samples (writing, speaking, visual, or technological).

4. I have just been accepted into the program. How do I begin? What should I do next? Start by meeting with a CxC staff member to learn more about the requirements. You should also attend the Distinguished Communicator Info session (offered at the beginning of every fall and spring semester) and review the Distinguished Communicator Handbook, paying careful attention to the “How to Begin & Official Deadlines” section to help you get, and stay, on track.

5. Are there specific faculty members who

can serve as my Faculty Advisor? No, all LSU faculty are eligible to serve as Advisors to Distinguished Communicator candidates; however, you must make sure the faculty member you select is willing to assist you through the certification process. You must complete a Student-Advisor contract and submit it to the CxC office no later than 1 year prior to your graduation.

6. How should I select my Faculty Advisor?

Because the Distinguished Communicator program focuses on mastering discipline-specific communication skills, you should select an Advisor who specializes in the field you are interested in pursuing after graduation. For example, if you want to be an engineer when you graduate, your Advisor should be well versed in engineering. You also want to find someone with whom you will work well and who is committed to helping you complete this certification.

7. What if the Faculty Advisor I approach doesn’t know much about the Distinguished Communicator program? CxC has several programs in place to bring Faculty Advisors up to speed quickly. Once you submit your Student-Advisor contract, CxC will invite your Advisor to an Advisor Training session. If your selected Advisor has questions before signing your contract, CxC is happy to talk with him/her.

FAQ: Distinguished Communicator Certification

8. Are my C-I courses extra course hours on top of what my major requires? No, most students are able to find courses that are required courses in their degree programs and certified as Communication-Intensive (C-I). You can find a listing of all C-I courses at cxc.lsu.edu. Also, when you’re browsing PAWS Course Offerings, C-I courses will be denoted as such. If you cannot find enough C-I courses within your planned course path, there are opportunities for you to do Independent C-I Course Contracts.

9. What should I do if I’m having trouble

finding C-I courses within my major? You can do Independent C-I Course Contracts on any course, as long as the instructor is willing to work with you. Sometimes, you are doing communication-intensive work within the class, but for one reason or another, the class is not certified. Other times, by simply doing an additional project in the course, you can make it C-I. Either way, you can use C-I Contracts to earn needed credits.

10. If my schedule doesn’t enable me to make

the CxC workshops, how can I fulfill the 3 workshop requirement? You can get credit for other relevant activities to fulfill this requirement, but substitutions must be approved by a CxC staff member.

11. What are the Distinguished Communicator Huddles? Past candidates requested CxC host informal, interactive sessions that enabled them to work on their communication skills while also networking with other Distinguished Communicator candidates. The Huddles are just that – a fun opportunity for you learn and meet other students who are working toward becoming better at writing, giving presentations, creating effective visuals, and using innovative technological communication tools.

12. What is the difference between my Private and Public Portfolio? Your Private Portfolio is simply a collection of work samples that demonstrate how your communication skills have improved from your freshman to senior year. Only your Faculty Advisor and the CxC staff will view these documents. Your Public Portfolio is an active website open to the public that promotes you and your skills in a manner that allows you to achieve your post-graduation goals.

13. What is the deadline for all of my final

materials? This is a progressive program and you should meet a variety of milestones each year to stay on track. All of your final materials must be submitted to CxC by February 1 for spring graduates, May 1 for summer graduates and September 1 for fall graduates. If the 1st falls on a weekend, your final materials are due the Friday before.

14. How often should I meet with a CxC staff

member regarding my certification? You should meet with a member of the CxC staff at least once a year to make sure you are on the path for being certified. Additionally, you should also meet with your Faculty Advisor at least once per semester.

FAQ: Distinguished Communicator Certification (continued)

http://www.cxc.lsu.edu/

1. Do I have to build two portfolios?

Technically, yes. CxC requires a private and public portfolio; however, your private portfolio is simply a collection of electronic files viewed only by you, your Faculty Advisor and CxC. Your public portfolio is a fully designed, publically accessible website that showcases your disciplinary knowledge and communication skills.

2. How do I begin my Private Portfolio?

First, meet with a CxC staff member to discuss the Private Portfolio requirements and what documents you may already have. Then begin gathering your documents to satisfy each requirement. Make sure to save these documents in multiple places as backup (TigerBytes, USB flash drive, etc.) just in case your computer crashes. Later, you will need to organize your files within TigerBytes and re-name them according to the CxC required filing and naming structure.

3. How do I begin my Public Portfolio?

Work through the Public Portfolio Planning Reflection. It will walk you through the steps to planning and organizing a good Public Portfolio. Once you’ve done your reflection, meet with your Faculty Advisor to discuss you plan and ideas. Also, carefully review the “Building a Better Portfolio” section to help you avoid common mistakes. As you begin building your website, visit with a CxC staff member to help you achieve your vision.

4. What if I don’t know anything about creating websites? It is okay; most students don’t. Learning to build a website is a skill you will be able to put on your resume, but don’t get caught up in the technology. Like past Distinguished Communicators, you will learn quickly. The overarching purpose is to get you to think critically about the work you produce, the skills you need to showcase to accomplish your post-college goals, and how you can best communicate all of this to your intended audience (e.g., employer, grad admissions officer, etc.).

5. Do I have to use specific software to build

my Public Portfolio? CxC requires that you use Weebly, Wix, WordPress, iWeb, GoogleSites, or Dreamweaver to build your Public Portfolio. Keep in mind that some of these tools are easier to use than others, so select the one that is most fitting for your level of technical expertise. Also, each tool comes with different templates and site styles, so you’ll want to select the one that is most complementary to you post-graduation goals and intended audience. If you are interested in using different software to build your website, consult with a CxC staff member for approval before you get started.

6. Where can I get help with building my Public Portfolio? The CxC Studios can help you with any Distinguished Communicator requirements, including building your website. Staff can help you plan your website, talk with you about visual design, and assist you with technical issues.

FAQ: Distinguished Communicator Portfolios

7. Will my Public Portfolio be a real, live

website that anyone can see? Yes, your Public Portfolio must be a working site

published live to the Internet. Hosting services are free for LSU students via TigerBytes II and the CxC Studios can help you do this when you are ready.

8. What do you do with all of my documents

after I graduate? CxC may use your Private and Public Portfolios to

help LSU faculty become better teachers. Additionally, your materials serve to demonstrate the quality of skill LSU students possess. Anytime your Private Portfolio documents are used in this manner, all private identifiers will be removed so as to not disclose your identity.

>> Learn from examples of Public Portfolios by past Distinguished Communicators

FAQ: Distinguished Communicator Portfolios (continued)

http://cxc.lsu.edu/Portfolios.html

http://cxc.lsu.edu/Portfolios.html


Main Office 208 Coates Hall, 225-578-7795 Distinguished Communicator Coordinator: Kimberly Bourque, [email protected] Assistant Director: Rebecca Burdette, [email protected] Director: Sarah Liggett, [email protected]

CxC Communication Studio 151 151 Coates Hall, 225-578-7656 Coordinator: Kevin DiBenedetto, [email protected]

CxC Art + Design Communication Studio 104-A Design Building, 225-578-1197 Coordinator: Vincent Cellucci, [email protected]

CxC Engineering Communication Studio 2302 Patrick F. Taylor Hall, 225-578-2632 Instructor: Boz Bowles, [email protected] Manager: Warren Hull, [email protected]

CxC Music & Dramatic Arts Communication Studio 248 Music & Dramatic Arts Building, 225-578-8854 Coordinator: Joseph Watson, [email protected]

Distinguished Communicator Community Moodle Upon acceptance to the program, you will be added to the DComm Community Moodle page. Be sure to visit “Community Moodle” at least once so that you can be added!

CxC Contacts & Resources

http://www.facebook.com/lsucxc

http://www.twitter.com/lsucxc

http://cxc.lsu.edu/




http://cxc.lsu.edu/ascs


http://cxc.lsu.edu/adcs


http://cxc.lsu.edu/ecs



http://cxc.lsu.edu/Studios.html


http://community.moodle.lsu.edu/my/







distinguished communicator handbook

Documents

private portfolio documents

faqs certification

faqs portfolios

better public portfolio

cxc contact resources

naming structure

human nature

effective communication