1. LSU Distinguished Communicator Handbook, Oct. 2011
www.cxc.lsu.edu
LSU Distinguished Communicator Handbook
Class of May 2010

2. 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

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

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

5. LSU Distinguished Communicator Handbook, Oct. 2011
www.cxc.lsu.edu
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 informal
1
communication exercises for Mode 1. Describe the informal
1
communication exercises Mode 2.
Describe the formal
2
communication assignments for Mode 1
including ways the student will receive feedback and improve
communication skills through each assignment.
Describe the formal
2
communication assignments for Mode 2
including ways the student will receive feedback and improve
communication skills through each assignment.
Independent C-I Contract

6. LSU Distinguished Communicator Handbook, Oct. 2011
www.cxc.lsu.edu
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.
___________ (faculty initials)
The student will complete activities
defined above in accordance with the
course syllabus.
___________ (faculty initials)
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 cxc@lsu.edu**
__________________________________________________
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)

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

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

9. LSU Distinguished Communicator Handbook, Oct. 2011
www.cxc.lsu.edu
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.
Questions you must answer in this reflection include:
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.
Questions you must answer in this reflection include:
Q1: What was your leadership experience(s)? With whom
did you “work”?
Q2: What was your primary role in this experience?
Reflection Guidelines (continued)

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

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

12. LSU Distinguished Communicator Handbook, Oct. 2011
www.cxc.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 (cxc@lsu.edu)) 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)

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

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

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

16. LSU Distinguished Communicator Handbook, Oct. 2011
www.cxc.lsu.edu
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.
Insufficient
Evidence
Below
Expectations
Acceptable Outstanding
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

17. LSU Distinguished Communicator Handbook, Oct. 2011
www.cxc.lsu.edu
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.
Insufficient
Evidence
Below
Expectations
Acceptable Outstanding
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?
Below Expectations Acceptable Outstanding
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)

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

19. 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

20. 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
cxc@lsu.edu / 225-578-7795
Permission Form for Public Portfolio Use

21. 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

22. 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)

23. 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

24. 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)

25. LSU Distinguished Communicator Handbook, Oct. 2011
www.cxc.lsu.edu
Main Office
208 Coates Hall, 225-578-7795
Distinguished Communicator Coordinator: Kimberly Bourque, kbourq3@lsu.edu
Assistant Director: Rebecca Burdette, rburdette@lsu.edu
Director: Sarah Liggett, enligg@lsu.edu
CxC Communication Studio 151
151 Coates Hall, 225-578-7656
Coordinator: Kevin DiBenedetto, kdibene@lsu.edu
CxC Art + Design Communication Studio
104-A Design Building, 225-578-1197
Coordinator: Vincent Cellucci, vcellu1@lsu.edu
CxC Engineering Communication Studio
2302 Patrick F. Taylor Hall, 225-578-2632
Instructor: Boz Bowles, dbowles@lsu.edu
Manager: Warren Hull, whull1@lsu.edu
CxC Music & Dramatic Arts Communication Studio
248 Music & Dramatic Arts Building, 225-578-8854
Coordinator: Joseph Watson, jwats32@lsu.edu
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