Entomology_Portfolio_Project

Entomology Electronic Portfolio Project
By
Dustin Stockmann
A paper submitted for ENTO 888 at the University of Nebraska-Lincoln
in partial fulfillment of the requirements for the
degree of
Masters of Science in
Entomology

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Table of Contents
Abstract........................................................................................................................................... 3
Introduction..................................................................................................................................... 4
Background of Portfolios................................................................................................................ 5
Why Portfolio.................................................................................................................................. 6
What is a portfolio for students....................................................................................................... 7
What is the aim of having a portfolio ............................................................................................. 8
Why should a portfolio be relevant to learning .............................................................................. 8
How can a portfolio benefit the faculty at the University Level..................................................... 9
How will course portfolios help undergraduates .......................................................................... 10
What does a course portfolio incorporate ..................................................................................... 10
How should an individual organize their portfolio....................................................................... 11
How will course portfolios be accessible and shared ................................................................... 12
Where to begin.............................................................................................................................. 12
Organizing your portfolio hard copy or digitally.......................................................................... 15
Entomological Learning Goals ..................................................................................................... 16
Alignment and assessment............................................................................................................ 18
Concerns about using portfolio as assessments ............................................................................ 19
Conclusion .................................................................................................................................... 20
Work Cited.................................................................................................................................... 21
Vita................................................................................................................................................ 23

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Abstract
Assessing of students performance in higher education is rising as universities are
offering different ways to increase improvements in student engagement. This project focuses on
creating a portfolio that will assist students, educators, and instruction as a way to monitor
students learning in a program. According to Haury (1993) performance-based assessments
requires that the individual demonstrates actual behavior and interest in a subject. Although the
use of portfolios to assess student performance in the K-12 science classrooms has increased, it is
just now truly coming into higher education. The implementation of portfolios in undergraduate
and graduate courses help bridge students into focusing on content specific writing styles, and
engage with subject material on a deeper level of understanding.

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Introduction
Over the course of years while working, many different thoughts and events happen that
change an individual’s interpretation of what was not only learned, but the interpretation of
experiences that happened. At the University of Nebraska-Lincoln, for the completion of the
Entomology Degree Program, there is a capstone course called “the Degree Project”. The Degree
Project is the ending mark of the student’s time in the program, as well as, the completion of
exams. This portfolio would be a formal collection of completed work, as well as, experience
earned while working thorough the entomology program. There are many different degree
programs that use portfolios as a way to assess how a student is completing their schedule of
courses. A portfolio is a creation as a form of assessment that is thought to encourage closer links
between evaluation and material learned (Haldane, 2014). Academic portfolios are about
answering three important questions, “What, why, and how?”
Portfolio assessment has become more common in schools due to its ability to help
students to develop over periods of time (Barrett, 2009). As schools become more technology-
based, portfolios have represented the convergence of several ideas and practices that developed
over the past few decades (Kahn, 2014). This concept of introducing a portfolio project for
students can be a challenge. Students’ thought processes are created from experiences and can be
stressful for the student to try and change them. The mindset of the student must be modified to
be more reflective of their learning and be more proactive and develop their philosophy of what
does entomology mean to them.
Higher education and curriculum creators have relied on a mixture of assessment models
that trust on proven models of written assignments, presentations, and assessments. Portfolios in

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online and distant education has been meager at best (Powell, 2013). Although the exact nature
of the coursework varies from institution to institution, the intent of general education courses is
to provide abroad knowledge and skills base for all college graduates, independent of their
major. With respect to the goals of science instruction for non-science majors, emphasis is often
placed on developing students’ understanding and appreciation of the nature of science as well as
students’ abilities to critically evaluate science-related news media and to communicate
scientifically (American Association of Colleges and Universities, 2008).
The use of portfolios as an authentic assessment of student performance is very familiar
in the humanities and the arts but less so in the sciences (Calfee & Freedman, 1996). In the
simplest of terms, a portfolio is nothing more than a “container of collected evidence for a
purpose” (Collins, 1992). As such, there are two decisions an instructor must make when using
portfolios—what purpose the portfolio will serve and what will count as evidence in the
portfolio. For example, the goal of a portfolio in undergraduate science course might be to
demonstrate a students’ mastery of content or to reveal their problem-solving and critical-
thinking skills. A variety of student work can serve as evidence to fulfill the purpose of the
portfolio. This evidence can range from artifacts that are produced in the normal course of work
in example, a written lab reports to items produced specifically for use in the portfolio (Collins,
1992).
Background of Portfolios
Portfolios started being used in the late 1980s and early 1990s within a scattering of
education programs across the world (Kahn, 2014). These early portfolios were meant to help
establish self-critiquing, reflective practices, and metacognition of practices that were learned
while in school. With the starting of the World Wide Web in the 1990s, the developments of

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portfolios were allowed to grow and expand depending on need of them. This expansion of the
portfolio idea was meant to meet the expanding needs of students, accrediting affiliations, and
state and federal authorities for direct evidence of student learning (Kahn, 2014). Portfolios
embraced several ideas that have been central to higher education by allowing innovation and
reform to happen and shape how programs can become more efficient over time. This has
allowed instructors to change the intellectual models and for mentors to help guide students to a
more beneficial nature because of portfolios (Haldane, 2014).
The portfolio program can be used to help support structures that allow students to
develop the aquired skills required to be productive in a career that will last a lifetime (Gambino,
2014). Portfolio assessment embodies one of the most stimulating and arguable facets of higher
education research (Powell, 2013). For this research, the conflict between portfolios and
electronic portfolios “e-portfolios” should be established. Powell (2013) defines e-portfolios as,
“a digitized collection of learning, experiential artifacts, and accomplishments that show changes
in a student’s learning.”
Portfolios have been found in all fields of professional development and education across
many fields (Klenowski, Askew, & Carnell, 2006). The ultimate aim of developing students’
scientific literacy is with the addition of creating and using a portfolio (Offerdahl & Impey,
2012).
Why portfolios
Entomology is the study of insects and the connection to how they affect humans, the
environment, and other organisms (Washington State University, 2015). Entomologists make
significant additions to such diverse fields as agriculture, biology, chemistry, criminology,

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forensics, human/animal health, and molecular science. The study of insects serves as the base
for advancements in biological and chemical control of pests, food and fiber production and
storage, pharmaceuticals epidemiology, biological diversity, and a variety of other fields of
science (Washington State University, 2015).
Trained entomologists add to the betterment of humankind by ascertaing the role of
insects in the advancing of disease and figuring out ways of conserve food and fiber crops. As
well as protect and livestock from being damaged (Washington State University, 2015). These
individuals study the way beneficial insects contribute to the well-being of animals, humans, and
plants. Where as amateur entomologists may have become interested in insects due to the beauty
and diversity of these creatures (Ross, 1948).
Entomology is an ancient world science, dating back to the beginning of biology as a
formal field of academics by Aristotle (384-322 BC). Ross (1948) explains that there are earlier
hints to the use of insects in ancient life. One such example is the growing of silkworms for
clothing production that began in China around 4700 BC.
What is a portfolio for students
A portfolio is a collection that shows off work and abilities that have been learned.
Portfolios can create a foundation, as well as, a medium for advice and sessions that can enhance
academic learning, as well as, intellectual and personal development (Ambrose, Martin, & Page
Jr., 2014). The challenge of creating a portfolio comes from the process of what it is going to be
used for (Gambino, 2014). Portfolios have the ability to reveal a lot about the individual
(Paulson, Paulson, & Meyer, 1991). This tool that has been established will require students to
collect and reflect on the work created. Portfolios are providing not just an instructional

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component, but the opportunity for authentic assessments of oneself learning (Ambrose, Martin,
& Page Jr., 2014).
What is the aim of having a portfolio?
Over the course of years of working, many different thoughts and events happen that
change an individual’s interpretation of what was not only learned, but what was the result of the
experiences and how they use those experiences to shape their next decision. At the University of
Nebraska-Lincoln for the completion of the Entomology Degree Program, there is a capstone
course called “The Degree Project.” This project is the ending mark of the student’s time in the
program, as well as, the completion of exams. This portfolio would be an extension of what a
student can show with a formal collection of completion of work, as well as, experience earned.
There are many different programs that use portfolios as a way to assess how a student is
completing their schedule of courses. A portfolio is a descriptor of an assessment that is thought
to encourage closer links between evaluation and learning (Haldane, 2014). Portfolios are
teaching tools that are designed to assist students in improving their decision-making, goal
setting, and planning skills. These are necessary in order for any student to actively engage in
managing their learning within a program (Ambrose, Martin, & Page Jr., 2014).
Allowing the potential of a portfolio to record student learning is neither a simple nor
straightforward idea (Paulson, Paulson, & Meyer, 1991).
Why should a portfolio be relevant to learning?

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A course portfolio helps contain not only what you have learned, but also provides
structure to help improve curriculum and instruction to the teachers in the Entomology
department at the University of Nebraska-Lincoln. A portfolio can be used to create teaching
portfolios, which can be useful for possible job opportunities. These benefits are only possible if
this collection of work by the student is completed with fidelity. The project should be completed
by the student in which the student only puts their best work showing mastery of a topic. The
continued benefit of this portfolio is that as an individual grows, pieces can be taken out, and
newer material can be inserted inorder to show growth and understanding.
Any advisors for student growth should also have access to students portfolios. Student
advisors support a crucial role in the development of students due to advisors strategic and
operational understanding of how to engage students (Ambrose, Martin, & Page Jr., 2014).
How can a portfolio benefit the faculty at the University Level?
Portfolios can help the faculty in many different ways. A course portfolio can be used
to incorporate faculty to help Teachers explain to Teacher Assistants (TA’s) on how a
particular course must be taught. Also, the information contained in the course portfolios is
organized to provide useful accreditation and assessment documents. The hope is that faculty
members will encourage their teacher assistants to create a course portfolio jointly and provide
current course materials for the collection. Any material that a faculty member would give to
the students, such as a course syllabus, teaching materials, support materials, and assignments
should be inserted into the course portfolio. Sensitive materials, such as, exams which should
not be available tostudents, may or may not be appropriate for the courseportfolio, but may be
applicable to faculty only assessable material.

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The vision of this portfolio class is that the Entomology Department of the University
of Nebraska will encourage all members of the staff to create andmaintain their course
portfolios. Another recommendation is that the University of Nebraska-Lincoln will provide a
physical space for storing and securing all materials that have been established for use in the
program. Trained individuals who understand how a portfolio can be beneficial to a program
helps foster student knowledge as well as self-reflection within a learning platform (Ambrose,
Martin, & Page Jr., 2014).
How will course portfolios help undergraduates
Undergraduates will benefit from more efficient instruction earlier in the semester, by
having teachers review course portfolios from previous semesters. New teachers can supply
students with some straightaway materials that has worked well in the past. Thus enabling
students to learn more efficiently while the instructor can take more time to prepare adequate
resources for future class sessions. Individuals will recieve more time to center oninstruction
proficiency, curriculum reviews, and learning trends of the students in the classroom. Also, the
accumulative quality of the course portfolio will help the teacher avert former mistakes and
discover common difficulties that students experience while taking certain courses.
Undergraduate students who are using the portfolio with fidelity will allow advisors to
explore the outcome of many students learning as they process their way through the
entomological program at the University Nebraska – Lincoln. The portfolios would allow for
new opportunities for undergraduate students to explore different pathways that their program
can take.
What does a course portfolio incorporate?

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The first component of a course portfolio is course sections, which consider all the
knowledge necessary to teach the course. These course elements include the class syllabus,
teaching materials,support materials, and assignments. The second element of the course
portfolio involves critical analyzes of teaching of the instructor and the learning of the students.
The assignments and exams used to measure student learning in the class course also creates an
ideal opportunitiesfor the instructor to assess teaching of the subject at hand. Personal reflections
will be helpful to the educator because the educator can criticallyassess the individual’s
insructional practices and help make instructional advancements throughout the semester. This
documentation is also essential for building a portfolio that promotes teaching in higher
education. Additionally, teacchers will be able to use this accumulation of data to guide teaching
and of promoting classes. Each unit was intended to echo in some way the type of activity or
process that scientists follow in doing research and gaining new knowledge (Offerdahl & Impey,
2012).
How should an individual organize their portfolio
Across this project are recommendations to make it is easy for an individual to find
information on how to establish a portfolio for all levels of learners as well as for professors.
However,an item could be filed into two various places in the portfolio. Another possibility is
that two items may be out of sequence, and may have been placed in the wrong location.
Therefore, as the portfolio is being completed, these materials may need to be changed out. In
the course portfolio, if handouts are being included, these should be either the originals or
photocopies. Try to include the course number, name of course, and the date on each handout
in case course numbers or names change. It is recommended writing this information on the

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backside if a handout if it is only printed on one side. If errors are found, or items to improve
have been created, note the changes directly on the handout at once. Developing portfolios
shows student creativity as well as visionary work that a student is completing (Paulson,
Paulson, & Meyer, 1991). This organizational piece that students will complete can become a
window into the students heads, by way for both faculty and students to realize that this
activity of learning changes by time and experience (Haldane, 2014).
How will course portfolios be accessible and shared?
The TA’s in the Entomology department will provide a place to keep the portfolios
and identify a contact person who will help access the portfolios. If a course is cross-
listed in several departments, it is recommended that the “home” department of the
course keep the portfolio for reference.
The portfolio might contain materials that are acceptable to the teacher of that course
of studyto retrieve, but this material should not be accessable to students in the program or the
general population of the school. These materials might include tests, solutions to questions
asked, illustrations of student completed assignments, and copyrighted information. The
purpose of the portfolio is to supply information that can be exchanged among instructors
within a program. For this reason, ability to gain access to this information should be limited
to individuals who have gained access from the lead instructor of the school. This would help
keep the use of theinformation controlled for any portfolio for any course offered.
Finally, the student should be cognisant that the portfolio is supposed to allow
constructive criticism of the course. Created class portfolios should not have any evaluations
from any staff members current or former. It should also not include any item that may abash or

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violate any individual related to the class. If the student is uncertain about what to include,
check with the professor in charge of your course or the department contact person.
Where to Begin
Beginning a portfolio can be a monumental task to accomplish. An individual should
start developing the portfolio by completing a self-assessment. This self-assessment could help
establish any deficiencies that the student may have coming into the program. After the self-
assessment has been evaluated, the student will use this information learned to help establish
what the best way to gain knowledge is by using the portfolio. The student should decide which
skills and experiences they will need to make a indepth, and logical portfolio to show growth.
If the student has not completed much work experience in the field —most students
have not—it will need to be addressed that the student will be completing some during this
program. A student can display this in a portfolio by including some form of work completed.
An example of an artificat in field work could be an experience in which a lab report was
created or data that is allowed for the student to keep from the work completed.
The next is a number of items that may be included in the portfolio:
 Table of Contents of the portfolio. This will allow for an individual to look through the
work that has been completed and find certain topics of interest.
 Career Summary and Goals. This is a statement of what the student stands for. Some
examples can be work ethic, interests, philosophy. This is where the pupil will explain to
the reader of the portfolio why is this individual completing this degree, and expectations
of the furture.

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 Resume. This is a summary of the students education, achievements in school and at
work, and practical experience, using a functional format that is not only easy to read, but
can be understood with ease.
 Skills, Abilities, and Experience of the individual: This is a detailed examination of
the skills and experience that the student has gained over time. This section should
include the name of the skill area; the performance, behavior, knowledge, or personal
traits that contribute to the students success in that skill area. This area should include
something that explains the background and specific experiences that demonstrates the
application of the skill known.
 Samples of Work Completed: In this area, a sampling of the students best work should
be included. Examples of this can be reports, papers, studies, brochures, projects, and
presentations. Besides print samples, there should also be a way for other individuals to
access other pieces of work in different multimedia forms.
 Testimonials and Letters of Recommendations: This is an accumulation of any letters,
kudos, or recommendations that the student has received from colleagues, past
employers, and professors.
 Awards and Honors: A collection of any certificates of awards, honors, and
scholarships that have been collected.
 Conference and Workshops: This is a listing of conferences, seminars, and workshops
that have been attended and/ or participated in.
 Transcripts, Degrees, Licenses, and Certifications: This is a collection of relevant
courses, degrees, licenses, and certifications that have been earned.

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 Test Results: These are document professional or graduate school testing results (such as
GRE, ACT, SAT, MCAT, LSAT subject test results).
 Military records, awards, and badges: This is a listing of the students military service,
if applicable.
 References: A list of three to five individuals who are willing to speak about the
students strengths, abilities, and experience. At least one of these reference should be a
former or curent supervisor.
Organizing Your Portfolio Hard Copy or Digitally
1. The individual should maintain a working copy of the portfolio in a professional three-
ring binder. Another possibility is to create an online portfolio that can be accessed and
have available for individuals to view at any given time.
2. Create an organizational system of categories to put the items together in a logical order.
Some sample categories that can show up in a portfolio: Accomplishments, awards and
certificates, education, personal background, special skills, and work experience. The
student should use dividers or tabs to segregate the assorated categories.
3. The student portfolio should contain no more than 25 pages of work, awards, and etc. The
shorter the portfolio is, the better. This is because a possible employer will only absorb
anywhere from 6-10 samples provided.
4. Every page of the portfolio should have a title, a concise caption, and artifact or place
holder. Captions should explain the process that the individual went through and the
resulting benefits, such as: "This is a sign that was created for the promotion of the
Linnean Games for the Entomological Society of America. As an organization, the group

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gained over 50 new members that year." Use the same type of action verbs that would
show up in a resume.
5. Use photocopies of full-page samples if needed. Make the samples a smaller size when
needed.
6. Make the layout and design consistent, and don't get overly decorative—keep it clean and
use lots of white space.
7. Once pages start to come together in the portfolio, it must be put together. It is now that
the student should create a title page, table of contents, and the introduction to help
explain how the portfolio will look. The introduction is the students opportunity to tie
together the portfolio contents and summarize the qualifications that have been earned
over time.
Entomological Learning Goals
The learning goals of the entomology program are to provide students with a broad-based
understanding of the science of entomology. Due to the options of completing an entomological
program at the University of Nebraska-Lincoln at different levels of learning, such as an
undergraduate degree, three options for masters, and a Ph.D, the memorandum of courses will
help establishing the learning goals for each student. The memorandum of courses is designed
for students who will be studying insects, their adaptions, and the practices of how to deal with
insects.
Some goals that the students at the undergraduate level are:
 To determine a response of how to complete insect identification, function, and structure.

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 To understand the evolutionary and ecological relationships of insects with other life forms and
the impact of insects relative to human health and well-being and animal and plant health.
 To understand the principles and methods of managing beneficial and pest insect populations.
 To apply the scientific method to problem-solving questions and the foundation of experimental
design and analysis at it pertains to entomology and its related fields.
 To be able to correspond entomological research and educational materials accurately and
competently. This can be completed orally, visually, and in writing. Also to be able to work
efficiently with others in research, field, or classroom environments.
 The student must accomplish a responsive background to the biochemical and physiological
processes that control insect form, growth, and metabolism.
 The student can understand the ecological and evolutionary significance of insects on the planet.
 The student will have gained a broad background in the biological sciences.
 The student will have an understanding in pining down pest levels and understand the
relationship of plant and animal hosts. This will foster the students learning and the management
of these pests.
 The student should understand the basic environmental, legal, and ethical issues involved in
insect population management.
Some goals that the student at that graduate level should cover are:
 To determine a response of how to complete insect identification, function, and structure.
 To understand the evolutionary and ecological relationships of insects with other life forms and
the impact of insects relative to human health and well-being and animal and plant health.
 understand the principles and methods of managing beneficial and pest insect populations

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 To apply the scientific method to problem-solving questions and the foundation of experimental
design and analysis at it pertains to entomology and its related fields.be able to communicate
research and educational materials accurately and competently – orally, visually, and in writing –
be able to work efficiently with others
 The student must accomplish a responsive background to the biochemical and physiological
processes that control insect form, growth, and metabolism.
 The student can understand the ecological and evolutionary significance of insects on the planet.
 The student will have gained a broad background in the biological sciences.
 The student will have an understanding in pining down pest levels and understand the
relationship of plant and animal hosts. This will foster the students learning and the management
of these pests.
 The student will understand the environmental, legal, and ethical issues involved in insect
population management.
 The student should have a core knowledge of entomology.
 The student will have an in-depth command of their area of concentration within the broad field
of entomology.
 The student can design an original research idea. This means that the student is skilled in
research methods and will be able to write concise and persuasive grant proposals.
 The student will be able to connect effectively with their scientific colleagues and the general
public in both formal and informal settings.
 The student should be able to talk through complex issues facing entomology or toxicology
professionals. Some of these conversations can take into account related ethical, social, legal,
economic, and environmental issues that are related to entomology.

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 Finally, the individual student should be able to work effectively with their colleagues and fellow
students.
Alignment and Assessment
For any creation of the portfolio to happen, there must be an alignment of the format so
that the evidence matches what the portfolio will be about (Haldane, 2014). An advantage of
different types of portfolio is that any evidence that is collected to help provide and create a
portfolio, will be allowed to help tell a better story of an individual. Portfolios endeavor to create
a way of assessing student learning that is different from traditional methods used in higher
education (Paulson, Paulson, & Meyer, 1991). Achievement tests offer outcomes in units on
topics that are accountable and measurable. The portfolio assessments offers the opportunity to
observe students in much larger context by the quality of the work produced (Ambrose, Martin,
& Page Jr., 2014). Portfolios can show students taking risks, developing creative solutions, and
learning to make judgments about their own performances on certain topics (Paulson, Paulson, &
Meyer, 1991). This creation of a student’s work provides a much more complex and
comprehensive view of a student’s performance overall. It is a portfolio when the student is a
participant in, rather than the object of an assessment (Paulson, Paulson, & Meyer, 1991).
Increasing number of colleges and universities have engaged in some form of student assessment
activity over the last decade in higher education (Peterson & Einarson, 2001).
Concerns about using portfolio as assessments
Incorporating PBA into courses is challenging for numerous reasons, including
interpretation of components, reliability, validity, and logistics as well as the time investment for

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both students and instructors (Yang, 2003). To implement PBA, an instructor must develop
necessary components that are based on the purpose or goal of the portfolio as well as rubrics
because effective scoring can be problematic (Collins, 1992). These concerns require the
instructor to be dedicated, organized, and self-disciplined (Wright, 2008).Implementation of
PBA, therefore, requires a great deal of learning by the instructor (Michael, 2006). It has been
suggested that PBA content should be limited and one dimensional, allowing for reliable
evaluation because when topics increase, consistency and reliability can be lost (Wright, 2007).
As with all types of assessment, the completion of PBA tasks may have little to do with whether
students understand content (Vitale, Romance, & Dolan, 2006).
Conclusion
General Education requirements at most universities require at least one undergraduate
science course before graduation. This will be the last formal science instruction for many
students in their life. Not surprisingly, instructors of these courses frequently place emphasis on
developing students’ understanding and appreciation of the nature of science in addition to the
content. As demonstrated here, portfolio assessment is one approach consistent with such
instructional goals. Portfolios can provide multiple avenues for non-science majors to apply and
demonstrate understanding that are likely to complement ways of understanding in their own
discipline. Portfolios also incorporate frequent and personal feedback that, when coupled with
writing-intensive tasks, can help students hone their writing skills while simultaneously gaining
insights into science as it is actually practiced by scientists. Although the portfolio approach
described here is applied to entomology, analogous materials could easily be put together to
achieve the learning objectives of other General Education science courses.

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Washington State University. (2015, April 01). What is Entomology. Retrieved from Washington
University: http://entomology.wsu.edu/prospective-students/the-what-why-of-
entomology/
Wright, R. J. (2008). Educational assessment: Tests and measurements in the age of
accountability . Los Angeles, California : Sage Publications, Inc. .
Yang, N.-D. (2003). Integrating portfolios into learning strategy-based instruction for EFL
college students. International Review of Applied Linguistics in Language Teaching, 293-
317.

Stockman MS Project
23
Vita
Dustin Ray Stockmann was born in Farmington, Missouri on October 06, 1986. He was
raised in De Soto and attended elementary and secondary school in the De Soto R-73
School District when he graduated in 2005. Dustin went on to attend college at Jefferson
College in Hillsboro, Missouri and graduated with an Associates of Arts. He then
attended Missouri Baptist University in Saint Louis, Missouri and graduated with a B.A.
in Elementary education in 2010, and a M.S.E. in Curriculum and Instruction in 2012.
Next he attended Washington University and graduated with a certificate of Advance
Science Education. Finally he has attended Lindenwood University and has graduated
with a M.S. in School Administration in 2013, and an Educational Specialist in 2014 in
Educational Leadership. He is currently pursuing a MS at the University of Nebraska-
Lincoln, and an Educational Doctorate at Lindenwood University.

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