Critical thinking, reflection and lifelong learning are key components of Northeastern’s curriculum. Students are expected to critically assess and reflect on the topics of discussion, their own thinking and the collegial dialogs that ensue.  Through collaborative learning, my classmates and I navigated our own learning.  Together, we explored ideas and investigated new information; we grew together as a group and essentially constructed our own learning with guidance and support from our instructors.  Personally, this process emphasized the importance of collaborative learning while also aiding me in recognizing the importance of self directed learning.    I entered the program relying on instructors to “tell me” and leave the program empowered to direct my own learning through reflection, self discovery, interaction with others and through creative and critical thinking.  I believe these characteristics are evident throughout my portfolio.

My portfolio is divided into three major domains:  Teaching and Learning Interpreting, Instructional Design and Assessment & Evaluation.  These domains are borrowed directly from the document, “Teaching Domains and Competencies,” developed by Project TIEM Online, which outlines the various domains and competencies needed to effectively teach interpreting.  My portfolio includes artifacts such as video clips of my teaching, my lesson plans, personal writings and feedback from my students.  Accompanying each artifact, you will find a piece of reflective writing which outlines how I believe it demonstrates my skills and competencies respective to one of the four domains.  While this portfolio showcases the skills and knowledge I have learned, as both an interpreter and an educator, it also highlights my ability to reflect on learning and practice in order to recognize room for improvement.   I view each of these artifacts and reflective writings as a road map for my continued journey as a lifelong learner and a professional.  I hope you enjoy the trip….