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8th Annual Forum on Digital Learning and ePortfolios
ePORTFOLIO AS THE ELEVENTH META HIGH-IMPACT PRACTICE FOR STUDENT SIGNATURE WORK
Saturday, January 28, 2017
Hyatt Regency San Francisco / San Francisco, California
The ePortfolio Forum is jointly sponsored by AAC&U’s project, VALUE: Valid Assessment of Learning in Undergraduate Education; the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL), the association of ePortfolio professionals; and the International Journal of ePortfolio (IJeP).
About the Forum on Digital Learning and ePortfolios
AAC&U’s 2017 Annual Meeting theme—“Building Public Trust in the Promise of Liberal Education and Inclusive Excellence”— drives the focus of the Eighth Annual Digital Learning and ePortfolio Forum. The Forum offers concurrent sessions and workshop opportunities for campus representatives to share the good work they are doing to enhance student learning and success and demonstrate how it contributes to improving student lives, preparation for a global economy, and participation in strengthening democracy.
Schedule of Events
High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learnin
Strong evidence is emerging that ePortfolios when done well are a meta high-impact practice that can encompass all of the other high-impact practices identified as deepening student learning across all of the Essential Learning Outcomes desired by faculty and employers alike. A new resource, the High Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning presents a framework for ePortfolios as high-impact practices and the theme for the Forum.
Laura Gambino, Associate Dean for Assessment & Technology, Stella and Charles Guttman Community College
Bret Eynon, Associate Provost and Assistant Vice President for Academic Affairs, LaGuardia Community College, City University of New York
Eynon and Gambino are authors of High Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning (forthcoming, Stylus Publishing, 2017). AAC&U members can use the code "EPOR15" and receive a 15% discount, plus free shipping and handling, when ordering this publication from Stylus.
If We Knew Then What We Know Now: Data and Lessons from ePortfolio Assessment
Salt Lake Community College has constructed a robust ePortfolio requirement in general education in order to foster program integration, student intentionality, and deeper learning. We have used our ePortfolio system to assess student attainment of essential learning outcomes, garnering SLCC a commendation from its accrediting agency. We will describe our assessment process, discuss recent data, and share with participants lessons learned on what has (and has not) worked. Participants will learn concrete ideas for how to use ePortfolios to help students and institutions clarify, advance, and demonstrate learning outcomes.
Emily Dibble, ePortfolio Coordinator, and David Hubert, Assistant Provost for Learning Advancement—both of Salt Lake Community College
Making Historical Thinking Visible
The scholarship of ePortfolio pedagogy and the discipline of history both emphasize the importance of active, collaborative learning environments and promote opportunities for student reflection, comprising separate, yet similar, foundations for folio thinking and historical thinking. Students develop folio thinking as they create portfolios—through curation, reflection, connection, integration, and analysis—to make their learning visible. Historical thinking, not unlike folio thinking, requires individuals to critically analyze, contextualize, evaluate, and interpret causal relationships and patterns of continuity and change. Developing these skills provides students with lenses through which they may perceive their present lives and examine current social and political phenomena. This session will explore the intersection of folio thinking and historical thinking by showcasing student ePortfolios created using the Digication platform. The presenters also will share the results of their mixed-methods study that finds the use of various ePortfolio tools to be highly valuable to the development of historical thinking.
Jordi Getman-Eraso, Associate Professor of History, ePortfolio Program Coordinator, and Katherine Culkin, Associate Professor of History, Honors Program Co-Coordinator—both of Bronx Community College
This session is sponsored by Digication
EPortfolios and Digital Learning: The Future of Corpus Studies in the Domain of Writing Analytics
The University of South Florida, in partnership with the University of Pennsylvania and SRI International, has developed My Reviewers, a peer-review, ePortfolio tool. Presently, thanks to NSF funding, MIT, Dartmouth, NCSU, Penn, and USF are using the tool to research the efficacy of peer-review, ePortfolio practices in STEM courses. Thousands of students have used the tool to upload papers, receive feedback from instructors and peers, track their progress, reflect on their learning, and evaluate peers’ reviews. Consequently, the My Reviewers corpus now includes approximately 500,000 marked-up student essays along with hundreds of thousands of corresponding instructor and student critiques and rubric scores. This presentation will report on the interdisciplinary research conducted by specialists in writing studies and corpus linguistics, who are investigating the effects of feedback, collaboration, self-efficacy, self-regulation, and reflection on writing development.
Joe Moxley, Director of First Year Composition, University of South Florida; Valerie Ross, Director of Critical Writing Program, University of Pennsylvania; Kireet Agrawal, Undergraduate Student in Computer Science, University of California, Berkeley; Andrew Krumm, Senior Educational Researcher, and Erica Snow, Learning Analytics Lead Scientist—both of SRI International
Hashtags, Tweets and Status updates: Social Media as a Precursor to Folio Thinking
Students today are often deeply engaged in various forms of online communities such as facebook, twitter, and snapchat. While educators often see this as a distraction, social media can be a space where students can cultivate their critical thinking and become a site for civic engagement. Recognizing this space and extending it can be seen as the development of folio thinking, a reflective practice necessary for the creation of effective ePortfolios. The presenters will talk about how students are already engaged in the process of critical thinking and integration using social media, and will share practices that help students make the link between their personal and academic digital spaces.
Sonja Taylor, Instructor and Co-Coordinator of Senior Inquiry, University Studies, and Candyce Reynolds, Professor and Chair, Educational Leadership and Policy—both of Portland State University
Recording Your Excellent Adventure: Archiving for Transparency and Transfer in Faculty Development
Helping faculty professional development participants to systematically archive materials so that they might later reflect and engage helps foster various habits of mind: persistence, curiosity, and openness (Framework, 2011), as well as problem solving, data collection, and continuous learning (Costa, 2008). The presenters will share a variety of professional development activities that foster an archival habit of mind. Beyond just sharing “what is happening at these institutions,” they will connect activities to ePortfolio scholarship and learning theories as well as share assessment data results. We will also open and close the session with activities that demonstrate archiving, transfer, and transparency.
Rochelle (Shelley) Rodrigo, Associate Director of Online Writing, Assistant Professor, University of Arizona; Megan Mize, ePortfolio Training and Support Coordinator, Lecturer, Center for High Impact Practices, Old Dominion University
Multi-Institution Collaboration Using WordPress
When resources are scarce, it makes sense to pool your efforts. Representatives from three institutions will provide an overview of their experience developing a shared Word Press platform for e-portfolio, LMS, and other uses. Presenters represent the range of working-group members: a faculty member, a teaching, learning, and educational technology specialist, an IT specialist, and a dean. Participants will work in breakout groups to learn more about specific elements of this ongoing project, including how to collaborate strategically to produce inexpensive open-source resources for widespread application.
Julia Denholm, Dean, Faculty of Arts and Sciences and kalax-ay/Sunshine Coast Campus, and Aurelea Mahood, Coordinator, Bachelor of Arts with a Major in Liberal Studies—both of Capilano University; Vivian Forssman, Director, Centre for Teaching and Educational Technologies, Royal Roads University; Brian Lamb, Thompson Rivers University
Who Owns the Academic Eportfolio? An Inter-Institutional Conversation on Building Student Trust, Agency, and Authenticity
Campus stakeholders approach the ePortfolio with different expectations. As programs adopt ePortfolios as a high-impact learning practice, institutions need to establish a clear approach to ownership and their goals. If students are the primary ePortfolio owners, what do institutions need to allow for student privacy and sharing? If ePortfolios are a requirement of programs, how can students be motivated to have agency in their accomplishments? As institutions respond to a need to build galleries of student work to show the fulfillment of learning outcomes and accreditation needs, how is student work acknowledged with regard to intellectual freedoms and property? These questions can spark a dialogue around ePortfolios as a vehicle for instilling trust in liberal education as an inclusive experience.
Andrea Taylor, Instructional Designer, Academic Technology, Genie Stowers, Professor, Public Administration School of Public Affairs and Civic Engagement, Maggie Beers, Executive Director, Academic Technology, and Rachel Kow, Student of Liberal Studies and Mathematics—all of San Francisco State University
It’s Not Just a Game: Reflection, Metacognition, Integration and Collaboration through Experiential Learning in The Game Studio
This session sets out to explore the question—“How do we recognize and learn from portfolio thinking and practice in new, unexpected contexts?” Among the most popular and selective majors at Champlain College are those in affiliated with The Game Studio at Champlain College. In The Game Studio, which replicates a workplace setting, students and faculty bring portfolio-like practice to life through authentic, experiential, collaborative and reflective learning. The presenters will share the unique way that students in The Game Studio imagine, build, and showcase their work and how that learning and creating is mediated by technology and faculty mentorship. They will next ask the audience to discuss questions designed to discover the similarities and differences between Game Studio practice and ePortfolio practice, so that each can inform the other.
Ellen Zeman, Learning Assessment Director, and Jonathan Ferguson, Assistant Professor—both of Champlain College
EPortfolios Create Better Students: Similar Students Write and Reflect More in ePortfolios
We describe the ePortfolio delivery of growth mindset and grit interventions to at-risk college students, comparing responses to ePortfolio, handwritten, and typed response formats by examining conceptual mastery, application of concepts to self, and overall level of response. We found that students produced twice as much content in ePortfolios than other formats. Students completing ePortfolios were also more likely to demonstrate conceptual mastery and to apply core concepts to themselves by describing personal grit, a shifting mindset, and an academic identity, which was present for both URM and non-URM students. Attendees will learn more about the unique benefits of using ePortfolios relative to other forms of academic assignments and leave with an understanding of how to implement evidence-based interventions using ePortfolios.
Karen Singer-Freeman, Associate Professor and Coordinator of Psychology, and Linda Bastone, Chair of the School of Natural and Social Sciences—both of Purchase College, State University of New York
Assessment Software: Innovative Reporting Structures
Creating a culture of assessment often is a difficult transition for many institutions. Pepperdine University’s assessment journey proves that changing perspectives is not impossible. This session explores how to build a climate of trust with key assessment contributors at an institution. This, in turn, encourages all stakeholders to feel comfortable sharing data, leading to transparency through reporting. The University will explore how its LiveText assessment platform captured information and provided reporting to document its journey.
Lisa Bortman, Associate Provost for the Office of Institutional Effectiveness and Assessment, Director of Assessment for Seaver College, Pepperdine University; John McGrath, Education Consultant, LiveText, Inc.
This session is sponsored by LiveText
EPortfolios and the WHOLE Learning Organization: Crossing the Threshold for Transformative Learning (for Everyone)
Meyer and Land’s (2003) theory of “threshold concepts”—core concepts that, once understood, transform perception of a given subject—has multiple and intriguing implications for ePortfolio practice, particularly as it relates to documenting learning to make visible the learning organization’s mission and goals and aligning ePortfolio activities to address these. When all units contributing to larger institutional mission goals use ePortfolio initiatives as a uniting point, both conceptually and physically, opportunities for crossing conceptual thresholds emerge across the larger institutional spectrum. We will explore the ways in which ePortfolio practice and threshold concepts can be paired to transform the entire learning organization, and will present case studies to explore how ePortfolios can be used to foster integration across the learning organization in other institutional contexts.
Tracy Penny-Light, Associate Professor of History, Thompson Rivers University, and AAEEBL Board Chair; Jordi Getman-Eraso, Associate Professor of History, ePortfolio Program Coordinator, Bronx Community College; Howard Wach, Associate Dean for Leadership and Global Studies, LaGuardia Community College
Leaning into the Counter-Intuitive: Seizing ePortfolio Initiatives as a Means to Forward Liberal Arts Outcomes
Participants will consider ways and means to leverage accreditation and other externally inspired activities to forward adoption of liberal education outcomes through the use of ePortfolios. We will share the specific cases of a regional comprehensive university that used an accreditation mandate to forward a multi-pronged change initiative that incorporated an ePortfolio requirement, as well as findings from an inter-institutional efficacy study of AAC&U VALUE rubrics across two institutions. Discussion will focus on change projects at the course, unit, program, and cross-institutional levels. Attendees will compile a set of recommendations for infusing liberal arts outcomes across the curriculum through the unlikely means of accreditation activities, governmental mandate, or technology adoption. Particular attention will be given to considering and overcoming practical, political, and structural challenges.
Michele Ren, Associate Professor of English, Associate Director of Women’s Studies, Samantha Blevins, ePortfolio Designer, and Erin Webster-Garrett, Director, QEP and SCI, and Professor of English—all of Radford University; Jessica Thomasson, PhD Student in Instructional Design and Technology, Virginia Tech; Brenta Blevins, PhD Candidate in English, University of North Carolina at Greensboro
11:45 a.m.-1:00 p.m.
Providing Agency and Voice: Students and the ePortfolio Community
The ePortfolio Community is initiating a new approach to community building through crowd sourcing in the development and publication of the Field Guide to ePortfolios. A community framed, defined and resourced through collaborative input and expertise built on practice. Students, the next generation of ePortfolio community members talk about the effect of ePortfolio on their identity and success through aspects of their Signature Work through ePortfolios as High-impact Practices
Tracy Penny Light, Chair, AAEEBL Board of Directors; Laura Mediorreal, Student, Stanford University, Digication
A Case Study of Advising with ePortfolios in an Open Curriculum
Advising students at an institution with an open curriculum (no distribution requirements) presents a number of challenges, such as getting students to balance their passions with the goals of a liberal arts education, ensuring that their decisions are intentional and planful, and demonstrating that students are meeting the educational goals of the institution. This session will describe the strategies and challenges encountered in introducing ePortfolios into advising to help students craft, plan, and document their college journey. Instructional templates were designed to help step students through complex academic planning tasks such as preparing for and returning from study abroad, assembling materials to apply for medical or other health profession schools, designing an interdisciplinary concentration, and reflecting on their experiences. We expect ePortfolios will increase students’ self-awareness, increase accessibility to valuable opportunities, and facilitate the attainment of students’ educational goals.
Penny Yee, Associate Dean of Faculty and Professor of Psychology, and Gordon Hewitt, Assistant Dean of Faculty and Director of Institutional Research & Assessment—both of Hamilton College
Crafting Pathways to Student Success: An ePortfolio Initiative
This session will explore how UMass Amherst is using ePortfolios to foster student success. We know that: 1) students are more successful when they are intentional in choosing coursework, experiences, and activities that match their interests and goals; 2) students develop competencies and skills during their time in college, even if they don’t realize it; and 3) the habit of reflection is an excellent tool for life-long growth and learning. In the College of Social and Behavioral Sciences, we have developed the “SBS Pathways Initiative,” which—through a series of curriculum touch-points, focused advising, and an ePortfolio—encourages students to choose academic, co-curricular, experiential, and professional development opportunities; reflect on what they are learning and doing; and gain an understanding of the competencies and skills they acquire during college.
Jackie Brousseau-Pereira, Director of Student Success and Retention, University of Massachusetts Amherst
Beyond Assessment: A Collaborative Inquiry into and Articulation of an ePortfolio Curriculum
Students, faculty, staff, and administrators value ePortfolios because they foster integrative, deep learning often extending beyond a single course or program. Still, there are very good questions about what curriculum, if any, ePortfolios require. Does it, for example, include how to select artifacts for an ePortfolio? Does it include different ways of reflecting? Perhaps most fundamentally, does it include ePortfolio-making itself? Participants will engage in articulating an ePortfolio curriculum for multiple contexts.
Kathleen Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University
Intersections between ePortfolios and Academic Transcripts: Perspectives from the AACRAO/NASPA Comprehensive Student Record Project
Academic transcripts that represent only those experiences that occur in formal courses are often seen as incomplete and of limited use to students, employers, and alumni. In contrast, learner-centered ePortfolios provide a platform for students to create a more holistic and authentic record of their educational experiences using evidence in multimedia forms. Participants will see example prototypes from the Comprehensive Student Record project developed by three pilot institutions, and will engage in an interactive discussion exploring the opportunities and challenges for ePortfolios as an extension, supplement, or perhaps a replacement for traditional academic records.
Helen Chen, Director of ePortfolio Initiatives and Research Scientist, Stanford University; Cathy Buyarski, Associate Dean for Student Affairs and Executive Director of Student Success Initiatives, Indiana University–Purdue University Indianapolis; Bret Eynon, Associate Dean for Academic Affairs, LaGuardia Community College; Amelia Parnell, Vice President for Research and Policy, NASPA Student Affairs Administrators in Higher Education
Digital Badging Cocurricular Experiences—Take Two
Awarding digital badges as a way to recognize learning that takes place outside of the classroom through transformative experiences has gone through two iterations—the first one, not so successful. Participants will hear about lessons learned, and the changes made to bring about our current badging system. Using Credly, we are awarding digital badges to measure participation, competency, and mastery in collegewide learning outcomes that include students developing intellectually, personally, and spiritually, ultimately leading to recognition with a Fleur d’ Lis pin at graduation and a cocurricular transcript along with the skill set to share these meaningful experiences with future employers.
Krissy Lukens, Director of Academic Technology, Saint Norbert College
Supporting Integration of Learning, Identity Development, and Assessment: ePortfolios in Capstone Seminars
This session will explore use of ePortfolios to mediate and support integration of learning, identity development, transition planning, and assessment in senior capstone seminars in three degree programs—English, Neuroscience, and Philanthropic Studies. Presenters will share examples of specific strategies they use to help graduating seniors think integratively about their learning experiences, reflect on how these experiences have shaped their identities, and envision realistic future pathways, as well as examples of assessment strategies. Guided discussion of how these approaches might be adapted to other institutional and disciplinary settings will help participants identify implications of our experience for their own or their institutions’ ePortfolio practices. The needs and voices of new majority students will be a particular focus.
Susan Kahn, Director, Institutional Effectiveness, and Director, ePortfolio Initiative, Tyrone Freeman, Assistant Professor, Philanthropic Studies, and Director, Undergraduate Program, Cynthia Williams, Director, Student Development, Department of Psychology—all of Indiana University–Purdue University Indianapolis
Remix: Academic Advising ePortfolio Reboot
This session explores the innovative use of ePortfolios for reflective engagement in student-owned academic planning. The functions of ePortfolio in advising pedagogy and assessment as well as cross-campus communication and collaboration are discussed, along with the importance of these in student persistence at key developmental points. This session will examine some of the challenges Manhattanville has faced during the six years working with ePortfolios, which have been adopted and discarded in various discrete programs, and how the current iteration of ePortfolio pedagogy is driven by the Office of Academic Advising's recognition of the value of ePortfolio in bringing together professional and faculty advisors and bridging the curricular and cocurricular in academic planning. Participants will be invited to discuss challenges on their own campus.
Holly Avella, Academic Advisor, and Jim Frank, Professor and Chair of Communication and Media—both of Manhattanville College
Understanding Eportfolio Functions with the Lens of Situated Cognition
Situated cognition, a vital and current research field, helps us understand the value of ePortfolio and how it captures artifacts from an authentic context, making the learning experience "situated." Eportfolio practice, therefore, is a process embedded in what situated cognition researchers would call a natural process of learning. Learn how situated cognition helps us understand the power of the ePortfolio idea.
Tracy Penny-Light, Associate Professor of History, Thompson Rivers University, and Board Chair, AAEEBL
EPortfolios for Integrative Learning: Helping First-Year Students Connect Identity and Learning
EPortfolios have tremendous potential for helping students deepen and integrate their learning. The first step for most portfolio users is to focus on one aspect of integration such as course content. The use of ePortfolios in Themed Learning Communities offer the opportunity to facilitate integration across multiple boundaries helping first-year students connect what they are learning with their identity, deepen course content, and begin to learn how to integrate learning across courses and disciplines. This session will focus on how the use of an ePortfolio for first-year students went beyond developing identity or deepening course content to become a powerful tool for connecting identity and learning.
Cathy Buyarski, Associate Dean for Student Affairs, and Amy Powell, Director, Themed Learning Communities—both of Indiana University–Purdue University Indianapolis
EPortfolio as an Advising Practice In and Beyond the Classroom at LaGuardia and Guttman Community Colleges
A high-impact ePortfolio practice extends beyond classroom pedagogy. Recent work at Notre Dame and IUPUI shows the potential of integrating ePortfolio into the process and practices of advising. As we move to next generation ePortfolio practice we must increasingly find ways to link faculty to advisors and peer mentors, joining forces to support students' progress and development. LaGuardia and Guttman Community Colleges are both taking steps in this direction, using ePortfolio for educational planning and integrating ePortfolio use into the advising process. A team of faculty, advisors, and peer mentors will engage session participants in considering ways to adapt and integrate these practices on their own campus.
Linda Chandler, Assistant Professor of English and Deputy Chair, Judith Gazzola, Senior Director of Student Advising Services—both of LaGuardia Community College; Danielle Insalaco-Egan, Director of Student Support and Academic Achievement, Marlene Leo, Student Success Advocate, and Nelson Castro, Student Success Advocate—all of Stella and Charles Guttman Community College
After the Leap: Lessons Learned from General Education Revisions and ePortfolio Integration at a Community College
ear, Three Rivers Community College adopted a new set of general education competencies and a college-wide ePortfolio system for collecting general education artifacts. The assessment process involves a five-year assessment cycle during which the college assesses two competency areas per year. The new artifact collection process is overseen by the General Education Committee and the Director of Educational Technology, but exists through student involvement. Making both of these changes created challenges in terms of educating faculty about the use of ePortfolio and regarding the place of general education in the college’s curriculum. Through the changes and challenges, there are numerous substantive benefits, including a focus on learners and college-wide curricular connections. Finally, the ePortfolio platform provides a way for closing the loop for both faculty and learners by providing this portal for evaluating connections and continuing professional development.
Michael Stutz, Associate Professor, Lillian Rafeldt, Professor, Terrence Delaney, Professor, and Kem Barfield, Director of Educational Technology College—all of Three Rivers Community College
Hello, I’d Like to Join Your Eportfolio Network: Adoption Strategies That Build Confidence in Liberal Education
Modern ePortfolio systems leverage social media capabilities to help students connect with peers, mentors, alumni, and potential employers, improving students’ employability and raising the institution’s visibility. Institutions that host a gallery of public-facing student ePortfolios are able to reveal “proof” of student competencies across an unlimited range of disciplines, which can support accreditation and help improve the public’s confidence that a liberal education can produce visible and valuable outcomes. Nonetheless, thorough adoption by faculty, students, administrators and employers is key to their effective utilization. We compare micro (artifact) and macro (program) strategies used at two CSU campuses to build institutional buy-in, promote stakeholder adoption, and encourage students to build personally meaningful, high quality representations of their learning. Early results suggest that these micro and macro strategies, coupled with inter-institutional collaborations, help students, campuses, and liberal higher education as a whole reap the benefits of modern ePortfolio systems.
Maggie Beers, Executive Director, Academic Technology, San Francisco State University; Deone Zell, Associate Vice President, Academic Technology, California State University, Northridge
LEADing the Way with ePortfolios
This session focuses on the implementation of ePortfolios in freshman composition courses, and in programs that serve first-generation students. It includes a demonstration of how ePortfolios can enhance student engagement, improve retention rates, and promote a more inclusive writing curriculum. The main claim is that ePortfolios cultivate life-long learning habits of mind for continued academic and professional growth to foster digitally-literate, engaged citizens who are equipped to become the lifelong, tech-savvy, self-directed learners that our communities need.
Theresa Conefrey, Lecturer, Santa Clara University
Enduring Impact: What Can We Learn about ePortfolios by Listening to Program Graduates?
The ePortfolio community has long been dedicated to documenting, analyzing, and communicating the value of ePortfolios in higher education. But what happens to our students after they graduate? How do alumni perceive the value of their ePortfolio experience? Do they incorporate evidence-based, multimodal, and metacognitive practices into their daily life and work, and if so in what ways? What other insights might they share? This session will present the prominent themes that emerged during interviews and email exchanges with college graduates, and will include time for attendees to explore how they might incorporate alumni outreach into their own ePortfolio work and research.
Gail Matthews-DeNatale, Associate Director, Center for Advancing Teaching and Learning through Research, Northeastern University; Kathleen Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University
Making it Happen: Integrating ePortfolios into an Online Degree Program
This presentation tells the story of ePortfolio implementation in a fully online undergraduate degree completion program in a School of Business. The goal of the ePortfolio in this setting is to offer a mechanism for enriching the learning experience of fully online students and provide a point of differentiation as they transition to the workforce. Additionally, the ePortfolio provides students with an essential vehicle for integrating coursework, work experiences, community-based learning experiences, student projects and group work, which otherwise might be difficult in an online setting. Issues addressed include: 1) the integration of ePortfolio practices in fully virtual settings; 2) faculty change management; 3) teaching the technology online; and 4) making a business case to faculty, students, and administrators for the value of the tool for learning and employability.
Jeanne Enders, Assistant Professor, School of Business Administration, Candyce Reynolds, Professor, Educational Leadership and Policy, and Melissa Pirie, Associate Director, The McNair Scholars Program—all of Portland State University
Portfolio to Professional: Supporting Graduate Students Using Digital, Evidence-based Storytelling
The Portfolio to Professional (P2P) program at Stanford is designed to guide and support graduate students (and postdoctoral scholars) from all disciplines in creating a professional ePortfolio through online activities and face-to-face opportunities to engage with peers and campus resources. The Stanford P2P curriculum is centered around three components: storytelling strategies, folio thinking practice, and digital presence formation. This session will provide an overview of the design, implementation, and evaluation of the P2P program in varying iterations. Participants will engage with P2P program alumni who will share their perspectives and their ePortfolios in progress in order to model the formative feedback process during review sessions and gain insights into how graduate students experience the curriculum.
Helen Chen, Director of ePortfolio Initiatives, and Sheetal Patel, Director for Branding and Digital Communities—both of Stanford University
Capstone ePortfolios as Digital Learning Spaces to Integrate General Education Curriculum
A Capstone ePortfolio is a digital space where students can gather and integrate their learning experiences from their undergraduate careers into a meaningful whole, demonstrate their growth as a learner, and reflect how their learning connects to the world. This presentation shares a piloted project of an undergraduate Capstone ePortfolio program designed to be the culminating experience for juniors upon completion of the general education program. Results suggest that the Capstone ePortfolio program can provide a vehicle for promoting reflection, critical thinking, and integration of general education curricular experiences. This presentation provides the results of a mixed-method assessment of the pilot and how these results will be used to frame the larger Capstone ePortfolio program for the undergraduate general education program.
Cathleen Morreale, Curriculum and Evaluation Specialist, Carol Van Zile-Tamsen, Associate Director, Curriculum and Assessment, and Cheryl Emerson, PhD Student of Comparative Literature—all of State University of New York at Buffalo
Assessing Course Development with a Portfolio Approach
This session will discuss some successes and challenges of engaging faculty in a portfolio-based approach to course development. As more faculty want to develop courses with more interactivity, more flipping, and more digital presence, we need ways to engage faculty in understanding the pedagogical choices they make as they adopt new technologies and strategies. This session reviews specific examples of engaging faculty in a course development curriculum that uses a portfolio approach, including peer and instructor feedback, to ensure quality work.
Marc Zaldivar, Director, ePortfolios and Authentic Assessment, Virginia Tech
A Portfolio Story of Discovery: Answering a simple, powerful question to help heal a people
“My story will die if I don’t tell it.” was what Eva Gregg told a gathering of Alaskan Elders in the summer of 2016 as she shared her life story captured through her e-portfolio. The University of Alaska Anchorage’s Native Student Services and eWolf Program (e-portfolio program) have partnered together to explore an effort that uses portfolio services to engage students in a cultural identity project that helps address and heal aspects of historical trauma. The pilot work has leveraged award-winning student engagement practices through the lens of Native Alaskan practices and beliefs. Prepare yourself to laugh and cry as we share our story.
Paul Wasko, ePortfolio Initiative Coordinator, Academic Innovations and eLearning, and Eva Gregg, full-time student—both of University of Alaska Anchorage