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Achieving Equity through Student Success and E-Portfolios
7th ANNUAL E-PORTFOLIO FORUM
Saturday, January 23, 2016
Washington, DC / Grand Hyatt Hotel
The E-Portfolio 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 e-portfolio professionals; and the International Journal of ePortfolio (IJeP).
PLEASE NOTE: The new issue of the International Journal of ePortfolio (Volume 5, Number 2) is now online.
Realities and Possibilities of Digital Pedagogies in the Changing Academy
Tressie McMillan Cottom
Assistant Professor of Sociology, Virginia Commonwealth University and Faculty Associate, Berkman Center for Internet & Society, Harvard University
There is a need to attend to the translational learning work that needs to happen between students (especially the new majority students), labor markets, and curriculums. Talk will explore experiments with departmental and program level work and a digital pedagogy lab (ALT Lab) that is really moving forward the digital tools for learning to enhance teaching and learning effectiveness.
Growth and Grit: Delivering Brief Psychosocial Interventions Using ePortfolios
ePortfolio-based assignments have the potential to reach college students even before they arrive at college. As such, they might be a powerful means of delivering evidenced-based psychosocial interventions broadly. We describe the ePortfolio delivery of interventions designed to develop growth mindsets and grit among at-risk college students. Students watched TED talks and then responded, in writing, to a series of questions that prompt conceptual reporting, application of content to self, and plans for self-improvement. We compare the responses to ePortfolio delivery with responses of similar students who completed the interventions in person at a summer orientation. We report the effects of ePortfolio delivery on conceptual mastery, application of core concepts to self, and overall level of response. Individuals who attend this talk will learn how to deliver evidence-based interventions in settings such as first-year seminars, orientations, and classes.
Karen Singer-Freeman, Associate Professor of Psychology and Linda Bastone, Chair, School of Natural and Social Sciences—both of Purchase College, State University of New York
Strategies for Increasing Faculty Engagement in ePortfolio Initiatives
This session will examine a faculty development structure that supports general education assessment, specifically focusing on identifying the characteristics of engaged faculty and the activities that contribute to increasing this engagement in general and with general education assessment and ePortfolios in particular. This topic appears to be particularly relevant because faculty engagement was the most frequently mentioned concern in Watson and Ring’s (2015) session at AAC&U on ePortfolio research. We hypothesize that a culture of engagement can be developed by providing faculty with multiple opportunities for professional development experiences, each followed by a period of application, reflection, refinement, and consultation. The presenters will share the development this action plan and model and engage the audience in a conversation about faculty engagement and strategies for cultivating it.
Barbara Ramirez, Director of the Class of 1941 Studio for Student Communication, and Bob Brackett, Assistant Director, ePortfolio Program—both of Clemson University; Gail. L. Ring, PebblePad, and former Director, ePortfolio Program, Clemson University
Learning about General Education via an ePortfolio Requirement
What can an institution learn if it implements an ePortfolio throughout its general education program? This session will discuss Salt Lake Community College's ePortfolio requirement in its General Education program, with particular emphasis on assessment findings pertaining to student intentionality toward—and attainment of—essential learning outcomes. The session will share recent assessment findings, and then engage participants in an assessment exercise.
David Hubert, Interim Assistant Provost for Learning Advancement, Salt Lake Community College
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, Active Technologies for Engaged Learning, Virginia Tech
An Administrator, a Director, and a Professor all Walk into a Liberal Arts College: Perspectives on Implementing ePortfolios
This presentation captures the process of implementing ePortfolios at Wofford College (a small, liberal arts college of 1,650 students) from three perspectives: the Dean of the Center for Innovation and Learning, an Associate Professor of English, and an incoming Assistant Professor and Director of Digital Pedagogy. These different perspectives outline the variety of approaches and possibilities for a grassroots growth of ePortfolio use on campus. Our work began as part of a small-scale Mellon-funded project in the Humanities, but interest in ePortfolios has exploded on our campus. The rapid and widespread adoption of ePortfolios affords us the ability to highlight the specific, contextualized nuances of ePortfolios at Wofford, and also to further the discussion regarding implementation, best practices, and alignment in ePortfolios broadly.
John. D. Miles, Dean, Center for Innovation and Learning and Associate Professor of English, Cate Blouke, Director of Digital Pedagogy and Assistant Professor of English, and Kim Rostan, Associate Professor of English—all of Wofford College
Online Career Portfolios: Using Technology to Enhance Student Success
EPortfolios are being increasingly utilized by colleges and universities to assist students in reflecting on their learning and documenting skills needed for success in a global economy. Florida State University’s ePortfolio has prepared over 90,000 student and alumni users for the future by helping them document the transferable skills developed through curricular and co-curricular experiences, relate their experiences to critical skills needed in the global economy, and market themselves to employers or graduate schools. Previous and current research supporting the efficacy of ePortfolios for student learning will be reviewed, and a demonstration of the FSU Career Portfolio will be provided.
Leslie R. Mille, Associate Director, The Career Center, and Amanda Peters, Graduate Assistant, The Career Center—both of Florida State University
Borrowing the (Proverbial) Cup of Sugar: Bringing Diverse Disciplines Together to Establish University-Wide ePortfolio Practices
Like many institutions, we started with pockets of ePortfolio practice across our university, and we may have remained that way if we had not taken specific collaborative action. Through our involvement in a three-year research project, we were able to move from diverse, discipline-specific views on digital portfolios to a space of common ground around how our students learn (through a clearer identification process for metacognition) and how we assess that learning (through the failed development of a common rubric and the successful development of a coding system). We now operate in a space of collegial understanding, with a much clearer, multidisciplinary, and campus-wide view on how digital portfolios can serve as both a space of common assessment and, more broadly, as a transformative reflective practice for students. We invite a conversation about how our experiences might map onto others’ institutional scenarios.
Sarah R. Brown, Senior Instructional Technology Consultant, Caryn Chaden, Associate Provost for Student Success and Accreditation, Liliana Barro Zecker, Associate Professor of Language and Literacy, and Michelle Navarre Cleary—all of DePaul University; Kathryn Wozniak, Assistant Professor of Educational Technology, Concordia University Chicago
Enhancing Student Learning through ePortfolios
This presentation will explore strategies for creating a comprehensive institution-wide ePortfolio program. The Citadel will share lessons learned from implementing a required ePortfolio program that provides a central platform for collecting and assessing evidence that students are achieving the institution’s leadership development and general education learning outcomes. This presentation will discuss the role of the ePortfolio program in the institution’s overall assessment program, integration of AAC&U VALUE Rubrics, strategies for engaging faculty and staff in assessment, communicating results, facilitating campus-wide continuous improvement processes based upon evidence, and awarding assessment best practices.
Tara Hornor, Associate Provost for Planning, Assessment, and Evaluation, The Citadel; Dara Wexler, Director, Education Solutions, Taskstream
EPortfolios: Supporting Reflection and Deep Learning in High-Impact Practices
ePortfolios are a powerful pedagogical tool that can support deep learning across various learning contexts. Regardless of the specific implementation in curriculum or co-curriculum programs, reflection plays a key role in determining the effectiveness of ePortfolios in developing integrative learning and metacognitive skills. This interactive session will begin with a review of a campus-wide initiative where ePortfolios have been integrated into several high-impact practices such as undergraduate research, service learning, and capstone courses. Presenters will share models of student work that showcase how alignment with learning goals and student reflection contribute to the effectiveness of ePortfolios. Using these examples, participants will work collaboratively to identify ways that ePortfolios can deepen learning in other high-impact practices.
Kathleen E. Harring, Dean of Institutional Assessment and Academic Planning, Sue Clemens-Bruder, Senior Lecturer in History, and Gretchen Gotthard, Associate Professor in Psychology—all of Muhlenberg College; Tian Luo, Assistant Professor, Instructional, Design, and Technology, Old Dominion University
ePortfolios as a Catalyst for Faculty Learning and Collaboration
This presentation outlines a faculty cohort model for implementing ePortfolios that has been in use since 2012 in a campus-wide ePortfolio initiative at a large land-grant, research heavy university. We will present an overview of this model, track major shifts in the faculty development programs we’ve offered, and report on two specific departments as case-studies of this approach to consider what features of departmental culture support or challenge the implementation of ePortfolios and the faculty’s ability to collaborate to include ePortfolios across the curriculum. We will use half of our presentation time to invite participants to consider how this model might be adapted to their institutions and to think with us about what research is needed to better understand how ePortfolios function as a catalyst for faculty learning and departmental change.
Margaret J. Marshall, Director of University Writing and Professor of English, Lesley E. Bartlett, Assistant Director of University Writing, Miriam Marty Clark, Associate Professor of English, and Oladiran O. Fasina, Alumni Professor of Biosystems Engineering—all of Auburn University
Re-Examining the Function of the Student ePortfolio: Demonstrating Learning in High-Impact Practices
This session will focus the use of ePortfolios as a student-generated medium for showcasing a professional collection of works in an undergraduate research setting. Examples will be shown to illustrate student learning process as well as showcase student authorship and agency. Research will be presented on how students use ePortfolios in a high-impact practice like undergraduate research along with testing with how students who utilize ePortfolios differ in their self-reported learning from students who write more traditional reflections and research papers.
Natasha D. Oehlman, Writing and Professional Communication Associate, Heather Haeger, Educational Research Associate, and Bridgette Clarkston, Curriculum Associate—all of California state University, Monterey Bay
Digital Badges and ePortfolios: Synergy for Engagement, Learning, and Accountability
Open digital badges can contain specific claims and detailed evidence supporting those claims and can circulate readily in social networks. Because of this they have the potential to transform credentialing and assessment in higher education and potentially synergize other related innovations such as ePortfolios. The presentation will present the findings from an intensive study of six projects that were funded to develop digital badge systems alongside ePortfolio systems. It will present the design principles the project uncovered for using badges and ePortfolios together to recognize, assess, motivate, and study learning. It will also present evidence regarding the success with which each of the intended principles were actually enacted and formalized, along with relevant contextual factors that appeared to support or hinder that success. The presentation will conclude with a review of several new ePortfolio+badges projects and a discussion of the relationship between badges and ePortfolios in the major LMSs.
Daniel T. Hickey, Professor, James E. Willis, Research Associate, and Joshua D. Quick, Graduate Research Assistant—all Indiana University Bloomington
(Re)Designing the Learning Ecosystem: Using ePortfolios and Flipped Transcripts to Make Meta-Learning Visible in Undergraduate Education
How can visualization tools help us understand the broader ecosystem of student learning in order to more effectively support undergraduate education? How can educators intentionally navigate the potential for innovation and transformative learning through evidence-based research, practice-based explorations and future-oriented provocations? We draw upon design thinking principles to explore questions related to equity, experience and evidence through case studies of advising interventions, ePortfolio practices, and prototypes of flipped transcripts, and academic credentials. A journey metaphor centered around an airport with the portfolio symbolizing the passport, badges as visas, and the underlying factors that influence one’s travel experience (e.g., flying first class vs. coach) will guide our discussion. The value of grounding the ePortfolio conversation in this metaphor is to make sense of the intersections, opportunities and obstacles that ensure or limit real traction on campuses. Session takeaways will include a framework that participants can adapt and pilot on their own campuses.
Helen Chen, Director of ePortfolio Initiatives and Research Scientist, Office of the University Registrar, and Lourdes Andrade, Director, Academic Policy and Academic Support, Undergraduate Advising and Research—both of Stanford University; Lisa Grocott, Associate Professor of Design, Parsons School of Design
To the Next Level: Creating an ePortfolio Culture on Campus Through Platform Selection, Implementation, and Learning Communities
Portland State University has an almost 20 year history of using ePortfolios in the first year of its general education program. While the intent has always been to expand the use of ePortfolios beyond the first year of the program, little progress had been made. Part of this was due to a lack of faculty engagement in the ePortfolio process as well as difficulty learning the free or low-cost software being used for the ePortfolio. In 2014, a group of faculty received an internal grant, ReThink PSU, to engage the university community in the selection of an ePortfolio platform. This session will highlight lessons learned from a case study being conducted on the procurement, implementation, and expansion process, including the development of faculty and staff learning communities.
Candyce Reynolds, Professor and Chair, Educational Leadership and Policy, and Melissa Pirie, Faculty and Program Administrator—both of Portland State University
11:45 am–1:00 p.m.
Envisioning the Folio Thinking EcoSystem
Associate Vice Provost for Student & Academic Services, University Registrar, Stanford University
Research Scientist and Director of ePortfolio Initiatives, Stanford University
Examining how the static, traditional transcript can become a dynamic representation of the work of students acquired through the curriculum and cocurriculum, creating a robust documentation of a student’s signature work at and across institutions.
*A follow-up discussion will continue until 2:00 p.m.
LEAP, Tweets, and Blogging: Faculty Collaboratives in the LEAP States
AAC&U's Faculty Collaboratives Project is using social media and social learning to support faculty leadership and professional development in ten LEAP States. Organizing communities of practice to advance faculty work with LEAP, VALUE, DQP and Tuning, and GEMs, the project emphasizes the goals of equity through liberal education and encourages widespread use of high-impact practices and signature assignments for all students. The Faculty Collaboratives project is building Digication ePortfolios for blogging. The collaboration hopes to help faculty deal with initiative overload and make sense of a plethora of reform initiatives toward the success of all students. The project is supported by Lumina Foundation and AAC&U.
Susan Albertine, Vice President, Office of Diversity, Equity, and Student Success, and Rebecca Dolinsky, Program Manager and Research Analyst—both of AAC&U; Kelly Driscoll, President, Digication
Advancing an ePortfolio Typology through Synthesis, Collaboration, and Engagement
ePortfolios if they are purposely designed and implemented have the potential to be a venue through which students from diverse backgrounds can experience success. The ePortfolios can also provide educational institutions with information about how and what students learn. The forms and goals of the ePortfolios vary widely and there is not a common language to use when discussing ePortfolios. One way to come to a common definition is to create a representation or model of the different forms and functions of ePortfolios. The purpose of this session is three-fold: to provide a synthesis of existing ePortfolio research that utilizes the Connect to Learn research database as the primary repository for understanding and analyzing the field; to share a beginning typology for the theories, definitions, and models of ePortfolios currently being implemented at institutions; and to engage participants in a discussion around the beginning typology to develop a community typology.
Tiffany Marra, Managing Director, HUB for Teaching and Learning, and Gail Luera, Associate Professor—both of the University of Michigan-Dearborn
Shared outcomes + ePortfolios to Expand General Education into the Co-Curriculum and Majors
A campus-wide ePortfolio initiative, combined with a shared set of learning goals, can extend general education from the core curriculum into the co-curriculum and all of the majors at a university. Faculty, staff and students at Philadelphia University collaborated to generate a set of consensus learning goals that could be addressed in educational experiences across the campus. Agreeing upon these goals at the beginning of the process strengthened stakeholder support, producing an ambitious ePortfolio program, now in its second year, that was approved by a 70% vote of the faculty. Participants will review the design-thinking approach used to reach these shared outcomes and consider how an ePortfolio strategy could be used at their institutions to target general education goals across the multiple dimensions of their students’ educational experience.
Tom Schrand, Associate Dean for General Education, Philadelphia University
Using an ePortfolio to Showcase Competencies of Business and Liberal Arts Students within the Same Course and Program
Can an undergraduate ePortfolio project be used to integrate and display business students’ professional competencies while still reflecting the competencies developed by students majoring in the liberal arts? This presentation will describe how a LEAP-based project in a college of business evolved to reflect the Society for Human Resource Management’s “Competency Model for HR” and the overlapping skills identified as critical to employers in the AAC&U sponsored report, "Falling Short? College Learning and Career Success," to benefit both business and non-business students enrolled in human resource management courses.
Kelly Delaney-Klinger, Assistant Professor of Management, University of Wisconsin-Whitewater
Lessons Learned from an ePortfolio Pilot: Using an ePortfolio to Provide Evidence of Student Learning and Professional Identity
In this session, the presenters will share their analysis and lessons learned from the first formal course-level pilot of an ePortfolio tool at Columbia University, run in partnership with the University’s Center for Teaching and Learning. The pilot was conducted with a course at Columbia’s School of Social Work and focused on three primary goals: to have students create an ePortfolio demonstrating the value of their education in support of their securing the jobs they desire after graduation; to help students master course content by linking concrete work products with their learning objectives; and for the ePortfolio administrators (course faculty and educational technologists) to obtain lessons and data informing the potential use of ePortfolios elsewhere in the School and the University. This session will benefit anyone interested in concrete ideas and lessons for implementing an ePortfolio at the course level, whether instructors, administrators, faculty developers, instructional designers, or educational technologists.
Matthea Marquart, Lecturer, Ashley Kingon, Educational Technologist II, and Andre Laboy, Educational Technologist II—all of Columbia University
Multiple Pathways to a Common Destination: Balancing Diverse Practices within an ePortfolio Program
This interactive session addresses ePortfolio program development and the multiple pathways for moving from a core group of dedicated faculty to broader campus reach. Our panel will demonstrate four different strategies and purposes for using ePortfolios. We will then invite participants to engage on the following issues: How do we situate ePortfolios within broader institutional discussions about general education, assessment, and curricular reform? How do we leverage the strengths of complementary programs such as Communication across the Curriculum, Student Success, First Year Writing, etc.? How do we balance the emergent, grassroots development of ePortfolios with the need for institutional support and a collective campus vision? How do we coordinate ePortfolio efforts with other initiatives to mitigate faculty fatigue?
Stephanie N. Norander, Executive Director of Communication Across the Curriculum, Connie G. Rothwell, Senior Lecturer, Andrew Harver, Professor of Public Health, Takiyah Amin, Assistant Professor of Dance, and Heather Perry, Associate Professor of History—all of the University of North Carolina, Charlotte
Portland, Portfolios, and the PebblePad Personal Learning Platform
In this session Candyce Reynolds and Melissa Pirie of Portland State University present with Shane Sutherland, founder of PebblePad. Candyce and Melissa will discuss what persuaded Portland State University to become the first North American University to select PebblePad. Shane will add why PSU was the ideal first partner, explaining the principles, pedagogy and person-centered design of this award winning platform.
Shane Sutherland, Founder of PebblePad; Candyce Reynolds, Associate Professor of Educational Leadership Policy, and Melissa Pirie, Student—both of Portland State University
Aligning Graduate-Level Assessment, Teaching, Student Learning, and Professional Development through the ePortfolio
This panel presentation will describe how a graduate-level program in public service and administration has used an integrated learning portfolio to align assessment, teaching, learning, professional development, and career advancement. Panelists will explain how they have leveraged the benefits of the ePortfolio within their particular areas of responsibility, while recognizing the value of the tool to “close the loop” between assessment and student learning. Currently, the graduate-level program is using integrative learning ePortfolios as a repository of assessment data collected through individual responses to prompts aligned with the program-learning outcomes. Teaching faculty are using the ePortfolio to reinforce student learning outcomes introduced in assignments, while career development and student services staff are using it to build writing skills and career-building materials as students prepare essays that connect their learning and experiences to job credentials.
Cindy Raisor, Lecturer and Writing Program Director, Justin Bullock, Assistant Professor, Matt Upton, Assistant Dean, Career and Student Services,, and Holly Kasperbauer, Assistant Director, Public Service Leadership Program—all of Texas A&M University
ePortfolio and Digital Learning Research: Fairness and Assessment
While the face validity of ePortfolios is widely recognized, important information can be gained from empirical investigation of their relationship to other elements in the K-16 ecological environment. This presentation will take place in two parts. In the first, analysis will be provided of the University of Idaho First-Year Writing Program’s ePortfolio system and its relationship to Idaho's Longitudinal K-16 Data System. In the second, statistical analysis will be presented regarding New Jersey Institute of Technology’s ePortfolio trait scores and their relationship to traditional criterion variables such as admission tests and course grades. Both the Idaho and New Jersey data will be presented under a framework of fairness, defined as the identification of opportunity structures created through maximum construct representation. As the presenters will demonstrate, this definition allows a coherent, integrative framework for validity and reliability that focuses on advancing opportunities to learn for all students.
Diane Kelly-Riley, Assistant Professor of English and Director of Writing, University of Idaho; Norbert Elliot, Professor Emeritus of English, New Jersey Institute of Technology; and Alex Rudniy, Assistant Professor of Computer Science, Fairleigh Dickinson University
Using ePortfolios to Deepen Civic Engagement
This session will describe the use of ePortfolio in a community-based experiential education program. Service Learning Scholars are undergraduates funded to pursue a summer immersion community engagement project that integrates academic and applied work. In the tenth year of the program, the ePortfolio was developed to foster a richer conversation and more individualized instruction with each participant. A template will be shared demonstrating how students used the ePortfolio to reflect on responsibility, critical thinking, partnership, and sustainability. Examples will be shown how students used other forms of media besides text to capture the strength and values found within their community partners. Results will be shared regarding faculty and student satisfaction as a result of implementing the ePortfolio this past summer. Also included will be the rubric used for assessment and feedback on the technology used for implementation.
Susan T. Serra, Assistant Director, Office of Service Learning, and Nancy J. O'Laughlin, Instructional Designer/Educational Technologist—both of the University of Delaware
Exploring Diversity and Workforce in a Multi-Discipline Department
The session will address the evolution of an ePortfolio course taught in one department with eight different concentrations. The course was originally designed to provide our graduating seniors with skills to gain meaning employment. Since its inception it has developed as a capstone course for all communication majors and included student learning outcomes. This session will deliver examples of hands-on practical steps based on student experiences and reflections from the various curriculum and cocurriculum activities.
Kathy Heuston, Associate Professor, and Tracy Nichols, Instructor—both of Austin Peay State University
ePortfolio of Assets: Mapping Innovation and Entrepreneurship Ecosystems
How might we accelerate the pace of change in academia using bold new strategies? The University Innovation Fellows (UIF), a program of the NSF-funded National Center for Engineering Pathways to Innovation (Epicenter), has developed an approach to help students build an ePortfolio that allows them to survey the assets of the Innovation and Entrepreneurship ecosystem at their schools, identify gaps and develop strategies to affect change, working with faculty and administrators to create learning opportunities for all students. This process mediates sharing of practices and learnings between schools, and informs a public-facing open source wiki. In this hands-on workshop co-facilitated by program leaders and students and faculty from two schools, you will understand effective practices for using the I&E Landscape Canvas ePortfolio to support student-faculty collaboration towards achieving institutional change; and collaborate with other participants to brainstorm ideas and experiments to adapt this versatile approach to your campus ecosystem.
Leticia C. Britos Cavagnaro, Deputy Director, National Center for Engineering Pathways to Innovation, Co-Leader, University Innovation Fellows, and Humera M. Fasihuddin, Co-Leader, University Innovation Fellows, National Center for Engineering Pathways to Innovation—both of Stanford University; Bradley D. Dice, Student, University Innovation Fellow, and Landon G. Young, Director of Creativity and Innovation—both of William Jewell College; Valerie L. Sherry, Student, University Innovation Fellow, and Design Thinking Facilitator, Academy for Innovation and Entrepreneurship, University of Maryland, College Park
Scaling Up! Growing an Effective ePortfolio Initiative
How do you Scale Up an ePortfolio initiative? What are the most effective strategies for addressing common challenges? What steps have successful campuses taken to build a robust ePortfolio project? The Connect to Learning project worked with its 24 partner campuses to address these questions. Out of their collective work, the Catalyst Framework was developed. The framework outlines the essential elements of ePortfolio practice “done well” and what it takes to effectively scale up an ePortfolio initiative. In this double-session workshop, C2L project and campus leaders will share tips and strategies for scaling up an effective ePortfolio initiative, considering five different perspectives—pedagogy, professional development, outcomes assessment, technology, and scaling up. Participants will be introduced to a variety of resources related to each of these sectors and will take away concrete next steps they can bring back to their campus.
Bret Eynon, Associate Dean for Academic Affairs, LaGuardia Community College (CUNY); and Laura M. Gambino, Associate Dean for Assessment and Technology, Stella and Charles Guttman Community College
Evidence, Experience, and Empowerment: Pathways for Learning and ePortfolios
Learners in the 21st century are expected to acquire disciplinary (and even interdisciplinary) knowledge, skills, and abilities and to integrate their learning in different situations and across their learning careers. Electronic portfolios allow learners to make visible the “evidence of their experience” and empower them to develop their intellectual identities. In this session, we discuss our Pathways for Learning program and the different learning contexts in which we are using ePortfolios and badges to recognize the diverse learning that happens in curricular and co-curricular contexts. This approach adds value and authenticity to traditional academic records of learning while privileging the unique knowledge, skills, abilities and experiences of individual learners on our campus.
Tracy Penny Light, Executive Director, and Sukh Heer Matonovich, Associate Director—both of the Centre for Student Engagement and Learning Innovation at Thompson Rivers University
Wikifolios for Online Peer Discussion, Endorsement, and Promotion: A Participatory Approach to Portfolio Assessment
The explosion of new technologies for networked learning is associated with renewed interest in portfolio assessment. Nonetheless, there remains little empirical evidence that portfolio assessment is more effective than that other learning activities that they supplant. In practice, peer and portfolio assessment are often difficult to sustain and present evidential challenges when empirically comparing alternatives approaches. A participatory alternative based on situative theories of learning and using design-based research methods is presented in the context of a big open online course on educational assessment. This alternative features public wikifolios, peer commenting, endorsement and promotion, private self-assessments, and discreet exams. Impressive levels of disciplinary engagement, understanding, and achievement were obtained, and continued refinements are being empirically evaluated.
Daniel R. Hickey, Professor, Suraj Uttamchandani, Graduate Research Assistant, James W. Willis, Research Associate, and Kirsten A. Helstrom, Graduate Research Assistant—all of Indiana University Bloomington
Redefining "Whole-Person" Education: ePortfolios and the Wicked Student
This session calls into question traditional understandings of student "wholeness," offering as an alternative the metaphor of "wicked" students, that is, students who are able to respond to complex problems in thoughtful and productive ways. ePortfolios play a crucial role in the formation of wicked identities, and this session offers several student-driven protocols for implementing portfolio systems that strengthen students' sense of their ability and right to engage the world in meaningful ways, as well as a rubric for assessing their work.
Paul Hanstedt, Professor of English and Director of Pedagogical Development, and Kim Filer, Director of Institutional Effectiveness and Assessment—both of Roanoke College
Raiders of the Lost Archive: Making New Connections from Collections
Many time ePortfolios are viewed as a final summative product; however, ePortfolios can help students develop habits of mind if asked to make connections during and across course and program. Faculty should use formative assessment practices that encourage reflection to prevent ePortfolios from becoming another filing cabinet. This session is designed to provide participants with formative assessment techniques and examples that help prevent ePortfolios from becoming a filing cabinet. Quantitative and qualitative results of an ePortfolio initiative in ODU’s cross-disciplinary Honors College will be presented.
Megan K. Mize, ePortfolio Support Coordinator, Tisha M. Paredes, Interim Assistant Vice President for Assessment—both of Old Dominion University; Rochelle L. Rodrigo, Visiting Assistant Professor of English, University of Arizona
Career ePortfolios: Using Data to Dispel the Doubts?
Although the use of ePortfolios in on the rise in higher education, students and faculty continue to question the value of using an ePortfolio in a job search. In this session, preliminary research will be presented designed to understand how the development of an ePortfolio or absence of one impacts the interview performance of students completing their undergraduate degree and entering the job market. We hypothesize that integrating ePortfolio pedagogies and practices into the curriculum will enhance student performance in a job interview by providing them opportunities to reflect on and discuss what makes good evidence and why. Presenters will share their preliminary research findings and engage the audience in a conversation about the value of career ePortfolios and how to integrate them into their ePortfolio Programs.
Gail L. Ring, PebblePad, and former Director, ePortfolio Program, Clemson University; Chelsea Waugaman, Graduate Assistant, Department of Leadership, Counselor Education, and Human and Organizational Development, and Bob Brackett, Assistant Director, ePortfolio Program—both of Clemson University
The Field Guide to the ePortfolio Future
This interactive closing plenary will address two timely and important topics. First, the speakers will address new and emerging directions in the ePortfolio domain that will surely influence ePortfolio work in the coming months and years. Then, a forthcoming publication project, The Field Guide to ePortfolios, co-sponsored by AAEEBL, AAC&U, IJeP, and EPAC, will be considered through the lens of what senior leadership needs to know to make adoption decisions. Attendees and speakers will consider existing trends, as well as the aforementioned new directions described by the speakers, and then address the question of what The Field Guide must include to be as valuable as possible towards the goal of ePortfolio adoption. Attendee feedback will inform key editorial decisions as The Field Guide moves toward publication.
Trent Batson, Executive Director, Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL)
C. Edward Watson, Director, Center for Teaching and Learning, University of Georgia and Co-Executive Editor, International Journal of ePortfolio
Terrel Rhodes, Vice President, Office of Quality, Curriculum, and Assessment, AAC&U
REGISTRATION NOTE: Annual Meeting registrants can participate in morning sessions of the E-Portfolio Forum at no additional cost; additional registration and fee is required for the luncheon and afternoon presentations. Those who are not attending the full Annual Meeting can register for the Saturday Forum as a separate event.