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Integrating Teaching, Learning and Assessment : A Programmatic ePortfolio Process

Integrating Teaching, Learning and Assessment : A Programmatic ePortfolio Process. AAEEBL Conference, Boston, MA - July 28, 2011 Karen Stein, Faculty Director, ePortfolios; kstein@udel.edu Kathy Pusecker, Director, Office of Educational Assessment; klp@udel.edu

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Integrating Teaching, Learning and Assessment : A Programmatic ePortfolio Process

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  1. Integrating Teaching, Learning and Assessment: A Programmatic ePortfolio Process AAEEBL Conference, Boston, MA - July 28, 2011 Karen Stein, Faculty Director, ePortfolios; kstein@udel.edu Kathy Pusecker, Director, Office of Educational Assessment; klp@udel.edu Gabriele Bauer, Associate Director, Center for Teaching and Learning; gabriele@udel.edu http://www2.udel.edu/e-portfolios/

  2. Institutional Context Provide and document engaging educational experiences of our students • Students integrate their educational experiences from entry to graduation and demonstrate achievement of core competencies • Faculty align learning goals, pedagogical practices and assessment to determine impact of purposeful learning experiences in their programs • Institution gathers and uses assessment data for improvements

  3. Background • ePortfolio pilots elicited via internal, instructional grants to support institutional initiative • Collaborative partnership: CTL, OEA, and IT-CS&S • Pilots designed based on stipulations set forth in RFP • Active pilot programs (2010-11): • 10 undergraduate academic programs • 1 graduate academic program • New pilot programs (2011-12): • 5 undergraduate academic programs Programmatic TLA ePortfolio

  4. Faculty: Impact (evidence) of curriculum as integrative whole • Students: Make meaning of their education based on reflection, feedback, and evidence (artifacts) • Institution: Assessment data inform strategic planning • eP: -- Interconnected -- Purposeful -- Competency-based -- Reflective -- Developmental -- Rooted in feedback Programmatic TLA ePortfolio

  5. Programmatic TLA ePortfolio

  6. College or Department name here

  7. College or Department name here

  8. Program eP Design Worksheet:Developmental Achievement of Competencies over course and program (curriculum map) Step 6 a. Faculty: Select assignment (artifact) that helps students achieve the competency. b. Develop instructions that guide students in describing context for the artifact. c. Develop questions that guide student reflection on the competency. d. Develop tool to provide feedback on student reflections.

  9. What questions do you have about the TLA?

  10. From the Students’ Perspective http://www.youtube.com/watch?v=rQuTndaDB3U

  11. Think about these Questions Before Designing the TLA • How will the TLA enhance teaching capacities and competencies for the faculty? • How will the TLA relate to established educational practices in the program? • How will the TLA help students make connections among courses? • How will you implement reflective prompts to best develop students’ skills over time? • How will feedback be provided to encourage student developmental learning? Who will provide the feedback? • What data needs to be collected? Who will analyze? Who will report? Programmatic TLA ePortfolio

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