Translating Vision to Practice: A Program-Centered Model for ePortfolio

1. Translating Vision to Practice:A Program-Centered Model for ePortfolio Susan Kahn Indiana University-Purdue University Indianapolis AAEEBL Annual Conference July 21, 2010

2. Founded 1969 Blended campus (IU and Purdue partnership) Metropolitan research university Commuter campus 20+ schools 30,000+ students The Context of IUPUI

3. The Principles of Undergraduate Learning (PULs) • Core Communication and Quantitative Skills • Critical Thinking • Integration and Application of Knowledge • Intellectual Depth, Breadth, and Adaptiveness • Understanding Society and Culture • Values and Ethics

4. Definition of ePortfolio at IUPUI • A selection of purposefully organized artifacts that supports learning, reflective practice, and self-presentation, as well as documentation and assessment of student learning over time and across varied learning experiences.

6. Initial Implementation Strategy • Introduce ePortfolio in first-year experience courses • Training to prepare faculty and advisors • Assumption that interest would grow among faculty, advisors, and students, as they became aware of the benefits

7. Initial Obstacles • Immature technology; technology not matched to institutional vision • Perceived as top-down initiative—lacked campus-wide buy-in • Portfolio pedagogy and assessment not well understood • Portfolio treated as add-on, not integrated into regular coursework

8. Implications of ePortfolios for Learners and Teachers Learning-centered vs. teaching-centered Support active learning pedagogies aimed at promoting deeper learning Support integrative, reflective learning Support authentic assessment of complex higher-order abilities Thrive when faculty collaborate to develop coherent curricula and well-defined learning outcomes

9. Current Strategy: Integrative Department Grants • Small grants to interested departments and schools • First year designated for department-wide curricular and pedagogical preparation • Intensive one-on-one guidance and support • Projects geared to needs the academic unit wants to address • Faculty in these departments provide guidance for ongoing software development

10. Other Enablers Center for Teaching and Learning: well-developed structure for supporting pedagogical and curricular innovation with technology Well-developed institutional and (some) program-level assessment programs ePortfolio integrated into course management system Growing awareness among faculty of ePortfolio movement in higher education Upcoming reaccreditation visit in 2012

11. Outcomes of Department/Discipline-Focused Strategy Development and dissemination of a few good early examples Better understanding among developers of software needs leading to improvement of ePortfolio environment and tools Increased departmental collaboration around learning outcomes and curriculum development

12. Today • Grant program continues • ePortfolio team meets regularly with grantees to help with planning • Center for Teaching and Learning provides one-to-one guidance and technical support • Regularly offer Introduction to Eportfolio workshop (hands-on) • Workshops and symposia for grantees (and other ePort users)

13. Faculty Development Workshops • Introduction to ePort (hands-on) • IDG kick-off (planning, examples from past grants) • ePort Symposium • Rubric development and use • Reflection

14. Who’s using ePort at IUPUI? • Library and Information Science • Music Technology • Nursing • Post-graduate teacher licensure programs • Spanish • Student Life • Tourism, Convention, and Event Management • University College • Visual Communication • IUPU-Columbus campus • American Studies • Center for Research and Learning • Center for Service and Learning • Computer, Information, and Leadership Technology (OLS Program) • Dentistry • Engineering & Technology • English (capstone)

15. ePortfolio for what? • Focus on critical thinking (E & T) • Focus on professional ethics (Dentistry) • Focus on integrative learning/thinking via reflection (Visual Communication, English capstone) • Development of “civic-minded graduate” (Service & Learning) • Leadership development (Student Life) • Catalyst for curriculum revision around PULs/discipline-specific learning outcomes • Authentic documentation of competencies for licensure, assessment, and accreditation • Assessment of prior learning for credit (OLS)

16. Success Factors (and Ongoing Issues) • Buy-in from a number of department/program members and chair • Careful planning—but not so much that groups become stuck in planning phase • Dedicated time • Portfolio integrated into curriculum—not add-on or option

17. Our Matrix

18. NSF Matrix

20. Wendling Welcome

21. Wendling Senior Project

22. Hoffman

23. Hoffman About Me

24. On the brink of wider adoption? Fall 2010 Pilot with Personal Development Plan in first-year seminars Projects under way with undergraduate research, service learning, student life Presentation Maker is attracting wide interest Increased requests for information and help from Center for Teaching and Learning

25. Contact me: Susan Kahn Indiana University-Purdue University Indianapolis skahn@iupui.edu