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

Susan Kahn Indiana University-Purdue University Indianapolis AAEEBL Annual Conference July 21, 2010

The Context of IUPUI

 Founded 1969  Blended campus (IU and Purdue partnership)  Metropolitan research university  Commuter campus  20+ schools  30,000+ students

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

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.

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

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

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

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

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

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

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)

Faculty Development Workshops

 Introduction to ePort (hands-on)  IDG kick-off (planning, examples from past grants)  ePort Symposium  Rubric development and use  Reflection

Who’s using ePort at IUPUI?

       American Studies Center for Research and Learning Center for Service and Learning Computer, Information, and Leadership Technology (OLS Program) Dentistry Engineering & Technology English (capstone)           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

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)

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

NSF Matrix

Wendling Welcome

Wendling Senior Project

Hoffman

Hoffman About Me

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

Contact me:

Susan Kahn Indiana University-Purdue University Indianapolis [email protected]