Translating Vision to Practice:A Program-Centered Model for

ePortfolio

Susan KahnIndiana University-Purdue University

IndianapolisAAEEBL Annual Conference

July 21, 2010

Founded 1969 Blended campus (IU and Purdue partnership)Metropolitan research universityCommuter campus20+ schools30,000+ students

The Context of IUPUI

Core Communication and Quantitative SkillsCritical ThinkingIntegration and Application of KnowledgeIntellectual Depth, Breadth, and AdaptivenessUnderstanding Society and CultureValues and Ethics

The Principles of Undergraduate Learning (PULs)

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.

Introduce ePortfolio in first-year experience courses

Training to prepare faculty and advisorsAssumption that interest would grow

among faculty, advisors, and students, as they became aware of the benefits

Initial Implementation Strategy

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

Initial Obstacles

Implications of ePortfolios for Learners and Teachers

Learning-centered vs. teaching-centeredSupport active learning pedagogies aimed at

promoting deeper learningSupport integrative, reflective learningSupport authentic assessment of complex

higher-order abilitiesThrive 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 supportProjects geared to needs the academic unit

wants to address Faculty in these departments provide

guidance for ongoing software development

Other EnablersCenter 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 continuesePortfolio team meets regularly with grantees to

help with planningCenter for Teaching and Learning provides one-

to-one guidance and technical supportRegularly 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 SymposiumRubric development and useReflection

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 timePortfolio integrated into curriculum—not add-

on or option

Our Matrix

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 seminarsProjects under way with undergraduate

research, service learning, student lifePresentation Maker is attracting wide interest Increased requests for information and help

from Center for Teaching and Learning

Contact me:

Susan KahnIndiana University-Purdue University

Indianapolisskahn@iupui.edu