Time

Track – Title -- Session Leaders

7:00 – 8:15

Executive Briefing and Breakfast: Sponsored by LoudCloud

8:00 – 8:30

Coffee Service

8:30 – 9:20

TA1[DOC] Pegasus: Integrated Design for Adaptive Reflective Capabilities,

Marie Selvanadin, Matthias Oppermann, Anna Kruse, Bill Garr; Georgetown University

This session will showcase “Pegasus,” an eportfolio project currently under development at Georgetown University. Unlike existing systems that privilege just one element of eportfolio creation (collection, reflection, representation, or evaluation), Pegasus seamlessly integrates across all these domains and creates a learning environment that supports the development of adaptive reflective capabilities.

TA2 [DOC] The Good, The Bad, and The Ugly:  The Truth About Implementing ePortfolios, Wende Garrison and C. Edward Watson, Virginia Tech

ePortfolios can and do transform students and their education, which is why we all work so hard on our campuses.  In this session, two experienced eportfolio professionals candidly discuss the mistakes that are commonly made by people who are 1) implementing eportfolios, 2) choosing technology platforms, and 3) teaching with eportfolios. The format is open, and "the emperor has no clothes" comments are allowed, and discussion is a hallmark of this session.  Ultimately, knowledge of these truths will enable participants to bring about even greater educational transformation on their campuses.

TA4 [ASSESS] Verified Resume Categories Transform ePortfolios in a “Low Performing” High School: How career-centered criteria motivate and target student self-assessment and teacher reactions, occupational, career, and college options.  Joseph Beckmann, Chris Glynn, Michelle Li, Michael Maloney, Sebastian LaGambina, Susan Klimczak, Arnold Packer; Somerville High School

With open source software and category sets from the Verified Resume, eportfolios improve whole school performance on responsibility, teamwork, creativity, and other key criteria. Transforming assessment into reflection helps students create their own future. Story-sharing will be followed by a discussion.  Review one student's own assessment.

TA5 [LLLW] Connecting the Dots: ePortfolios and Integrative Leadership, Ashley Kehoe, Loyola University Chicago

The dots between the process of developing a leadership identity and creating an eportfolio are endless. In this session, we will connect the dots and identify the ways in which eportfolios facilitate integrative leadership identity development, using the Leadership Identity Development (LID) model and integrative leadership theories as a framework.

TA6 [SOTL] Does Our Research Create the Learners We Celebrate?: What (and Who) Gets Lost in the Celebratory Imperative, Cathy Leaker, Alan Mandell, Ruth Goldberg, Marnie Evans; Empire State College

In this presentation, we will question, and seek alternatives to the “success paradigm” which, spurred by results-driven politics and the scrutiny of external stakeholders, drives so much eportfolio research. We will suggest that this agenda too often forecloses the nuance and complexity about student learning that eportfolios ideally should make manifest.

TA7 [LLLW] Making it fail: a user guide to screwing up eportfolio implementation, Shane Sutherland, Pebble Learning; Lisa Gray, JISC

Drawing upon the experiences of 40+ international institutions this workshop guides participants through a series of activities and discussions leading to the development of a ‘blueprint for failure’. Armed with this blueprint, participants can confidently aim to fail, or use this experience to support successful eportfolio implementations.

TA8 Conversations.  Badges and ePortfolios:  Alternate Credentialing, Trent Batson, AAEEBL and Randall Rode, Yale University

The McArthur Foundation, The Mozilla Foundation and HASTAC (Duke University), together are creating a open architecture infrastructure for badges, a new digital means for peers to credit and certify the work of an individual.  Though badges are touted as out-of-academia, a challenge to the establishment, Batson and Rode argue for a larger context, adding badges to eportfolios, for example, as a way of micro-credentialing.  Rode and Batson will talk about their new NERCOMP SIG on Badges which will hold a conference on November 1, 2012.

Break

9:40 – 10:30

TA9 Meet the Mahara User Group: A Panel Discussion, Beth Klingner, Linda Anstendig, Martina Blackwood, Samantha Egan, and Sarah Burns Feyl, Pace University; Garrett Dell, Albertus Magnus College; Kristina Hoeppner, Catalyst; Keith Landa, SUNY Purchase College; Ellen Marie Murphy, SUNY Empire State College

Mahara is not only an ePortfolio platform, but a community where users can shape the software’s future. This session will feature panelists from the Mahara User Group (MUG), an international grassroots organization formed by Mahara users and representatives from the Mahara core development team.

TA10 [DOC] Building a Developmental ePortfolio Program Model: The Course, Program, Assessment and Professional ePortfolio Continuum, Patrick M. Green, Ashley Kehoe; Loyola University Chicago

This interactive session will demonstrate a developmental approach to building an eportfolio program, including how to transition academic portfolios into professional portfolios while maximizing opportunities for institutional reporting/assessment. Examples from Loyola University Chicago's ePortfolio Program will be featured as stages along the eportfolio continuum from students’ first-years through graduation.

  TA11 [DOC] Connect to Learning:  Strengthening the National ePortfolio Conversation and Building a Model of Exemplary ePortfolio Practices

Bret Eynon and Judit Torok, LaGuardia Community College Project leaders of “Connect to Learning”undefineda three-year, FIPSE-funded collaboration designed to strengthen reflective ePortfolio practices on multiple campuses and generate a national developmental model of best practicesundefinedwill discuss the preliminary findings of this research project.  Working in diverse environments, moving from learning design to implementation and assessment, the project began to produce

and internally publish a model of successful ePortfolio practices.  Project leaders will discuss the model portfolio structure, showcase examples of reflective practices, point out linkages and connections to strategies in overall ePortfolio implementation, and share findings from supporting documents for the research, as well as point to next steps for the upcoming year.

TA12 [ASSESS] Lose the Jargon: Assessment for the Benefit of the Student, Gigi Devanney, Chalk and Wire; Linda Amerigo-Piccolo, Queens College, Jenn King, Florida Southern College

With the underlying belief that "assessment is for the benefit of the student" this hands-on work session will address the creation, analysis, and refinement of instruments for a variety of assignments that meet the needs of both students and faculty. Additionally, we will lead a discussion of assessment instruments (analytical, additive, checklist) using real-life examples with a particular focus on validity.

  TA13 [LLLW] Designing Meaningful Reflective Activities for Student ePortfolios, Marc Zaldivar, Teggin Summers, Jacob Grohs; Virginia Tech

The Virginia Tech SERVE living community has been integrating eportfolio as a reflective learning tool, encouraging students to document where, why, and how they serve their communities.  Examples of reflective activities will be given. Participants will work in teams to develop an activity to be used in their own contexts.

TA14 "Conversations with..." C. Edward Watson and Gail Ring, co-leaders of Monday's Executive Summit

This session will enable those who attended the Executive Summit and those who were not present to discuss issues raised during that special event.

TA15  “Conversations with...” Peter Elbow

This session will enable attendees to meet at roundtables with Peter Elbow following his Monday 3-hour workshop on Technology, Writing and Spoken Language.

Break

10:45 – 12:15

TA 17 [Plenary] Official Conference Opening and Speaker, Barbara Cambridge, ePortfolios for Individual and Common Good: Personal and Political Power

What claims can be made about eportfolios in relation to doing work well as individuals and to contributing to the common good?  In an age of standardized tests and ubiquitous accountability measures, how can we affirm individual identities and understand them accurately in their material and social contexts?  Can the purpose of comparing individual progress in learning and achievement be linked to societal goals and needs?

Lunch -- Exhibit Hall

AAEEBL Program Committee Recognition Luncheon

 for 2010, 2011 and 2012 Program Committees members only

12:15 – 3:30

Exhibit Hall Open

1:00 – 3:25

Technology Classrooms in the Exhibit Hall

1:00 – 2:00

TP17 Special Session -- John Richards, Harvard Graduate School of Education, Taking Student Work Seriously: The Return of K-12 Portfolios

K-12 Portfolios were all the rage in the '90's. With the advent of No Child Left Behind and high stakes testing schools retreated to test prep in the classroom. Student portfolios, project centered learning, and John Dewey went the way of the Model T. But the times may be a changing. Interactive whiteboards, ubiquitous technology, and digital curricula are disrupting the classroom. Student artifacts can be created and shared naturally in the process of learning and teaching.

1:00 – 2:00

Tuesday Poster Session and Refreshments

2:00 – 3:00

Using ePortfolios for General Education Assessment at Salt Lake Community College, David Hubert, Salt Lake Community College

This poster presents the results of Salt Lake Community College’s first application of a holistic assessment rubric to a sample of graduating students’ ePortfolios. What kind of evidence exists in student ePortfolios to DOCument their work toward essential learning outcomes?

Using ePortfolios to Assess General Education at Boston University, John Regan, Boston University

This poster session Documents the use of eportfolio to assess student learning at Boston University’s College of General Studies. Our 1,300 students maintain eportfolios to enhance and archive their learning in our two-year, core-curriculum program. Assessment methods include a rubric and scoring methodology to collect data and chart student progress.    

Empirical Studies of ePortfolio Use, Maha Alawdat, Indiana University of Pennsylvania

By reviewing empirical studies from 2010-2012, the purpose of this poster is to reflect upon the influence of using ePortfolios on learning gains, writing development, assessment, and technical skills.  By using ePortfolios, L2 students become self-assessors and independent learners who monitor their learning development and trace their weaknesses and strengths. 

Writing Out Loud, Barbara Anne Kearney, Mass Bay Community College

We consider poet Robert Frost’s bold claim that “the ear is the only true writer and the only true reader” in the context of the use of sound and recording digital technology in the writing and humanities classroom. The focus is on showcasing  student work emerging from  “writing out loud” practices and discussion of a“ pedagogy of digital voice."

  Implementing Service Learning: From Health Education into Student Action, Lana Zinger, Queensborough Community College

Service Learning is a pedagogy that integrates classroom instruction with community service, focusing on critical thinking and civic responsibility. We will discuss how we implement service learning with our health and physical education students.   As a result of this project, students reported improved health, nutrition and physical education knowledge and confidence in educating others.

The Impact of ePortfolios on Reflection in the Allied Health Curriculum, Jane O’Grady, Northwestern Connecticut Community College
Results of an action-research project investigating the effects of eportfolio on students’ critical reflection skills by addressing: Will the inclusion of eportfolio into allied health program curriculum result in an increase in quality of students’ critical reflective thinking as demonstrated by a comparison of pre and post course assessments evaluated by a standardized rubric?

3:00 – 3:25

3:25 – 3:50

TP18 [DOC] Integrative Learning Portfolios in a Criminal Justice Capstone: Resistance and Reconsideration, Ellen Zeman, Miriam Horne; Champlain College

Senior Criminal Justice majors created learning eportfolios designed to help them realize the developmental value of, and meaningful connections among, a range of academic, work and other life experiences. We examine the relationship between student resistance to reflection and the ability to achieve a high level of integrative thinking.

TP19 [DOC] How can we describe student eportfolio websites? Benjamin R. Stephens, Clemson University

We propose structural measures of undergraduate eportfolios, and report correlations between those measures and self-reported learning outcomes.  eportfolios structures were highly variable, hierarchically organized, and positively correlated with end of the program self-rated learning outcomes. Values of structural measures in eportfolio research will be discussed.

3:00 – 3:25

3:25 – 3:50

  TP20 [DOC] Using ePortfolios to Support Knowledge Development and Reflective Learning in DNP Education, Julie A. Meek, Debra Dunlap Runshe; IUPUI

The session will cover how eportfolios are being used for students to document their knowledge development in relationship to program outcomes through the collection of artifacts in course work, practicum experiences, and an inquiry project.  The process for student reflective learning and lessons learned will also be discussed.

TP21 [DOC] Grounding Global Learning, Thomas Kealy, Colby-Sawyer College

This session reviews the use of eportfolios during a three-month study-abroad experience in Florence, Italy. Students wove together research projects with Google maps and reflective essays to construct an interactive relationship among the city, their education, and themselves.

3:00 – 3:50

TP22 [ASSESS] Opportunity For Community Data Collection Around Impact Of Portfolios, Anne Gwozdek, Emily Springfield; University of Michigan

Do all students benefit equally from creating reflective portfolios? Are those benefits the same for all students? Extremely preliminary data from the University of Michigan Dental Hygiene Degree Completion eLearning Program portfolio suggest the effect of reflection on the confidence of middle-performing students is markedly different from the effect on high- and low-performing students.  Have you noticed this effect? Would you be willing to gather and share data around this question? Join us for a very open-ended discussion around this potential community data collection project.

3:00 – 3:25

3:25 – 3:50

TP23 [ASSESS] Linking Industry Standards and Learning through ePortfolios, Michelle H. Capozzoli, Scott Stanley; Granite State College

ePortfolios structured around PMI’s knowledge areas are used to assess students’ growth and knowledge in project management.  Faculty link course outcomes to the knowledge areas resulting in assignments that students use to create their eportfolios.  These eportfolios are used to guide students’ expectations and assess capability for their capstone projects.

TP24 [ASSESS] Assessing Learning in the Relational Age, Nan Travers, SUNY Empire State College

21st Century changes in technology, communication and knowledge acquisition have advanced us into the Relational Age. This session will focus interactive discussions on recent college-level learning research, models of assessing relational learning, directions of open education, and practices that support relational learning, such as ePortfolios, Badges, and Concept Maps.

3:00 – 3:50

TP25 [LLLW] MyPortfolio: A National ePortfolio Service for Schools in New Zealand, Kristina D. C. Hoeppner, Catalyst IT

MyPortfolio.school.nz is a free Mahara-based eportfolio service with over 900 registered schools. Users can keep their portfolios throughout their school career and engage in community groups.  This session gives an overview of MyPortfolio.school.nz and discusses its use as well as the benefits of having one portfolio instance for multiple schools.

TP26 [LLLW] Employability ePortfolios for Adults, Don Presant, Learning Agents .

See how the different learning and recognition needs of adults outside formal education are met by Career Portfolio Manitoba, using the Mahara platform, working with Web 2.0 applications such as YouTube and LinkedIn. This province-wide nonprofit solution in Canada is helping adults in transition, including skilled immigrants, reach their goals.

3:00 – 3:25

3:25 – 3:50

TP27 [SOTL] Perceptions of Employability and the Use of ePortfolios:  An Exploratory Study, Mike Mimirinis, Middlesex University

Exploratory research with a cohort of Human Resources Management students looked into how students’ created individuals e-portfolio for the purpose of presenting themselves to prospective employers.  Focus groups explored students’ perception of eportfolios and whether eportfolios can increase their employability.  Findings highlight the importance of exploratory qualitative studies in the evaluation of eportfolios in Higher Education.

  TP28 [SOTL] Developing a Culture of Reflection and Assessment Using ePortfolios, Linda Amerigo-Piccolo, Sonia Rodrigues, Queens College CUNY

Participants who are using ePortfolios as a primary student learning outcomes assessment tool will learn how to maximize its potential through reflection and revision to create an innovative culture of assessment. Developed for the evaluation of candidates’ knowledge, skills and dispositions, ePortfolios reveal reflections and learning outcomes.

3:00 – 3:50

TP29 [SOTL] Increasing Students’ Engagement With Their Own Eportfolios:  How Our Data Can Help Your Local Eportfolio Implementation, Wende Garrison, Lisa McNair; Virginia Tech

ePortfolios have long been praised for their ability to both engage students in their education and increase students' self-efficacy and identity transformation.  In this session, data from an eportfolio grant that has students on 4 campuses creating professional portfolios will be presented.  That data (including data from surveys, coding portfolios, and focus groups) will identify keys to increasing student engagement in portfolios on your campus, backed up by research.  The data presented will also speak to identity transformation in students through eportfolios.  Stop by and learn more about the grant, but mostly learn how our quantitative and qualitative data can help your eportfolio implementation and your students get the most out of making an eportfolio.

TP30 “Conversations with...”  Barbara Cambridge, National Council of Teachers of English.  Continue the conversation with Barbara Cambridge following her keynote session. 

4:00 – 4:50

  TP31 [DOC] Building a Community of Learners: Role of Social Pedagogy in Learning and Developing a Professional Identity, Georgina Colalillo, Janice Molloy, Barbara Blake-Campbell; Queensborough Community College CUNY

Creating a culture of communication and collaboration across disciplinary coursework can reinforce foundational knowledge, work through bottlenecks in learning and assist students in developing a professional identity. Integrating a virtual learning community throughout a nursing curriculum bridges  learning across courses and connect to larger contexts while developing professional competencies. 

4:00 – 4:50

  TP32 [DOC] Starting with ePortfolios: Where to Begin, and What Next? Susan B. Scott, Susan Kahn, IUPUI

Finding a good eportfolio implementation strategy can seem daunting, and conferences like AAEEBL's offer a great way to learn from others' successes and mistakes. Whether you've already started or are just beginning, this session will tap the wisdom of the crowd to flag models that may be appropriate for you.

  TP33 [ASSESS] ePortfolios for Pedagogy and Assessment : How Do We Make It Happen? Kathryne Drezek McConnell, Mary Ann Lewis, Virginia Tech

This interactive session will provide participants with insights into balancing institutional-level "requirements" with diverse disciplinary and programmatic needs within a large-scale eportfolio implementation process.  The benefits and challenges of using eportfolios as a teaching, learning, and assessment tool within Virginia Tech's institution-wide first year experience will be explored.  

TP34 [ASSESS] Using E-Portfolios to Prepare Teachers: Investigating the Impact on Student and Faculty Perceptions of Teaching and Learning

Stein Brunvand, Gail Luera, Tiffany Mara, University of Michigan.

Session leaders will share data from research investigating the use of eportfolios in a teacher certification program.  Results from pre/post surveys and individual interviews will be shared highlighting the impact of eportfolios on student learning and faculty perceptions of the impact of portfolios on instruction. 

4:00 – 4:25

4:25 – 4:50

  TP35 [LLLW] The ePortfolio as a Process of Learning Civic Identity and Documenting Service-Learning, Cynthia C. Williams, IUPUI

Have you wondered how to connect service-learning to the e-Portfolio?  How do student’s sense of themselves as learners and sense of alignment in their strengths, educational, career goals, and service experiences show through their e-Portfolio? This session will provide examples of students learning and some teaching challenges using this pedagogy.

  TP36 [LLLW] Taking the ePortfolio Beyond the First Year, Mikki Jeschke, IUPUI

In this session the session leader will discuss lessons learned from adapting the eportfolio from a first year experience course to an upper level career course.  The presenter will also share current thinking on the extension of the eportfolio to a senior capstone.  

4:00 – 4:50

TP37 [SOTL] Are they all learning?  Using ePortfolio Assessment to Examine Learning Outcomes for Underrepresented Students, Rowana Carpenter, Portland State University

In this session, session leaders will discuss a research project connecting eportfolio rubric scores with demographic information to explore whether there are differences in demonstrated learning for first-generation and underrepresented students.  Participants will consider multiple uses of eportfolio assessment data and ways it can influence policy and practice related to student learning.

4:00 – 4:50

TP38 [ASSESS] The Transformation of Higher Ed is in Your Hands (iPad/Tablet/Laptop), David Shupe, eLumen

Collaboration among academic institutions, ePortfolio providers, and eLumen will enable colleges and universities to systematically attend to the personal, professional, and intellectual development of each individual student.  This highly interactive session using your own iPad, tablet, or laptop, will let us explore together what eLumen brings to this collaboration.

     4:00 – 4:25

 4:25 – 4:50

TP39 [LLLW] The Capstone Course ePortfolio: A Catalyst for Student Connections, Rajendra Bhika and Hector Fernandez, LaGuardia Community College

Often, the learning experience for students is fragmented.  How do the pieces fit together?  How are the courses connected?  How are the competencies related?  What role does eportfolio play in this equation?  These are amongst the wave of questions students seek to answer.  Using the capstone course eportfolio as the basis for connections and change, faculty members from the Business and Technology Department at LaGuardia Community College have revised course curricula to better align programmatic, College-wide, and industry-wide core competencies and better help students reflect on their experiences (educational, professional, etc.) and make the associations that will foster life-long and life-wide learning.

TP67 [LLLW] The Business and Technology - Steinway Research Project: Using ePortfolio as a Catalyst for Building Departmental Connections, Rajendra Bhika and Andrea Francis, LaGuardia Community College

At LaGuardia Community College, eportfolio pedagogical practices place tremendous value on students making their work visible and in turn perpetuating a dialogue that will encourage and enhance life-long learning.  Faculty members from the Business and Technology Department are using eportfolio to foster exchanges and collaborate with a dynamic project titled the Business and Technology - Steinway Research Project.  This endeavor promotes a rich conversation about the non-traditional use of an archive to teach accounting, business, and other courses, and to create an experiential education experience for students and faculty built on inquiry, exploration, and reflection.

5:00 – 5:40

AAEEBL Member’s meeting -- for AAEEBL institutional and Corporate Affiliate members -- Report on AAEEBL; announcements; Q&A. 

4:45 – 6:30

Campus Technology and AAEEBL Exhibit Hall Reception

7:00 – 8:15

Executive Briefing and Breakfast: Sponsored by IBM

8:00 – 8:30

Coffee Service

Time

Track – Title --  Sessions Leaders

8:30 – 9:20

WA40 [DOC] Harnessing the Power of ePortfolios to Fuel the Knowledge Graph Revolution, Heather Hiles, Pathbrite; Safiya Noble, University of Illinois

Students now have the power to collect and showcase formal and informal evidence of their learning, credentials and achievements using next generation ePortfolios.  However, this is just the beginning.  This session will introduce how data captured in ePortfolios can be leveraged to create individual, as well as, institution-wide knowledge graphs.

WA41 [DOC] Exploring a “Blended Advising” Approach to Using ePortfolios to Support Academic Advising at Stanford and Notre Dame Universities, G. Alex Ambrose, University of Notre Dame; Helen L. Chen, Calista Kelly, Lourdes Andrade, Stanford University

How can eportfolios facilitate and improve academic advising while also encouraging student ownership of their intellectual “learning career”?  This interactive session will describe initiatives at Stanford and Notre Dame exploring the integration of ePortfolios within a “blended advising” strategy aimed at engaging first-year pre-major students from underrepresented groups.

WA42 [ASSESS] Eportfolios and Pedagogy Culture: Embedding and Sampling Ceremonial Worlds, Yves Labissiere, Portland State University

While many advocate using portfolios for both assessment and student learning, there are shortcomings to using this tool for the former instead of the latter. Using a portfolio primarily for program assessment can reduce it from a way of knowing to a commodity whose value is transferred from the student to the faculty. Doing so also limits the ability of the student, the student’s peers, and faculty to see the student’s educational process and growth.  This session will describe a pedagogy culture that features the twin practice of placing learning at the center of the eportfolio activity and of elevating learning to the level of identity.

WA43 [ASSESS] Inside Out: ePortfolios for Program Assessment, Jamie Langlois, Scott Berlin, Julia A. Guevara, Lindsay Tryk: Grand Valley State University

The presentation introduces an ePortfolio model that facilitates students’ demonstration of mastery of learning outcomes and a developmental assessment of their personal growth and identity as a professional.  The model assesses individual mastery and intended program outcomes that permeate from the first year through the capstone experience.

WA44 [LLLW] From Checklists to Integrative Practice; Transformative Journeys, Lilian A. Rafeldt, Three Rivers Community College

Multiple eportfolios of students, faculty, graduates and a parent were investigated for common practices and emerging behaviors. In this interactive, multisensory presentation platforms such as CTDLC, Digication, Caring Bridge, Facebook, and Wikis will be seen. What activities at Three Rivers Community College promoted transformation from novice to life long learner?

WA45 [SOTL] (Two Hour Workshop; continues at 9:40 in same room). 

Using Survey Methodologies to Perform ePortfolio Research, C. Edward Watson, Virginia Tech; Executive Editor, The International Journal of ePortfolio

This hands-on workshop is designed for those who desire to begin or broaden an ePortfolio research agenda.  Focusing on research designs that utilize survey methodologies, best practices for designing and implementing ePortfolio studies will be explored.  Participants will leave this workshop with a clear direction regarding their own research project. 

WA46 [DOC] A Mahara Workshop, Ellen Marie Murphy, SUNY Empire State College

Mahara is a powerful Open Source eportfolio system with numerous features including a social networking component. In this session, you will learn about the features that make this one of the most flexible systems available.

WA47  “Conversations with...” .  Trent Batson and Judy Williamson Batson lead a roundtable discussion about AAEEBL and how to participate in AAEEBL activities or how to increase your participation in AAEEBL activities.

9:40 – 10:30

  WA48 [DOC] Strategies for Knowledge Articulation and Presentation: Concept Mapping, ePortfolios and Prior Learning Assessment, Marnie Evans, Betty Hurley-Dasgupta, Viktoria Popova-Gonci, Nan L. Travers, SUNY Empire State College

Increasingly, students enter college with prior learning. Recent research (e.g., CAEL, 2010) indicates that students who participate in prior learning assessment (PLA) have higher graduation and persistence rates than students who don’t participate. This interactive workshop will explore how ePortfolios and concept maps can support and engage students in PLA.

  WA49 [DOC] Making Connections and Supporting ePortfolio Use at Indiana University, Debra Dunlap Runshe, IUPUI

ePortfolios are being used for a variety of purposes at Indiana University. Through a glimpse of many of the eportfolio projects, these diverse purposes will be shared. The focus will be on the faculty and student support strategies that are provided to ensure their success.

WA50 [ASSESS] Ten Years Through a Program Assessment Portfolio, Carol A. Morgaine, Portland State University

After a decade of using a student portfolio process as a program assessment, much has been learned.  Participants will be guided through various interactive processes as they consider how the insights gained through this portfolio process might contribute to their own practices. 

WA51  “Conversations with...”   Join Todd Zakrajsek, plenary session leader at conference closing.  Conversation before the session about creating excitement in the classroom.

WA52 [LLLW] Out of Practice:  Starting and Keeping YOUR Own ePortfolio, Wende Garrison, Virginia Tech; Judy Batson, AAEEBL; Helen Chen, Stanford, Tracy Penny-Light, University of Waterloo; Laurie Poklop, Northeastern; Candyce Reynolds, Portland State University; Gail Ring, Clemson University; Judit Torok, LaGuardia Community College

We all sing the praises of making and keeping an eportfolio to our students.  But how many of us actually have an ePortfolio of our own that we regularly update and use for professional reflection?  Not very many of us!  Come to this session to hear how eight ePortfolio professionals started and kept their own diverse ePortfolios.  Participants will not only learn from the journeys of the presenters but will discover concrete ways to start and keep their own ePortfolios and get support along the way!

WA53 [SOTL] Continuation of Watson Workshop: Using Survey Methodologies to Perform ePortfolio Research, C. Edward Watson, Virginia Tech

This hands-on workshop is designed for those who desire to begin or broaden an ePortfolio research agenda.  Focusing on research designs that utilize survey methodologies, best practices for designing and implementing ePortfolio studies will be explored.  Participants will leave this workshop with a clear direction regarding their own research project. 

WA54 [ASSESS] Reflections on Ten Years in ePortfolio Leadership, Katie Kalmus, Livetext,

In this session, LiveText's Katie Kalmus will share ten years of experience observing trends in the eportfolio marketplace.  She will also debut LiveText's new eportfolio system.

WA57  “Conversations with...”   To be announced at Conference.

10:45 – 12:15

WA55 Plenary Presentation -- Reflective and Reflexive Writing to Inspire ePortfolios, Gillie Bolton

Lunch -- Exhibit Hall

1:00 – 2:00

WP56 Special Session -- From Challenge to Change: A Journey of ePortfolio Developments in the UK, Lisa Gray, JISC

Wednesday Poster Sessions and Refreshments

2:00 – 3:00

Multi-Faceted Tools: Using a Collaborative ePortfolio to Develop an Institutional Report, Gigi Devanney

See how institutions have used Chalk & Wire's collaborative ePortfolio tool to develop institutional reports. View real-life examples and learn how the collaborative environment enhances and improves the writing and editing process.

How to Promote Chaos in a Structured (or Orderly) World, Karen S. Castagno, Eileen C. Sullivan, MacGregor Kniseley, Rhode Island College.

This poster session presents the story of how education faculty moved from a place of structure to an act of creativity using Chalk and Wire. Presenters explain selection and adoption of e-portfolio platforms, and methods of face-to-face and online faculty training. Participants will view and analyze a range of authentic e-portfolio products to support student learning.

 ePortfolios: Broadening Reflection & Critical Thinking  for Rural, Private College Students. Virginia Jones, Ferrum College

Ferrum College adopted an approach for immersing students into critical thinking through use of an ePortfolio involving critical thinking activities especially reflection on scholarly achievements. The session shows how Ferrum has implemented and guided students throughout this process utilizing free technology in a venue appealing to the digital native students. 

  Seeking the Portfolio-ness of ePortfolios, Laurie Poklop, Northeastern University

What makes a portfolio a portfolio? What is the value of the “e” in eportfolios? Through an ongoing inquiry group, university writing faculty confronted these questions as they integrated eportfolios into their classroom pedagogy. Findings from a doctoral thesis document faculty perceptions of the value of eportfolios in the classroom.

ePortfolios and ESL Learners, Maha Alawdat, Indiana University of Pennsylvania

Due to the rapid development of educational technology, the purpose of this poster session is to highlight some of the key areas of interest to ESL instructors and learners, who think of utilizing ePortfolios in their curriculum. These areas include learning gains, writing development, self- and peer-assessment, and technical skills.

Empower Students to Reach New Heights: Strategies Using Desire2Learn ePortfolio, Karen Skibba, University of Wisconsin Whitewater

Low-stakes to high-stakes technological and pedagogical examples will be showcased for one-time assignments, short-term collaborative assessments, semester-long courses or projects, and long-term assessments over an academic career at the college, department, or program-level. A variety of activities and strategies are matched with Desire2Learn course tools and eportfolio assessment features.

"The Best Fit": A Road Map for Selecting an ePortfolio Vendor, Matthew Anson, Missouri State University West Plains

Taking that big step toward finding an electronic solution for your portfolio assessment can be overwhelming and complicated. This presentation will be a real life look at how one small school organized and implemented an electronic portfolio system for the first time.

ePossibilties:  The Power Of A Grassroots Approach to Student-Curated ePortfolios in an Urban High School,  Michelle Li, Chris Glynn, Mike Maloney, Karen Woods, Sebastian LaGambia, Joe Beckmann, Susan Klimczak; Somerville High School (faculty and students)

This poster summarizes insights from the critical participatory design of eportfolios for Somerville High School carried out by teachers, students and the OneVille research group. ePortfolios, now being implemented school-wide, use free software and platforms, a community organizing sensibility, a constructionist approach, and 21st century skills to plan and organize entries.

Bridging Boundaries: Using ePortfolios in the BKI Museum Course Series, Adam Euerby, Desire2Learn

ePortfolios have the potential to cross instructor boundaries, course boundaries, and geographical boundaries.  This poster will show how an expedition-based museum course series in the Knowledge Integration program at the University of Waterloo is building an eportfolio practice for crossing boundaries on the instructor, course, and geographical dimensions. 

3:00 – 3:50

WP57 [DOC] Students Using ePortfolios to Document Learning Abroad in England and Japan, David Hubert, Adam Dastrup; Salt Lake Community College

Learn how study-abroad students from Salt Lake Community College used eportfolios to document their learning in Japan and England.  The students’ eportfolios combine substantive and reflective writing with digital images of their experiences. The presenters discuss how eportfolio enhanced student learning, and give participants the opportunity to apply reflective writing rubrics to student work.

WP58 [DOC] (e)mproving ePortfolios: Student and Faculty Ownership and Learning at Bronx Community College, Jordi Getman-Eraso, Kate Culkin, Giulia Guarnieri, Jeanine Kelley-Williams, Julia Miele Rodas, Howard Wach; Bronx Community College CUNY

This presentation, derived from actual experiences in art, English, history, and foreign language classrooms at a large inner-city community college, show how the use of integrative learning pedagogical strategies in eportfolio integration has impacted the sense of agency and ownership in the learning and teaching process for both students and faculty.

WP59 [ASSESS] Of Student Competency, Authentic Assessment and Evidence Based Learning: A Study of Student Learning nd Reflection During Internship, James Griffin, Maureen Dumas; Johnson & Wales University

This session will focus on providing attendees with a summary of the results of an empirical study of student reflection and self-assessment during internship. This is important to AAEEBL as the methodology employed is truly focused on authentic assessment. Employers rate student on-the-job performance across a battery of learning competencies that students also use to self-assess at the end of an eleven week term. Data sets from student and employer are compared providing evidence of competency (or the lack thereof) and a starting point for discussions about degree program effectiveness.  The methodology employed is based on theories discussed as part of the Connect to Learning project including an emphasis on student reflection, authentic assessment and evidence. The structure of the model is intended to provide a basis for ePortfolio at JWU and, now that the ePortfolio has been approved, will serve as the inaugural framework for our ePortfolio launch.

  WP60 [ASSESS] ePortfolios, Social Pedagogy, and Capstone Courses: Helping Students Shape their Future, Laura M. Gambino, Amy C. Feest; Tunxis Community College

At Tunxis Community College, students in the Business Administration and Computer Information Systems programs complete an eportfolio in their capstone course, which is offered either in hybrid or online format.  Through an interactive discussion, presenters will share some social pedagogy techniques we use to increase student engagement and success.

3:00 – 3:25

3:25 – 3:50

WP61 [LLLW] Virtual Human Resource Development and ePortfolios: Technology as Continuum from Higher Education to the Workforce, Elisabeth E. Bennett, Tufts University

This interactive session describes how technologies and strategies common to virtual human resource development and ePortfolios support a continuum from higher education to the workforce. The continuum is most prevalent in professional programs with extensive longitude, such as medical education, or that require periodic recertification. Potential pitfalls also will be discussed.

WP62 [LLLW] ePortfolios in the Tenure Process, Jennifer Brown, Auburn University Montgomery

This session will examine the issues faced when implementing eportfolios within a university department to aid in the tenure review process.

3:00 – 3:25

3:25 – 3:50

WP63 [SOTL] Social Capital: Determining a Student’s ePortfolio Net Worth, Cindy P. Stevens; Wentworth Institute of Technology

The Management department at Wentworth Institute of Technology has required eportfolios for over five years. The biggest challenge is getting students truly motivated in the development process. The presenters attempted to determine the net worth of an eportfolio to help students understand the benefits of developing an eportfolio. 

WP64 [SOTL] Portfolios, Used Well, Can Be Transformational, Janice Smith, Three Canoes, LLC

Portfolios can bring about educational change that is student-centered, assessment-minded, reflective, integrative, and socially interactive. Educators committed to a new paradigm of learning will compare portfolio processes in which students take responsibility for learning by expanding and deepening their own identity with portfolio processes that support the status quo.

3:00 – 3:50

WP65 [ASSESS] The Pedagogy and Practice of PebblePad:  A Workshop of Conversation and Exploration, Colin Dalziel, Pebble Learning

PebblePad is a personal learning space and is the most widely used system supporting eportfolio activities in UK and Australian higher education. Participants will have an opportunity to explore the pedagogy; principles and practice of this unique system in a hands-on session.  Bring a WiFi-enabled laptop and join in with a free PebblePad account.

  WP66 [AAC&U] Degrees of Quality, Terrell Rhodes, AAC&U; Gary Brown, Portland State University

One of the common characteristics of higher education institutions is the fact that they are organized to award degrees to students. The degree is supposed to certify that any given student has a certain standard of learning. This session will engage in a shared exploration of how a proposed Degree Profile may provide a framework for organizing and thinking about both the level of learning we expect from students to receive a degree and for framing student eportfolios to represent and demonstrate their learning.

4:00 – 4:50

WP68 [DOC] The Dance of Standards: Finding Your Institution's Rhythm, Jennifer Brown King, Florida Southern College; Gigi Devanney, Vina Advisors

The tangled web of state, institutional, and content area standards can appear difficult to navigate individually, but is best faced through an integrative and orchestrated process. At Florida Southern College, standards are not just benchmarks that must be addressed, but are concepts that should be internalized by students.

4:00 – 4:50

WP69 [DOC] eTranscripts to ePortfolios: An Enhanced Student Record for the 21st Century, Celeste Fowles Nguyen, Reid Kallman; Stanford University

Stanford is creating an enhanced student record that enables students to demonstrate specific learning outcomes while also showcasing their service to the community and research with faculty. A dynamic enhanced eTranscript, integrating with the eportfolio, and demonstrating evidence of achievement and reflections of learning, will be unveiled.

  WP70 [ASSESS] IUPUI Students, Creators of Electronic Portfolios, Connecting Learning to Their Future, Debra Dunlap Runshe, Michael Yard, and IUPUI Students

Students in IUPUI’s first-year seminar create portfolios called ePDPs (electronic personal development plans) that allow them to create meaning and coherence around their college experiences.  Through just a few clicks these ePDPs are turned into a website that allows the student to represent themselves as an emerging professional.

4:00 – 4:25

4:25 – 4:50

WP71 [ASSESS] The Golden Thread: Using ePortfolios for Learning and Assessment, Catherine Stark, Robert Morris University of Illinois

Cathi Stark of Robert Morris University will share her experiences building appropriate assessments and rubrics for her eportfolio program by "reverse engineering" the process.

WP72 [ASSESS] Developing a Culture of Reflection and Assessment Using ePortfolio, Linda Amerigo Piccolo and Sonia M. Rodrigues, Queens College CUNY

Participants who are using eportfolios as a primary student learning outcomes assessment tool will learn how to maximize its potential through reflection and revision to create an innovative culture of assessment. Developed for the evaluation of candidates’ knowledge, skills and dispositions, eportfolios reveal reflections and learning outcomes.

4:00 – 4:25

4:25 – 4:50

WP73 [LLLW] Making the Medical Career Easier: an electronic portfolio connector, PJ Kania, Association of American Medical Colleges

Physicians make many transitions in the learning process, and must regularly provide the "proof" of their learning to authorities granting credentials.  The Association of American Medical Colleges, later this year, will introduce a product that enables the learner to more easily connect and provide documentation to the appropriate authorities

WP74 [LLLW] Application of Career Goal Setting and Personal Achievement Recording in Assessment of a New Undergraduate Course (Cancer Sciences), Kathryn Coleman, Jia-Lin Yang, Mita Das, Nicholas Hawkins; University of New South Wales, AU

ePortfolios have the potential to provide a platform for holistic development and assessment of a range of graduate capabilities both academically and socially. This belief has informed the Cancer Sciences course of the faculty of medicine at the University of New South Wales.

4:00 – 4:50

WP75 [SOTL] Six Degrees (or so) of Integration: What the Students Have to Say about ePortfolios, Katherine Lithgow, Tracy Penny-Light, University of Waterloo

ePortfolios can actively engage students in integrative learning. However, data collected in different disciplines shows that the degree to which this happens depends upon the design of eportfolio activities. We present our findings and a model for integration.  Participants will use the model to effectively incorporate eportfolios into their courses.

WP76 [AAC&U] Show Me the Learning, Ashley Finley, Terrel Rhodes; AAC&U; Wende Garrison, Virginia Tech

VALUE rubrics have been used on many campuses to assess student learning. This session will explore both ways in which the rubrics have been used in different ways on a variety of campuses, and the results of using the rubrics for representing student learning and how the results have been used.  The examination and discussion of results will include how the assessments were organized, assignment examples, analysis of findings and the faculty/pedagogical learning that resulted.

WP77  “Conversations with...” .  Join Gillie Bolton at a conversation in the round following her keynote session earlier in the day. 

Time

Track – Title -- Session Leaders

8:30 – 9:20

Th78 [DOC] Exploring the Intersection of Mobile Devices, Social Network Learning Technologies and ePortfolios to Support Deep Learning and Transitions from Classroom to Practice, Cyri Jones, Capilano University

This session will describe the social network enabled eportfolio program at Capilano University during the 2011-2012 academic year.  What worked well? What didn’t? Do we still need an LMS? Participants will create their own “social portfolio.”  The workshop will also describe the upcoming research program at the British Columbia Institute of Technology.

WA51 [ASSESS] Is Your Institution ePortfolio Ready? Gail Ring, Kalifa Oliver, Clemson University

In this interactive session participants will preview the ePortfolio Readiness Scale developed at Clemson University. The scale is intended to identify the conditions that are necessary for the successful implementation of any large- or small-scale ePortfolio initiative on a college campus. This theory-based instrument is the result data collected from multiple ePortfolio projects from around the nation.

8:30 -8:55

8:55 – 9:20

Th79 [DOC] Polishing Practice with ePortfolios, Robert Cole, Saint Louis University; Geoff Leigh, Foliotek.

We will walk participants through the evolution of how we use eportfolios. From the bulky paper portfolios to the automation of portfolio evaluation to an innovative approach of course-embedded, standards-based evaluation, our process has influenced what and how we teach and evaluate teacher candidates at SLU.

Th80 [DOC] Fostering a Multimedia Culture through Faculty Learning Communities, Kerri Shaffer Carter, Peter Ingle; Westminster College

Presenters will discuss the use of faculty learning communities at Westminster College as a mechanism of support and encouragement for faculty during the process of multimedia assignment design.

8:30 – 8:55

8:55 – 9:20

Th81 [ASSESS] Fostering the Use of ePortfolios in Liberal Arts, Karen Ramsay Johnson, Susan Kahn, IUPUI

ePortfolios are ideal for supporting and documenting learning in liberal arts, yet liberal arts faculty are often reluctant to use eportfolios, unlike pre-professional faculty. We will set forth the issue with possible solutions, and then focus on whole-group discussion of fruitful approaches to engaging liberal arts faculty.

Th82 [ASSESS] Bridging the Gaps in the Hybrid EnvironmentundefinedThe Uses of ePortfolios, William Bernhardt, Susan Holak, Louise Levine; College of Staten Island CUNY

Hybrids avoid the “course and a half” phenomenon when eportfolios effectively  balance face-time and online to build final products  that uniquely take advantage of  the electronic medium while also serving  the learning objectives of traditional term papers.  ePortfolios also foster virtual communities in a commuter college that extend  beyond the individual course.

8:30 – 8:55

8:55 – 9:20

Th83 [ASSESS] Portfolios vs. Theses, Maggie Debelius, Georgetown University

The Georgetown University English Department has approved a proposal to allow students to earn M.A.s by completing either required coursework and a thesis or required coursework and a capstone eportfolio (beginning in 2013). This paper will outline the successes and obstacles faced in developing clear goals and assessment criteria for the eportfolio.

Th84 [ASSESS] Exploring E-portfolio Variations for Learning, James Wolff, Rob Schadt; Boston University School of Public Health.

This session will explore adaptations for e-portfolios to facilitate teaching and learning. In a variety of courses, portfolios were created and reflections provided by individuals, teams and faculty. Hyperlinks between individual, group and course portfolios enabled a community of learners that included faculty and students, as well as collaborating agencies.

8:30 – 8:55

8:55 – 9:20

Th85 [LLLW] Pilot Snapshots from Diverse Experimental Contexts at Tufts University – Now How Do We Get to Scale? Gina Siesing, Tufts University

At Tufts we began piloting eportfolios in 2005 to enable students to forge connections between theoretical learning and fieldwork, and to support pointed feedback on presentations as part of students’ preparation for professional work. Additional diverse pilots followed. Now we’re asking: how do we build from local pilots to broad-scale?

Th86 [LLLW] Tackling the Liberal Arts: How to Include ePortfolios in a Diversified Environment, Jessica Sender, Erin Dell, Leah Dunn; Guilford College.

ePortfolios at Guilford College are being introduced as a way to document many aspects of the student experience, including first year experience, study abroad, internships, service learning, and classroom experiences. What strategies and methods are being used to successfully implement eportfolios at a small liberal arts college?

8:00 – 8:50

Th87 [SOTL] Deep Learning and ePortfolios, Trent Batson, AAEEBL

This session leads you, during the first 30 minutes, through an overview of learning theory, concepts of deep learning, how they relate to high-impact practices (HIPs), and finally how electronic portfolios can empower HIPs to become more widely deployed in the curriculum. The final 20 minutes of the during the first part of the session. 

Th88 [AAC&U] Learning Revealed Through eportfolios and Rubrics, Wende Garrison, Virginia Tech; Terry Rhodes, AAC&U.

Demonstration and exploration with attendees of how VALUE rubrics (or any rubric) can be used with a student portfolio to assess student learning. A student portfolio and an example rubric will be used to illustrate how a rubric can be used to evaluate the multiple components of a student portfolio to reveal learning in the specified outcome under review.

9:40 – 10:30

Th90 [DOC] Promoting ePortfolio Usage Through Digital Storytelling, Kristin Norris, Anne Weiss, IUPUI

Learn how non-academic units can support campus-wide eportfolio development in innovative ways while promoting student learning. Hear a student’s perspective of how digital storytelling and creating an eportfolio impacted them. Then, learn more about the power of digital storytelling, how to create them, and how they contribute to assessment

9:40 – 10:05

10:05 – 10:30

Th91 [DOC] The Role of ePortfolios in Specialized Accreditations: Providing Evidence of Student Learning, Amy Hadley, Diane Holtzman; Richard Stockton College of New Jersey

This session will present how e-Portfolios provide evidence connecting students’ knowledge and skills to accreditation standards in Speech Pathology and Audiology and Business Studies. E-Portfolios engage students in reflective processes of selecting artifacts that address accreditation standards: proficiency in course work, research skills, experiential and clinical experiences. Examples will be shown.

Th101 [DOC] Self-Publishing & ePortfolios: Integrating Publication-Oriented Assignments in the Curriculum, Kati Lewis, Lisa Bickmore; Salt Lake Community College

The presentation will focus on the SLCC Publication Center Committee’s initiative to bring publication assignments in the curriculum. These assignments offer “self-publishing” opportunities for students, and they can also be translated/adapted in a variety of mediums in student ePortfolios. We will discuss ways to make and use publication-oriented assignments across the curriculum so that student work becomes more shareable in larger contexts, beyond both the classroom and ePortfolio.

9:40 -10:05

10:05 – 10:30

Th92 [ASSESS] ePossibilities for Learning and Teaching from a Teacher- and  Student-Led Design of High School ePortfolios Catalyzed by an Afterschool Program, Susan Klimczak, Chris Glynn, Michele Li, Karen Woods, Sebastian LaGambina, Joe Beckman and Somerville High School students; Somerville High School 

This session for scholars and high school teachers/administrators features Somerville High School students, teachers and researchers who designed and implemented eportfolios using free software/platforms using a community organizing sensibility.  30 minutes of story-sharing is followed by a roundtable discussion. 

Th93 [ASSESS] Enhancing Teacher Quality:  Collaborative Model of ePortfolios in Pre-Service Teacher Preparation, Leah Keino, University of Bahrain

This session responds to several questions that most pre-service teacher preparation programs battle with as they contemplate introducing learning eportfolios as a tool for standards assessment of learning outcomes.  Where does one start?  What Model is most appropriate for a bilingual setting? Is it a course, a unit in a course, or a stand-alone program? How does it transition into the future professional life of teachers?

9:40 – 10:05

10:05 – 10:30

Th94 [ASSESS] Try It, You'll Like It: An Application of the Social Pedagogy Model at Queensborough Community College, Anita Cuttita Ferdenzi, Georgina Colalillo, Arlene Kemmerer; Queensborough Community College CUNY

This session features an interdisciplinary group of Queensborough Community College e-learning space pioneers who will share the theoretical sources of inspiration, practical experiences, and successful strategies that have evolved over the course of their experimental work in social pedagogy using eportfolio tools.

Th95 [LLLW] Utilizing ePortfolio to Increase Graduation rates, Edward Goodman, Nicole Maguire; LaGuardia Community College CUNY

This session will address the various ways in which ePortfolio is being utilized to assist a major retention initiative at LaGuardia Community College.

9:40 – 10:05

10:05 – 10:30

Th96 [LLLW] e-Portfolio Format Can Enhance Appeal of Job Applications, Benjamin R. Stephens, Clemson University

Colleges and universities assert that an e-portfolio is an asset to students in the job market, but is that actually true? Join us in evaluating different formats of job applications and learn about our research demonstrating that some eportfolio formats may be more appealing than others.

9:40 – 10:30

Th97 [SOTL] Adapting Movements of Integrative Lifelong Learning and Change in Practice, Melissa Peet, Stacey M. Fenton; University of Michigan

What empowers faculty to adopt methods of collaboration, reflection, and knowledge synthesis for curricular change?  During this session, educators will frame existing research to explain inhibitors and facilitators of pedagogical transformation. Participants will also have the opportunity to consider the “movement” involved in creating learning spaces that maximize demonstrated student learning.

Th98 [AAC&U] VALUE Rubrics, Their Development, Evolution and Usage, Ramesh Sabetiashraf, Reazon Systems; Terrel Rhodes, AAC&U

Rubrics are considered the most desirable tool for authentic, alternative and subjective assessments, as well as in collection of detailed assessment data in alignment with institutional standards and outcomes, improvement institutional effectiveness, and accreditation reports, and their overall value in enhancement of learning.  This presentation introduces VALUE rubrics as well-defined set of rubrics for measuring student learning in a four-year institution.   Attendees will learn how VALUE rubrics were originally developed and how they can be modified to meet institutional needs.  Attendees will also learn about the adoption of VALUE rubrics through iRubric Global Gallery and a study of their evolution through this gallery.

Th99 “Conversations with....” Gary Brown, Aifang Gordon, Portland State University and Helen Chen, Stanford University
The AAEEBL 2012 survey research team will share key findings from the 2012 AAEEBL ePortfolio Survey.  Join the conversation about implications for practice and research.  This discussion should prove helpful to those who work to disseminate and enrich eportfolio practice.

10:45 – 12:15

Th100 Conference closing and final Plenary Session:  Overcoming Apathy and Creating Excitement in the Classroom -- With a foundation from educational psychology and cognitive neuroscience, this session will demonstrate and explain how instructors can make classroom learning a more meaningful experience for students. Todd Zakrajzak, University of North Carolina, Chapel Hill.

1:30 – 4:00

AAEEBL Board Meeting (for Board members only).