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Trent Batson Ph. D., AAEEBLTrent, AAEEBL Founder, has recently announced his retirement. Click on his name and wish him well!

Program for Tuesday, July 26, 2011
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Full-Day Conference Program 


TA1 The Value and Use of Portfolios in the Preparation and Employment of Beginning Teachers --Jerry Whitworth, Texas Woman’s University, Steven Jones, Missouri State University, Sam Hardy and Thomas Deering, Augusta State University. [Employability]

There is currently a strong emphasis in teacher education programs on the development of digital professional portfolios and their use in the employment process for prospective teachers. However, are they considered valuable by those who actually employ teachers? This session will describe the results of a study regarding the perceived importance and value of those portfolios by school administrators and teacher educators in relation to other, more traditional, factors in the hiring of teachers. Factors regarding the importance of various portfolio elements and the collaboration between teacher educators and school administrators in the portfolio process will also be discussed.


TA2 Reflecting with Purpose: 100,000 Teachers and Trainers Use REfLECT to Create Portfolios of Achievement and Ongoing Personal Development.Shane Sutherland, PebbleLearning.[Reflection]

The UK professional body, the Institute for Learning (IfL) has 100,000 members using the personal learning space (PLS) REfLECT. Members use the tool for recording and reflecting upon their continuing professional development (CPD) and create eportfolios for accreditation purposes.

This session will share the findings of a recent study with 7 regional advisers that focused on the impact REfLECT has had upon its members.The session will describe the challenges and benefits of using REfLECT as identified by the regional advisers, augmented by feedback from users, and share the transferable lessons learnt enabling others to benefit from the findings.


TA3 ePortfolios Across CUNY:Aggregating and Integrating Information Barbara Walters, Sarah Morgano,CUNY SPS; Joseph Ugoretz, Mccaulay Honors College; Howard Wach, Bronx Community College.[Institutional]

Members of the CUNY Committee on Academic Technology will present cross-campus collaborative work that selects, collects, communicates, and analyzes information on the planning, piloting, implementation, and assessment of ePortfolios across CUNY. The analysis brings into focus "universal concerns.” The presentation will include a tour of interconnected fora, RSS feeds, blogs, and wikis for public and private ePortfolio groups on the Academic Commons.


TA4 Rubrics In the New Era of Learning, Assessment and Accountability. Ramesh Sabetiashraf, Reazon Systems; Wende Garrison, Terrel Rhodes, AAC&U. [Institutional]

This presentation will take the audience through a journey about rubrics, from design, to learning, to assessments. Rubrics play a central role in today’s paradigm for accountability and accreditation. While rubrics are mostly known as the preferred tools for subjective and standards-based assessments, there are many concerns in adopting rubrics and making the switch from other assessment strategies to rubric-based assessments.

Attendees will learn about the benefits of rubrics in learning, the reason for their popularity among many educators, administrators and accreditation commissions, their role in assessment, and some best practices and examples in each area.


TA5 The "My College Experience" ePortfolio: Minimizing Fragmentation of Purpose Joan Monahan Watson, Virginia Tech [Longitudinal]

A panacea for the increasing lack of coherence among undergraduate curricula is found among the principals of folio thinking, which encourages the development of a habit of mind "that builds connections across experiences and ideas and across learning experiences inside and outside formal schooling” (Cambridge, 2007). This session unveils the operationalization of folio thinking through the "My College Experience” ePortfolio, a longitudinal project initiated by the College of Liberal Arts and Human Sciences at Virginia Tech. Discussion in this session will include the philosophical foundations for the project as well as the mechanics of its implementation and sustainability.


TA6 Institutionalizing ePortfolios: Developing a Strategic Process for Institutional Buy-In Patrick Green, Carol Scheidenhelm, Jim Sibenaller,Loyola University Chicago.[Institutional]

Attempting to select an ePortfolio solution to match a university’s complex organizational needs is daunting. The key to success is to form a collaboration among academic and technology professionals to conduct strategic research and development. This presentation is facilitated by collaborators from three distinct areas (experiential learning, assessment, and technology). Through collaboration, the planning group conducted a pilot study while also conducting R&D for an ePortfolio solution. The presenters will discuss the process undertaken to identify a suitable ePortfolio solution. Participants will gain insight into a structured process of adoption, tools for vendor review, and resources for selection and implementation


TA7 [Part 1 of a 2-hour workshop] Growing an ePorticulture: (Trans)planting, Sustaining, and Harvesting Evidence of Deep Learning within the Metro Academies Program.[Institutional]

Ruth Cox, Kevin Kelly, Angie Portacio, San Francisco State University.

This interactive workshop will share strategies for planting an eportfolio program, sustaining it, and harvesting evidence of student learning, with focus on the Metro Academies of Health, a community college and university partnership program, its model of utilizing eportfolios and high-impact practices.

Workshop themes with supporting case stories from the Metro program will include: a) successful "planting / transplanting" tips with strategies for getting started; b) maintaining eportfolio initiatives, training and support models, and "mapping" and "tagging" artifacts to learning outcomes at different levels; and c) harvesting student work and strategies for the use of portfolios in program reviews.


TA8 "Conversations With…”This series of 12 conversations with leaders of the national and international eportfolio community of practice gives you the opportunity to engage in an informal 45-minute open conversation.This one: Helen Barrett and Evangeline Harris Stefanakis,ePortfolios K-20: Assessment Keeps Learning

9:30 – 10:15

TA9 [Part 2 of a 2-hour workshop ]Growing an ePorticulture: (Trans)planting, sustaining, and harvesting evidence of deep learning within the Metro Academies Program.Ruth Cox, Kevin Kelly, Angie Portacio, San Francisco State University.[Institutional]

This interactive workshop will share strategies for planting an eportfolio program, sustaining it, and harvesting evidence of student learning, with focus on the Metro Academies of Health, a community college and university partnership program, its model of utilizing eportfolios and high-impact practices.

Workshop themes with supporting case stories from the Metro program will include: a) successful "planting / transplanting" tips with strategies for getting started; b) maintaining eportfolio initiatives, training and support models, and "mapping" and "tagging" artifacts to learning outcomes at different levels; and c) harvesting student work and strategies for the use of portfolios in program reviews.

9:30 – 10:15

TA10 ePortfolio, Transfer & The Changing Higher Education Landscape.Judit Torok, LaGuardia Community College and representatives from Tunxis Community College, Rutgers University, and Lehman College CUNY.[Longitudinal]

This session will highlight innovative approaches from Making Connections campuses that have begun using ePortfolios to support transfer success.It will explore ways that LaGuardia and other campuses have begun to shape ePortfolio usage in classrooms, advisement and assessment with a goal of building "a pervasive culture of transfer." And it will point forward to Making Transfer Connections, a new LaGuardia project (supported by a major Title V grant) that will bring together 2-year and 4-year colleges for a sustained collaboration, exploring ways to realize the full potential of the ePortfolio in a new, more fluid educational environment.

9:30 – 10:15

TA1 1Where Are They Now? Following up on the AAC&U's VALUE Rubrics

Terrel Rhodes, Wende Garrison, The Association of American Colleges and Universities (AAC&U). [Institutional].

Since the VALUE Rubrics were released in September 2009, AAC&U has followed up that ground-breaking work with two projects that extend VALUE's reach. Join us as we take a quick look at the future of VALUE, hear about the VALUE Reliability Project and learn about the pilot for the centralized repository for VALUE Rubric scores that will establish benchmarks and a collection of information similar to NSSE. Bring your questions and your institution's needs in this interactive session.

9:30 – 10:15

TA12 Increasing Student Success:Integrating ePortfolio in developmental English and First Year Experience, Laura Gambino, Marguerite Yawin, Tunxis Community College.[Institutional]

Faculty at Tunxis Community College began piloting ePortfolio in developmental English courses and First Year Experience in 2008.Currently, all FYE instructors and all full-time developmental English instructors integrate the use of ePortfolio.Initial evidence shows an increase in student success rates in ePortfolio sections of these courses.The two-year departmental goal is to have all developmental English sections using ePortfolio with a focus on reflection, goal-setting, and increasing student success.This presentation will share both successes and problems encountered along the way, along with strategies for integrating ePortfolio into a developmental English or FYE course and student ePortfolios examples.

9:30 – 10:15

TA13 Campus Strategies for ePortfolio Diffusion. Susan Kahn, Susan Scott, IUPUI. [Institutional]

As a complex urban research university, IUPUI faces particular, though not unique challenges in encouraging campus-wide adoption of ePortfolio. Representatives will describe the strategies IUPUI has adopted, with special attention to broad-based faculty development, support for departments, and use of faculty as peer ambassadors. Presenters will engage participants in active exchange of successful strategies at similar and different types of institutions, with a goal of beginning to categorize good practices for the field.

9:30 – 10:15

TA14 Choosing ePortfolio Software for Your Campus. Lynn Ward, Indiana University.[Instituional].

Selecting an ePortfolio platform to serve the entire institution can be a daunting proposition.The journey begins by talking to stakeholders about what they hope to accomplish with the software.Responses often vary by institutional role, academic discipline, and the respondent’s prior experience with and understanding of the many purposes that electronic portfolios can serve.Equally varied are the more than 40 ePortfolio applications available on the market today. So, how does one narrow the list of possibilities? During this session, the presenter will provide an overview of the current product landscape while considering of key factors for software selection.

9:30 – 10:15

TA15 ePortfolios for Engaging Faculty in Professional Development. Susan Banner Inouye, Kapi‘olani Community College.[Institutional]

The professional development program, Engaged in Education, at Kapi‘olani Community College, involves faculty and staff designing individual professional development plans that are supported by an electronic portfolio, designed by Ikayzo of Honolulu.Faculty can maintain a blog and use the ePortfolio matrix to upload artifacts and reflect on different areas of professional activity ranging from Student Success to Personal Wellness. The ePortfolio's social tagging feature enables the participants to tag artifacts, reflections, and blog entries. This presentation will be an overview of the Engaged in Education ePortfolio and how it is engages faculty and staff at Kapi‘olani Community College.

9:30 – 10:15

TA16 "Conversations With…” This series of 12 conversations with leaders of the national and international eportfolio community of practice gives you the opportunity to engage in an informal 45-minute open conversation.This one:The Inter/National Center on Electronic Portfolio Research.Kathleen Blake Yancey, Florida State University; Darren Cambridge, American Institutes for Research.

10:15 – 10:45


10:45 – 11:30

TA17 Conference Opening.Tracy Penny-Light,MC

Trent Batson, Executive Director, AAEEBL; Eddie Watson, Peter Doolittle, Co-Editors,IJeP; Terrel Rhodes, Vice President, AAC&U; Bret Eynon, Director, FIPSE Project Connect to Learning; Melissa Peet, Director, FIPSE Project Lifelong Learning Curriculum Transformation; Doctor Braddlee, Chair of the Board, NERCOMP;Teggin Summers, Marc Zaldivar and Judy Williamson Batson, Co-Editors,The AAEEBL Learner;Helen Chen,EPAC.

11:30 – 12:30

TA18 Plenary Panel of International Eportfolio Leaders. Darren Cambridge, Moderator; Rob Ward, Centre for Recording Achievement, UK; Allison Miller, Flexible Learning Network, Australia; Tracy Penny-Light, St. Jerome University, Canada; Gerd Braeuer, University of Education, Germany.

12:30 – 1:30


12:30 – 3:25

Technology Classroom Demonstrations in the Exhibit Hall

1:00 – 2:15

TP19 Special Session. Breaking the Spell of Credits and Grades:learning-outcomes-as-currency as a new institutional context for ePortfolios and self-direction. David Shupe, eLumen Collaborative.[Institutional]

ePortfolio endeavors currently strive to attain their goals within an underlying institutional context still based on course credits and grades. It is now possible to change that institutional context by adding a new type of system: an academic enterprise system in which student learning outcomes are the currency for noting and tracking student achievement. While there are many academic reasons to choose this, a primary one is that it will add institutional support for students to focus on developing, achieving and showing evidence for their own unique configuration of capabilities, thus supporting rather than discouraging student use of ePortfolios.

1:30 – 2:15

TP20 Connecting Communities: The Collaborative ePortfolio Kimberly del Busto Ramirez, Jason Ramirez, Bronx Community College, CUNY [Reflection]

This presentation will function as a showcase and explication of various "collective" or "collaborative" ePortfolios established at both LaGuardia Community College and Bronx Community College, with resulting cross-campus student-to-student and student-to-alumni exchanges.

In the urban community college campus setting, group portfolio-building facilitates peer collaborations and provides students with a productive forum to gather feedback on their work.The collective ePortfolio also furnishes students with a unique communal perspective that allows them to contemplate their individual achievements in the context of various in-groups.

2:30 – 3:15

TP21 Literacy management as a means of implementing ePortfolios in the institution. Gerd Braeuer, University of Education, Freiburg, Germany. [Institutional]

This presentation will introduce a model of literacy management for defining the goal of portfolio implementation in both print and electronic formats as a matter of institutional development. For a successful application of the literacy management model, specific tools of institutional development on the levels of the individual learner, curricular structures and task design will be described and an arrangement of those tools will be suggested in form of a sample prototype.

2:30 – 3:15

TP22 Leave a Trail:Assessing Portfolios. The Data, The Experts, The Advantages Terrel Rhodes, Wende Garrison, AAC&U; Nate Angell, rSmart; Rowanna Carpenter, Portland State University; Gail Ring, Clemson University; Nancy Pawlyshyn, Mercy College [Reflection]

While portfolios are spreading like wildfire, the practice of assessing portfolios for information about program success or outcomes achievement is still rare in higher education today. Join this panel of the trailblazing schools who assess portfolios for program assessment annually as they share the benefits of direct portfolio assessment for their institution, the data they've mined from portfolio assessment, and their most important piece of advice of implementing portfolio assessment. Pick up the comprehensive handout on what assessing portfolios told these pioneering institutions about their students, their programs, their institutions.

2:30 – 3:15


TP23 Collaborative Model of e-Portfolios in Pre-service Teacher Preparation in a Bilingual, Culturally Unique Setting.Leah Keino, Faud Ali Eksail, University of Bahrain, Bahrain Teachers College, Manama, Bahrain.[Institutional].

This presentation responds to several questions that most pre-service teacher preparation programs battle with as they contemplate introducing e-portfolios as a tool for standards/ outcomes assessment across their curriculum.Where does one start?Is it a course, a unit in a course, or a stand-alone program?What Model is most appropriate for a bilingual (English & Arabic) non-western setting? How do you gain the support of teacher educators?We will share insights of emerging promising practices in developing a sustainable model for assessing teacher education learning outcomes, mapping courses with competencies in consideration of internationally recognized teacher education standards, developing assessment protocols and promoting the concept of reflective practice amongst teacher candidates and teacher educators (faculty).Additional insights gained from developing and using an in-house e-portfolio system will be shared.

2:30 - 3:15

TP23 Scenarios for the use of ePortfolios in Education, Ian Smissen, Yvonne Monterroso, Desire2Learn.

Portfolios traditionally have been seen as a personal tool to store and demonstrate evidence of experiences and achievements. ePortfolios utilize online technologies to capture and manage evidence and to facilitate reflection, sharing and collaboration in a social networking environment. ePortfolios also provide new opportunities for design and delivery of learning activities assessment and evaluation. In this session we will present and discuss a range of scenarios for using ePortfolios in educational institutions. Scenarios will be presented in workflow format allowing participants to see how each scenario could be designed and carried out to meet specific educational requirements.

2:30 – 3:15

TP24 Assessing & Documenting Student Civic Learning through ePortfolios, Kristin Norris , Susan Kahn, Mary Price, Kathy Steinberg, IUPUI [Reflection]

This session will encourage participants to consider how ePortfolios can make civic learning more visible. First, an overview of ePortfolios within the context of IUPUI, a large metropolitan university, will be discussed. Then, the application of ePortfolios in a service scholarship program will be introduced including the overall goals and objectives of their application. Lastly, results from the assessment of the student work using a Civic Minded Graduate (CMG) rubric developed in the Center for Service & Learning will be presented. We encourage a healthy discussion around the challenges associated with assessing and documenting student civic growth and development.

2:30 – 3:15

TP25 Authentic assessment: User feedback driving the e-portfolio process for teacher candidates. Dana Abbott, Brandon Milonovich, TheCollege of Saint Rose.[Institutional]

This presentation describes the evolution of an e-portfolio process for teacher candidates as a culminating activity in their academic program. Survey data was secured from teacher candidates and portfolio reviewers to assist in the revisions of the e-portfolio template and evaluation rubric. The present study includes both quantitative and qualitative data in regard to the attitudes of the candidates and reviewers, and documents how the recommendations of these two parties have driven the revision process. Continued data analysis has led to the construction of an in-house e-portfolio system and an online assessment system, both showing promise for future e-portfolios.

2:30 – 3:15

TP26 ePortfolios in the Connecticut Community College System: A Collaborative Approach. Laura Gambino, Tunxis Community College; April Dolata, Northwestern CT Community College, Lilian Rafeldt, Three Rivers Community College, Lisa Dresdner, Norwalk Community College. [Institutional]

Four schools in the Connecticut Community College System -- Northwestern, Norwalk, Three Rivers, and Tunxis -- have been working independently on ePortfolio project development and implementation.They are now working together to learn from each other and create commonality in pedagogy, professional development, and evidence gathering.This panel addresses questions surrounding collaboration for schools that are part of educational systems. Some areas that will be discussed are common assessment rubrics for reflection, ePortfolio outcomes, and plans for a system-wide repository of reflective prompts and assignments. Attendees are encouraged to bring questions, strategies, and ideas of their own to share.

2:30 – 3:15

TP27 Accountability, Portability, Sustainability: the Electronic Portfolio for Learning and Achievement. Celeste Fowles, Reid Kallman, Stanford University. [Employability].

Stanford is changing the way the official electronic transcript is utilized by students and evaluated by employers and admissions committees. By including links to documents outside the eTranscript, Stanford is creating an enhanced electronic transcript, or ePortfolio, to allow students to differentiate themselves from their peers.This new ePortfolio will enable students to demonstrate specific learning outcomes through artifacts of learning, while also showcasing their service to the community and research with faculty. This session will focus on accountability, portability, and sustainability of the student record. A dynamic ePortfolio, demonstrating evidence of achievement and reflections of learning, will be unveiled.

2:30 – 3:15

TP28 "Conversations With…”This series of 12 conversations with leaders of the national and international eportfolio community of practice gives you the opportunity to engage in an informal 45-minute open conversation.This one:"Supporting Integrative & Lifelong Learning through ePortfolios: the FIPSE-funded Integrative Knowledge Collaborative,"Melissa Peet, University of Michigan

3:30 – 4:15

TP29 Leading 5,500 Learners with an Eportfolio: "Go Big or Go Home.” Rebecca Williams, Richland College of the Dallas County Community College District; Geoff Leigh, FolioTek.[Institutional]

How can you lead a seven college district of 80,000 students from 0 to 5500 ePortfolios in one semester?This session will describe the Dallas County Community College District’s entree, in Fall 2010, into the world of authentic, experiential, and evidenced-based learning.Electronic portfolios were incorporated into a new "Learning to Learn” course for college-ready first year students at the same time a new tier structured core curriculum went live.One of the many factors that contributed to this successful launch of ePortfolios was the focus on learning rather than technology.Other factors, data and stories of lessons learned will be shared.

3:30 – 4:15

TP30 Keeping it REAL (world): Engaging and Globalizing Today's Language Learners through the e-Portfolio, Peyton Jobe, Sugar Bowl Academy [Longitudinal]

This California language teacher/dept. chair piloted an e-portfolio program this year with the goals of encouraging self-directed learning, promoting 21st Century Skills and global awareness, and incentivizing measurable progress in speaking and writing proficiency in the target language. Blogger was deployed as the reflective learning space, with speech samples embedded on student blogs using Google Voice. Self-directed portfolio projects included simple reflective writing, student-produced films, regular photography uploads to demonstrate and reinforce student comprehension of new vocabulary, etc. Teacher and student reflections - at both mid and end-point - on this pilot program will be the focus of this presentation.

3:30 – 4:15

TP31 Multiple artifacts and deeper reflection increase learners’ ratings of general education eportfolio content: Experiments and implications. Benjamin R. Stephens, Clemson University.[Employability].

Clemson University’s general education e-portfolio requires undergraduates to document their relevant competencies.Do students value multiple artifacts and rationales? We constructed a general education eportfolio and manipulated the number of artifacts and rationales.Undergraduates rated the social science capabilities of this eportfolio with three psychology artifacts as significantly more indicative of social science learning outcomes compared to a single artifact condition.Simple rationale statements did not increase ratings. In experiment two, more elaborate and reflective rationale statements were constructed, and caused a significant increase in ratings of learning outcomes.Learners value multiple artifacts and reflection in documenting capabilities.

3:30 – 4:15

TP32 Portfolios as Records of Personal Learning. Janice Smith, Three Canoes; Paul Treuer, University of Minnesota, Duluth. [Longitudinal]

Link advising/mentoring with teaching and learning to transform your higher ed / K-12 portfolio system into a record of personal learning. By combining student information system-reported data with artifacts of learning, a personal learning record promotes communication among students, advisors, mentors, and teachers. Personal learning systems can track progress toward a degree, provide access to transcripts and demographic information, link to liberal education and disciplinary learning outcomes, and chart next steps in career planning and lifelong learning. Turning portfolios into records of personal learning focuses student, teacher, mentor, and advisor attention on core tasks of planning, learning, reflection, and graduation.

3:30 – 4:15

TP33 Using ePortfolio in a Chemistry Education Program: Implication for Practice. Wesley Pitts, Lehman College CUNY; Rachel Ruggirello, Washington University, St Louis.[Reflection]

This case study focused on the ePortfolio as a portrait of teacher growth in an in-service chemistry education graduate program. The ePortfolio provided a multimedia space for systematic documentation of teacher professional growth, especially as they use inquiry within the domain of reflective practice. In this study, authentic growth was theorized and evaluated across networks of corresponding baseline and post-baseline evidence using a system of quality criteria (ontological, educative, catalytic and tactical). Evidence showed that successful ePortfolio entries illustrating reflective practice depicted how science teachers contemplated and catalyzed positive changes associated with practice, dispositions and professional renewal.

3:30 – 4:15

TP34 (Combined Sessions) The problem with reflection: Lessons from an action research project on electronically supported reflective learning in a psychology curriculum. Alfredo Gaitan, University of Bedfordshire, UK; Cathy Buyarski, IUPUI [Reflection and Longitudinal]


PDP (Personal Development Planning) is often perceived by students and teaching staff, with a few exceptions, as an add-on in higher education. Over two years we embedded and evaluated e-PDP (electronically supported PDP) within an undergraduate psychology curriculum at an English university. This included information literacy microtasks, logs of learning activities and e-portfolios submitted at the end of each academic year. In-depth interviews with students and a sample of e-portfolios were analysed qualitatively. The results are discussed in terms of factors associated with the implementation of e-PDP, particularly the students’ attitudes towards reflective writing and construction of e-portfolios.


The Personal Development Plan (PDP) is an ePortfolio for college freshman that allows them to create meaning and coherence around the college experience.By reflecting on who they are and who they want to become, students are able to match academic plans, curricular, and co-curricular experiences with their future goals.Through this process, students build commitment to college completion and academic achievement.This session will present the PDP as well as assessment results.

3:30 – 4:15

TP35 How to leverage your portfolio resume section with semantic. Jacques Raynauld, Nicole Teta Nokam, MATI Montreal.[Employability].

Most ePortfolio environments include a resume section. Students are either asked to upload a resume PDF file or fill a form with usual sections like contact information, education, experience, etc.In this presentation, we discuss two related issues:i. the potential benefits for students and employers of adding some standard semantic (EuroPass) to the resume section; ii. the idea of using the resume metaphor as the basis for building an enriched career or presentation portfolio with artefacts, campus activities and reflexive comments.These ideas are illustrated though a pilot conducted in a business school.

3:30 – 4:15

TP36 "Conversations With…”This series of 12 conversations with leaders of the national and international eportfolio community of practice gives you the opportunity to engage in an informal 45-minute open conversation.This one:Portfolio Research and Assessment. Helen Chen, Tracy Penny-Light, Gary Brown, Susan Kahn, Jayme Jacobson.

4:45 – 6:30

Campus Technology and AAEEBL Reception on Exhibit Floor. AAEEBL's separate reception in the World Trade Center will be held Wednesday evening.

5:00 – 5:25

Technology Classroom Demonstrations in the Exhibit Hall

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