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AAC&U Eportfolio Forum

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Northeast Regional Conference 2017 at Pace University

7/24/2017 » 7/27/2017
AAEEBL Annual Conference

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Program for Wednesday, July 27, 2011
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 Full-Day Conference Program 

8:30 – 9:15

Against re-inventing the wheel: grounding ePortfolio practice in the principles of adult learning. Cathy Leaker, Alan Mandell, Ruth Goldberg, Marnie Evans, Aaron Zachmeier, Empire State College, SUNY.[Longitudinal]

Upon what educational principles do we base our ePortoflio work? Some of the emerging principles of ePortfolio practice--reflection, integration, authenticity, tacit knowledge, mentoring and transformation have long been part of the culture and scholarship of adult learning. In this session, we will introduce a range of practices, radical innovations and persistent issues from the field of adult learning. Through this discussion, we hope to inspire further conversations about the core educational values and traditions that inform our ePortfolio community of practice.

8:30 – 9:15

In Pursuit of Future Faculty Positions: The Role of the Academic ePortfolio for Graduate Students. Gabriele Bauer, University of Delaware.[Employability]

In these challenging economic times, academic ePortfolios serve as a powerful means to illustrate academic growth, scholarly engagement, and effective teaching practice. This session outlines how doctoral students can develop a reflective, integrative portfolio for the postgraduate academic job market. Students, guided by a conceptual framework, use Google Sites to create their portfolios. Participants will use the portfolio framework, discuss benefits and challenges for both students and instructor, and identify resources needed. A doctoral candidate will discuss how the portfolio creation enriched his teaching practice and development. Participants will consider ways to support academic portfolio creation at their institutions.


8:30 – 9:15

WA39 (2-hour workshop) New Metrics for Learning:Legitimating Authentic Assessment Nate Angell, rSmart; Terrel Rhodes, AAC&U; Wende Garrison, AAC&U.Discover the Collaborative for Authentic Assessment and Learning (CAAL), a project convened by the Association of American Colleges & Universities (AAC&U) to create open, standard practices and technologies that enable educators to build a national repository for authentic assessment. Follow the real work of pilot institutions using the CAAL process of data collection and reporting to enable better measures of educational effectiveness and to help legitimate authentic assessment practices. Walk through benchmark reports that aggregate authentic assessment data from multiple institutions to demonstrate a rich alternative to the dominant measures of academic success. Understand how your institution can use CAAL practices through existing academic technologies or a manual reporting processes.

8:30 – 9:15

LaGuardia's Integrative ePortfolio: The Next 10 Years. Bret Eynon, Mercedes del Rosario, Max Rodriguez, Debra Engel, LaGuardia Community College. [Institutional]

How does an institution build a enduring and effective ePortfolio implementation?How can an ePortfolio program serve the needs of students, faculty, and institutional leadership? How can an ePortfolio implementation at a resource-poor urban community college effectively combine student-centered pedagogy and sophisticated faculty development with high-stakes institutional outcomes assessment?How does a mature, institution-wide ePortfolio implementation evaluate its past and plan for future change?

This session will focus on LaGuardia's journey from its initial ePortfolio implementation in 2001 to LaGuardia's international reputation today.It provides an opportunity to analyze LaGuardia’s decade of ePortfolio experimentation as a case study in institutional innovation, and to discuss emerging developments and approaches.

8:30 – 9:15

Differentiated Assessment and ePortfolios: Making Learning Visible at BU. Evangeline Harris Stefanakis, Gwen Kordonaway, Natalie McKnight, Boston University.[Institutional]

This developmental portrait of Boston University’s journey building a culture for e-portfolios outlines the design and development a comprehensive assessment system for undergraduate students' to make their learning visible. This session summarizes two years of implementation in two undergraduate programs using e-portfolios and new technologies to build a culture of differentiated assessment for the faculty and students. This research- based project, supported through the Provost, addresses how to best design authentic assessments for diverse populations combining faculty development with students tech teams to create a pedagogy for portfolio development for professional learning communities.

8:30 – 9:15

Empowering Students through Active Interdisciplinary Learning. Kati Lewis, Adam Dastrup, Salt Lake Community College.[Reflection]

If we want students to make connections across disciplines and participate in effective reflection practices, we argue that faculty should be modeling these behaviors for students. Professors Dastrup (Regional Geography) & Lewis (Composition) combined their classes for part of the semester to have their students work on group proposal projects centered on the UN Millennium Development Goals. Students had to work in groups, draft proposals, translate their proposals into a different medium (websites, pamphlets, etc.), write cover letters for their proposals, submit their materials to a target audience (Bill & Melinda Gates Foundation, UNICEF, etc.), present their work to their peers, and reflect on the real-world applications of this project. The workshop will focus on both the projects and the current outcomes of the project.

8:30 – 9:15

ePortfolios in Educational Leadership Programs: Faculty Observations of "Best Practices.” Minaz Fazal, New York Institute of Technology; Janet DeSimone, Lehman College CUNY [Institutional]

Electronic portfolios are being adopted in many Educational Leadership (EDL) programs in higher education. The proposed presentation will discuss findings from a study that used the survey methodology to examine EDL faculty perceptions regarding ePortfolios, and to explore ePortfolio development and implementation issues in EDL programs. The major research question addressed is: How are EDL faculty using ePortfolios for student assessment? More than 200 EDL faculty responded to the national survey. Findings regarding best practices for EDL ePortfolio implementation as well as the necessary support system required will be presented.

8:30 – 9:15

WA44 "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 Global View of Eportfolios, Rob Ward, The Centre for Recording Achievement, UK; Gerd Braeuer, University of Education, Germany; Beverley Oliver, Curtin University, Australia; Allison Miller, Flexible Learning Framework, Australia.

9:30 – 10:15

More Than a Product and a Grade: Encouraging High Levels of Reflection with ePortfolios. Katrina Strampel, Edith Cowan University. [Reflection].

This presentation reports a case study of a third year class using ePortfolios to document reflections on their learning process. Pre-service teachers in a community service program were asked to engage in an analysis of what it means to be 'inclusive'. The research presented here, as part of a larger PhD study, defines the relationship between reflection and learning and analyzes student ePortfolios by looking for demonstrative behaviors associated with high levels of reflection and cognitive processing. Factors contributing to the levels of reflection students engaged in are identified and instructional strategies for promoting reflection with ePortfolios are shared.


9:30 – 10:15

(Continuation of WA39 2-hour Workshop).New Metrics for Learning:Legitimating Authentic Assessment Nate Angell, rSmart; Terrel Rhodes, AAC&U; Wende Garrison, AAC&U.Discover the Collaborative for Authentic Assessment and Learning (CAAL), a project convened by the Association of American Colleges & Universities (AAC&U) to create open, standard practices and technologies that enable educators to build a national repository for authentic assessment. Follow the real work of pilot institutions using the CAAL process of data collection and reporting to enable better measures of educational effectiveness and to help legitimate authentic assessment practices. Walk through benchmark reports that aggregate authentic assessment data from multiple institutions to demonstrate a rich alternative to the dominant measures of academic success. Understand how your institution can use CAAL practices through existing academic technologies or a manual reporting processes.

9:30 – 10:15

Linking E-Portfolio to Program Assessment. Margaret T. McLane, Christine Preisinger, The College of Saint Rose. [Institutional]

This session will provide an overview of the evolution of a capstone teaching portfolio to a multi-purpose e-portfolio aligned with program and national standards. Once a general collection of student work compiled during the student teaching semester, the e-portfolio has emerged as a program embedded assessment tool used to measure candidate progress toward acquisition of professional knowledge, skills and dispositions, while also guiding institutional program assessment.The use of the e-portfolio to gather data for evaluation of candidates integrated learning, reflection, and practice will be discussed. Examples of aggregated and disaggregated data will be provided.

9:30 – 10:15

An Integrative First Year Initiative and ePortfolio. Michele Cuomo, Victor Fichera, Queensborough Community College. [Institutional]

Queensborough Community College's Freshman Academies Initiative was launched in Fall 2009. The initiative features enhanced academic and student support for first year students through high impact classroom strategies and guidance for student services. EPortfolio and features on the Epsilen platform such as Groups, Wikis and the Learning Matrix have been central to the early success of the initiative, as demonstrated through the Freshman Academy Assessment Protocol. EPortfolio practitioners on campus are furthering the effort through transfer and advisement initiatives.

9:30 – 10:15

A Statewide Event to Celebrate ePortfolios K-20. Ellen Marie Murphy, Plymouth State University.[Institutional]

In this presentation, I will talk about New Hampshire's first K-20 Focus on ePortfolio Day, which was held in October 2010.I will share the steps it took to organize the event, the results, and some of my work with various K-12 institutions throughout the State of New Hampshire around ePortfolios.

9:30 – 10:15

The Culminating Moment: Capstone ePortfolios and Curricular Transformation. J. Elizabeth Clark, Craig Kasprzak, Kimberly Ramirez, LaGuardia Community College. [Institutional]

This session will explore the role of ePortfolio in supporting Capstone pedagogy.This session will focus on institutional change, curricular transformation, and ePortfolios as a site for culmination, integration, reflection, and transition.It will provide data on the differences between students who create a capstone ePortfolio and those who do not.How does the ePortfolio support student learning and transition?How have capstone courses changed as a result of curricular innovation?It will also explore the relationship between ePortfolio development and professional development for faculty.

9:30 - 10:15
Personal Learning Environments: Creating User-Centric Learning Spaces. Nancy Rubin, Learning Objects.[Institutional]

The term Personal Learning Environment (PLE) has different meanings depending on who is defining it and in which context it is being used. In 2009, the Educause Learning Initiative defined Personal Learning Environments as tools, communities and services that constitute educational platforms that learners use to direct their own learning and educational goals. Taking advantage of Web 2.0 technologies, PLEs allow learners to be active co-creators of knowledge.

Personal Learning Environments can change the "model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize.” With so much of the focus today on standardized tests, it is useful to consider how to teach students to be better learners instead of better test takers.

If we look at some of the activities that students’ engage in within their PLE, portfolio development is among the most popular. Portfolios are an educational tool that you can use to share and reflect on your work and experiences. ePortfolios, or electronic portfolios, use digital technologies to allow for multi-media presentations (including text, graphics, audio, and video) and more efficient data collection.

9:30 – 10:15

"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: Reviewing Manuscripts for the International Journal of ePortfolio.C. Edward Watson, Peter Doolittle, Virginia Tech.

Potential and current reviewers, authors, and readers of IJeP are encouraged to attend this conversation regarding the journal and its manuscript review process.

10:15 – 10:45

Break; Visit Poster Sessions near AAEEBL Registration Desk, continuing until 11:15:

The Blogs at Penn State: A University-Wide Publishing Platform PromotingSelf-Directed Learning and Digital Literacy. Robin Small, Pennsylvania State University

ePortfolio and Study Abroad. Hugo Fernandez, LaGuardia Community College

From the Beginning: Implementing Professional e-Portfolios in a Physical Therapy Program. Cheryl Riegger-Krugh, Matthew Hudas, Ronald Scott, Walsh University


10:45 – 11:30

Plenary Keynote. Eportfolios in Australian higher education: Graduate attributes, standards and employability. Beverley Oliver, Curtin University, Perth, Australia.

The Australian higher education sector is facing extensive change: policy focuses increasingly on assuring standards for graduate ‘fitness for purpose’ whether that be employability, further study, or civic engagement. National indicatorsundefinedusually quantitativeundefineddrive funding: in relation to teaching and learning these are currently around student intake, progress and completion; and course experience and graduate destination as reported by recent graduates. New measures will be introduced in coming years, including the Collegiate Learning Assessment. Standards are a particular emphasis in these policies, and various projects are underway nationally to determine the ways in which universities will be able to assure graduate standards. Undergraduate education in Australia is predominantly professionally-oriented: that is, school leavers enroll in degrees which provide them with professional outcomes such as Engineering, Pharmacy, Law and Nursing. These programs are guided by professional accreditation competencies and universities’ graduate attributes. In this context, ePortfolios have the capacity to enable undergraduate students to build evidence for employability or future enrollment.This presentation will be a snapshot of some of the initiatives currently underway which focus on student and teaching staff ePortfolio initiatives for communicating and assuring graduate standards.

11:45 – 12:30

Eportfolios and Faculty Development: Charting the Impact on Teaching, Learning and Campus Culture. Beth Klinger, Linda Anstendig, Jim Stenerson, Sarah Burns-Feyl, Samantha Egan, Pace University.[Institutional]

This presentation discusses the ways in which ePortfolios are enhancing teaching and learning as well as positively influencing Pace University’s campus culture.We demonstrate faculty development initiatives to re-examine pedagogy, design assignments, and to explore the benefits of using the ePortfolio as an authentic assessment tool. Such methods include: faculty presentations, teaching circle seminars, and outreach to various stakeholders. As a result of our efforts over the past year, we have collected and analyzed data from faculty interviews, an assessment pilot, as well as surveys.There will be time for questions and discussion at the end of the session.

11:45 – 12:30

The role of reflection in a Management Skills course e-Portfolio: Choosing artifacts to present a persona to the workplace. Diane Holtzman, Evonne J. Kruger, The Richard Stockton College of New Jersey. [Reflection]

This session will present how the use of e-portfolios in a Management Skills course provides strong evidence connecting the student’s knowledge and skills to workplace needs while in college and beyond graduation. The process of constructing the e-portfolio involves students in the personal development aspects of its creation and engages students in a reflective process of selecting artifacts that present a persona to the workplace. In the e-portfolio students demonstrate creativity, career research, and impression management skills. Examples of students’ reflections and choices of artifacts for the management skills course e-portfolio will be shown.


11:45 – 12:30

Out of Practice: Are *You* Keeping & Updating Your Own Portfolio?

Wende Garrison, AAC&U; Gail Ring, Clemson University; J. Elizabeth Clark, LaGuardia Community College; Judy Patton, Candyce Reynolds, Portland State University.

After AAC&U's January 2011 Eportfolio Forum, where attendees were challenged to actively learn and reflect throughout the day, a small group of eportfolio leaders took that day's challenge to "walk the portfolio talk" to heart. Holding each other accountable week by week, they have each developed different kinds of portfolios--everything from course portfolios focused on professional development to comprehensive portfolios representing all parts of life. Stop by this session to learn to hear what these experts got out of practicing what they preach and see the process they used. They only spent an hour a week to go from not having a portfolio at all to the great examples you will see at this session. If you too would like to practice what you preach, their band of active portfolio-ers is open to all. Join them and see what happens when leading a portfolio implementation on your campus or teaching portfolio to your students truly comes *out of practice*. In this interactive session, you will also identify what keeps you from actively keeping a portfolio and identify one concrete step you could take right away.

11:45 – 12:30

Reflection and Iteration: Factors of engagement in 21st century Eportfolios. Lori Hager, University of Oregon.[Institutional].

This session considers how a small-scale arts-based educational technology project can lead to large impact through thoughtful program development and collaboration. ePortfolios began as a faculty-led initiative with ten students and two faculty, and are now integrated in the graduate curriculum through student learning eportfolios, courses, and faculty eportfolios. This session presents the challenges of instituting a faculty-led and eportfolio-centered curriculum reform.Results from a three-year research study will be presented, which examines issues related to student and faculty engagement with emerging technologies and eportfolio applications, institutional culture, and multidisciplinary collaboration. The Arts and Administration Program at the University of Oregon is part of a network of professional schools engaged in developing eportfolio learning processes on the University of Oregon campus, and a member of the 5th Cohort of the Inter/National Coalition for Electronic Portfolio Research.

11:45 – 12:30

Wrestling with Concepts for the Real-World: Using ePortfolios to Promote Civic Engagement. Helen L. Chen, Stanford University; Tracy Penny-Light, St. Jerome University; John Ittelson, California Virtual Campus; Kevin Kelly, San Francisco State University. [Reflection]

How can eportfolios motivate and support the development of empowered, informed, and responsible learners who can make important connections between academic content and their roles in society? Participants in this interactive workshop will explore issues related to how to design reflective activities that result in authentic evidence of how students internalize, synthesize, and transfer learning experiences from formal and informal contexts. Case studies from the humanities and allied health fields will be used to concretely illustrate how the ethical values necessary for civic engagement can be promoted through the thoughtful use of eportfolios.

11:45 – 12:30

The Implementation of Eportfolio Programs in Transformational Change: A Case Study of Three 2-Year Colleges in the Minnesota State Colleges and Universities System. Marcos J. Motero-Lares, Hamline University. [Institutioinal]

The deployment of eFolioMinnesota™ by the MnSCU System is considered a unique case in the U.S. and around the world because of its support for developing ePortfolios for lifewide and lifelong learning for residents of the state of Minnesota, USA.Individual institutions have adopted and implemented eFolioMinnesota™ to serve high-level institutional goals.This presentation will discuss findings from a dissertation research that investigated the implementation of ePortfolio programs and explored implications for transformational change at three two-year colleges in the MnSCU System.Findings from the study include cross-case themes; lessons learners; and recommendations for research, policy, and practice.

11:45 – 12:30

All Aboard!!: getting faculty buy in for portfolios through the development of their own academic portfolio. Peter Ingle, Westminster College.[Institutional]

This presentation discusses the use of faculty academic portfolios as one strategy for building buy in for the use of student portfolios. Faculty at Westminster College (Utah) are using portfolios for contract review and promotion. Support for this effort enabled faculty to understand the ways portfolios could be used, the tools available to create them, and the ease in which portfolios could be shared and evaluated. The presentation provides specifics for the implementation of this strategy, faculty feedback about the process, and ideas for enhancing the process.

11:45 – 12:30

"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 AAEEBL Southeast Conference November 7 and 8, Virginia Tech; The AAEEBL Western Conference and The AAEEBL Northeast Conference. Trent Batson, AAEEBL; Marc Zaldivar, Teggin Summers, Virginia Tech; Gail Ring, Clemson University; Debbie Lord, Central Piedmont Community College; Peter Ingle, Westminster College; James Griffin, Johnson & Wales.

12:30 – 1:30

Lunch in Exhibit Hall

12:15 – 3:30

Exhibit Hall Open

12:30 – 3:25

Technology Classroom Demonstrations in the Exhibit Hall

1:00 – 2:15

A ground-breaking approach to the assessment of student e-Portfolios using the Law of Comparative Judgement. Richard Kimbell, Goldsmiths, University of London; Karim Derrick, TAG Developments; Erin Antonius (BLi America). [Institutional]

This workshop will look at a UK government sponsored pilot project called Project e-Scape and two innovative approaches that this project took to e-portfolios. The first will be to look at the project's use of 'storyboard' portfolios to build a holistic view of learner progression through a project. The second will be to look at using The Law of Comparative Judgement to assess portfolios of work. In both cases, delegates will be given the opportunity to try out these approaches for themselves in a hands-on session.

1:30 - 2:15

Using e-portfolios to support successful learning pathways. Allison Miller, Australian Flexible Learning Framework.[Employability]

Several trials were undertaken during 2009-10 to investigate the key factors in using e-portfolios to help learners manage, control and present their own personal and/or professional information.These investigations looked at the way learners can use e-portfolios to demonstrate course requirements, workplace learning and for gaining recognition of existing skills and knowledge.These trials also considered the factors for supporting learner privacy

2:30 – 3:15

Supporting Faculty in the Development of Electronic Portfolios. Debra Dunlap Runshe, IUPUI.[Institutional]

The consultants at the Center for Teaching and Learning at Indiana University - Purdue University Indianapolis support faculty in the development of electronic portfolio environments that focus on a variety of purposes including: teaching and learning; self-representation and identity development; and, accountability and assessment. Some projects involve departments or programs while others focus on an individual faculty member’s course. The stakeholders involved in these projects possess different levels of understanding of the portfolio process. The support that is needed for these project of diverse purposes and levels of understanding of the portfolio process will be discussed in this session.

2:30 – 3:15

Implementing an Assessment Plan for Technology-Enhanced Courses:Building and Sustaining a Cross-Functional Team Approach. Susan Holak, Barbara Cohen, Sam Michalowski, William Bernhardt, Louise Levine, Kristen Lindtvedt, College of Staten Island CUNY.[Institutional]

The incorporation of ePortfolios at the College of Staten Island/CUNY has been growing steadily over the past two years.Simultaneous with the expansion of technology-enhanced courses, a longitudinal plan for continuous assessment has been piloted and implemented.The dynamic nature of this ePortfolio initiative encouraged an evolution in organizational structure and process at the institution.Specifically, the formation of a cross-functional team including representation from the Office of Institutional Research and Assessment, the campus Faculty Center, technology support areas, and course instructors facilitated a comprehensive assessment plan that was piloted during Fall 2009 and Spring 2010.Elements of the ongoing and evolving assessment process, details of specific instruments, and challenges and program modifications will be the focus of this cross-functional panel presentation.

2:30 – 3:15

Can You "Deepen Learning” within the Professional Mandate of Confidentiality? Lilian A Rafeldt, Judy Snayd, Ellen Freeman, Three Rivers Community College.[Longitudinal]

Health care providers have a professional duty to use clinical data only for care of clients. Health care educators facilitate students’ ability to reflect on their own learning / practice.How can ePortfolio thrive in conflicting worlds of open story telling and confidentiality? Is it as simple as using a fictitious client name?At Three Rivers Community College reflective learning prompts guided by HIPAA principles are integrated throughout the nursing curriculum.The integration timeline will be shared including analysis of perceived barriers and their continuing resolution.Communication and external review strategies promote the "marriage” of ePortfolio pedagogy with health care practice.

2:30 – 3:15

(2-hour workshop) We Make the Road by Walking It: Educating for Generative Knowledge and Lifelong Learning through ePortfolios. Melissa Peet, University of Michigan.[Institutional].

This session will illustrate how ePortfolios can become a vehicle for individual, disciplinary and institutional transformation. In order to adapt to the rapidly changing needs ofthe 21st century workplace, educational institutions must undergo dramatic change. Our curricula and pedagogy as well as our understanding of knowledge and learning must become more integrative. In order to prepare students to learn for life, we must expand our definition of learning to include the knowledge, skills and capacities students are gaining outside the classroom. We must help students demonstrate how their academic knowledge applies to the rest of their lives, and develop assessment approaches that support them in taking ownership of their learning. In an effort to address these needs, this session presents theory, research and methods that foster Generative Knowledge Portfolios for lifelong learning. The term "Generative Knowledge” refers to the evolutionary strengths and capacities people must develop in order to consciously learn, grow and adapt to change over time. Session participants will gain a basic understanding of the concepts, research and principles related to Generative Knowledge Portfolios, and engage in an exercise that illustrates this approach. The session will also include example portfolios from a variety of disciplines and institutions.

2:30 – 3:15

Knowing the Disciplines: promoting authentic and integrative learning through the use of eportfolios. Nancy Wozniak, Patricia Aceves, Stony Brook University.[Institutional]

In this session we will discuss the meta-cognitive eportfolio process and the common ways of knowing (perception, language, reason, and emotion) as demonstrated by the various academic disciplines through the many types and uses of eportfolios.As we strive to make authentic and integrative learning through the use of eportfolios part of the campus culture, our first task is to understand the teaching mindset and learning priorities of the disciplines.We hope this presentation and discussion time will lead to a collaborative effort between universities to promote, share, and research the uses and outcomes of eportfolios across-the-disciplines on our campuses.

2:30 – 3:15

Observations from the 2011 AAEEBL Membership Survey. Gary Brown, Portland State University; Helen Chen, Stanford University; Jayme Jacobson, University of Idaho.[Instititutional]

This session will present preliminary findings from a newly revised survey administered to the AAAEEBL membership in Spring 2011.The primary objective of the survey focuses on developing a more comprehensive understanding of the continuum between uses of ePortfolios for two purposes: 1) assessment and management of ePortfolio content to address institutional needs; and 2) supporting and facilitating students’ individual learning and growth over time.The presenters will engage the audience in an interactive discussion of the implications of these findings for planning and guiding ePortfolio efforts, AAEEBL’s role in future research related to this area, and opportunities for advocacy and engagement.

2:30 – 3:15

The Students Say… Student description of their learning through ePortfolios. Rowana L. Carpenter, Krys Roth, Portland State University.[Reflection]

A general education program with a long history of using ePortfolios to assess learning outcomes designed a research project to address two questions about the student experience with the ePortfolio process: 1) because of program growth and new faculty participation, how is the ePortfolio being implemented across the program? 2) what do students report they have learned through the ePortfolio process?This session will present findings from two years’ worth of student survey data, including quantitative findings linking pedagogical practices to self-reported student learning and qualitative findings in which students describe their learning from and challenges with the ePortfolio process.

2:30 – 3:15

 "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: Ethical Considerations:Are Students Getting the Best Preparation for Life?Teddi Fishman and Gail Ring, Clemson University.

3:30 – 4:15

ePortfolio and Oral Communication Skills Development and Assessment. Michael Napolitano, Edward Goodman, Hector Fernandez, Rejendra Bhika, Santo Trapani, LaGuardia Community College.[Institutional]

The Business and Technology Department of LaGuardia Community College has completely revamped its approach regarding the teaching and assessing of the oral communication competency through ePortfolio.Faculty members will discuss how their work in a Scholarship of Teaching and Learning seminar led to an experiment with an oral communication "Intervention" in their business classes, with remarkable results regarding improved student performance documented via ePortfolio.Results of this experiment led to a rethinking within the Department of how oral communication was being taught and assessed, and the development of an innovative process which we believe improves student performance and skill development.

3:30 – 4:15

Adjusting an Institutional ePortfolio Implementation to Individual Department Practices. Rachid Eladlouni, Pratt Institute.[Institutional]

While, in theory, ePortfolios can support a wide range of pedagogical processes and assessment purposes, a new ePortfolio initiative must take into consideration the practices of individual academic disciplines.This session explores various steps and strategies that individual schools and programs can adopt to facilitate the process of a university-wide ePortfolio implementation.

3:30 – 4:15

Why Open Source Portfolio (OSP) in Sakai Works For Us. Nancy O’Laughlin, University of Delaware; Marc Zaldivar, Teggin Summers, Virginia Tech.[Institutional]

Eportfolios have the power to transform learning through reflection, engagement, increased feedback and evaluation. But how do you implement this new pedagogical strategy without allowing the technology to drive the solution?

Two universities will share their perspectives on why Open Source Portfolio (OSP) in Sakai works for them.Presenters will describe the implementation and management decisions made for their own institutions and share the features within OSP that enable them to meet course, program or institutional needs.Then each will critically reflect on those decisions and features summarizing their current situation and plans for the future.

3:30 – 4:15

 (2-hour workshop, continuation). We Make the Road by Walking It: Educating for Generative Knowledge and Lifelong Learning through ePortfolios. Melissa Peet, University of Michigan.[Institutional].

This session will illustrate how ePortfolios can become a vehicle for individual, disciplinary and institutional transformation. In order to adapt to the rapidly changing needs ofthe 21st century workplace, educational institutions must undergo dramatic change. Our curricula and pedagogy as well as our understanding of knowledge and learning must become more integrative. In order to prepare students to learn for life, we must expand our definition of learning to include the knowledge, skills and capacities students are gaining outside the classroom. We must help students demonstrate how their academic knowledge applies to the rest of their lives, and develop assessment approaches that support them in taking ownership of their learning. In an effort to address these needs, this session presents theory, research and methods that foster Generative Knowledge Portfolios for lifelong learning. The term "Generative Knowledge” refers to the evolutionary strengths and capacities people must develop in order to consciously learn, grow and adapt to change over time. Session participants will gain a basic understanding of the concepts, research and principles related to Generative Knowledge Portfolios, and engage in an exercise that illustrates this approach. The session will also include example portfolios from a variety of disciplines and institutions.

3:30 – 4:15

Connected Learning: ePortfolio and Integrative Pedagogy- cultivating a core social pedagogy. Thomas M. Onorato, Rajendra Bhika, Craig Kasprzak, Ellen Quish, LaGuardia Community College.[Institutional]

The Connected Learning: ePortfolio & Integrative Pedagogy professional development seminar at LaGuardia Community College pioneers approaches to teaching with ePortfolio that maximize its potential as an integrative tool.Central to the seminar are the premises that the learning collected within student ePortfolios should be visible and that this visibility invites, facilitates, and even demands active engagement between the student and his or her audience.The seminar models an integrative classroom, challenging faculty to reflect upon their pedagogy, experiment with new ideas, document their work, andundefinedmost importantlyundefinedcompare strategies with their colleagues via the ePortfolio platform.

3:30 – 4:15

Promoting Interdisciplinary learning using ePortfolio for allied health science students. Philip Gimber, Deborah McMillan-Coddington, Clarence Chan, Margaret Norris, LaGuardia Community College. [Reflection]

This session offers an opportunity to explore the use of ePortfolio to promote interdisciplinary learning among allied health students (nursing, physical therapy, occupational therapy, and medical nutrition therapy).It will introduce a newly developed "interdisciplinary ePortfolio” that incorporates course work with student experiences.Samples of assignments, ePortfolios and descriptions of student feedback will illustrate the pedagogy and collaboration used to create a culture of interdisciplinary learning.

3:30 - 4:15

ePortfolio Impact -- Identity Development and Cognitive Growth.

Lillian A. Rafeldt, Judy Snayd, Heather Bader, Edith Ouellet, Three Rivers Community College. [Reflection]


ePortfolio pedagogy fosters integrative learning where students make connections across courses, between experiences and throughout their lives. Three Rivers Community College actively integrates eportfolio across the nursing curriculum. Through this pedagogy students develop autonomy, ability to manage emotions, competence, integrity, interpersonal relationship strengths, purpose and identity. Cognitive skills are also developed. Strategies and goals for learning become transparent to the student, "a-has” are realized, reflection in and on action is seen. In this presentation learning activities from each course, reflections, rubrics, eportfolios and student growth will be shared. Theorists will guide the audience to "deeper learning”. Questions are welcomed.


3:30 – 4:15

 "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: Connect to Learning FIPSE-Funded 3-Year Project.Bret Eynon, Judit Torok, Trent Batson, Helen Chen.A conversation with the leaders of the FIPSE-Funded Connect to Learning project.

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