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Annual Conference Program
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Annual Conference Program


Monday, August 1, 2016, Hynes Convention Center
Pre-Conference Workshops
Executive Summit (for AAEEBL Members Only)

Recent changes in the Program are noted in red.



Monday August 1, 2016

10:30 – 5:00

AAEEBL Executive Summit, led by the authors of The Field Guide to ePortfolio; Sponsored by PebblePad; by invitation only


8:30 – 11:30

Workshop: Scaling Up! Growing an Effective ePortfolio Initiative. Bret Eynon, LaGuardia Community College CUNY and Laura Gambino, Gutmann Community College CUNY

Cancelled; alternative workshops:  Gardner Campbell or Stephen Downes.  See Campus Technology workshop program; you are free to attend either the Campbell or the Downes workshops. 

8:30 – 11:30

Workshop: Hands-on Karuta 2.0: Design the portfolio process you need.  Jacques Raynauld, HEC Montreal.

Description: Under the umbrella of the Apereo Foundation, Karuta is the next generation open source portfolio solution. Design your own portfolio process or use available templates, create reports, test your prototype with different roles, make changes and run the final version. Karuta built-in flexibility can support any innovative portfolio projects with no developers are needed. At the end of the workshop, the participants will have a working knowledge of Karuta functionnalities and is possibilities.





Tuesday August 2, 2016

RES = research
LEARN = learning
INST = institutional use of eportfolio
CRED = credentialing
IMPL = implementation
TECH = technology

8:00 – 8:45

Coffee in Foyer

8:30 – 9:20

Concurrent Sessions 1

20-min (2)

[LEARN] Shifting the Pedagogical Kaleidoscope: Online Collaborative Learning & Integrating Electronic Portfolios, Sonja Taylor, Portland State University. The purpose of this presentation is two-fold. One aspect is the integration of eportfolios into an inquiry based learning environment, the other is to demonstrate how to shift pedagogical thinking when it comes to online instruction. (20 min)

[RES] An Embedded ePortfolio in a Masters Degree: Is It working? Jennifer Munday, Charles Sturt University, Australia.

The aim of this paper is to report on findings of a research project that investigated whether the outcomes and skills learned in a Master of Education ePortfolio processes led to classroom teachers continued use of these skills, and whether they used ePortfolio processes, techniques and skills in the classroom with young children. (20 min)

20-min (2)

[LEARN] Showcasing a Class-Wide ePortfolio: A Journey of EPIC Learning, Cindy Stevens, Wentworth Institute of Technology.

This session describes the use of an ePortfolio to manage and showcase a semester-long, class-wide project during the Fall semester 2015.(20-min)

[RES] Self-Regulated Learning: Applications to ePortfolio Practice, Maureen Andrade, Utah Valley University.

Academic achievement has been linked to learner self-regulation, or the ability to take responsibility for controlling factors that affect learning. Self-regulation consists of three phases: forethought, performance, and self-reflection. (20 min)

20-min (2)

[INST] High Stakes Course Development QA with a Folio-thinking approach: Challenges and Opportunities, Marc Zaldivar, Virginia Tech.

Virginia Tech is continuing to expand and ramp up our online and hybrid course offerings. My group has been tasked with providing quality assurance that the courses being developed are of high quality and educational standards. This session will discuss the challenges and opportunities afforded by engaging faculty in a portfolio-based approach to course development. (20 min)

[LEARN] Reignite Reflection and ePortfolios, Lillian Rafeldt, Three Rivers Community College.

Students at Three Rivers Community College deepen abilities and role transitions through ePortfolios and reflection. Creative classroom designs, multimedia programs and reframing implementation continue growth within our school. (20 min)

20-min (2)

[LEARN] Evidence of Knowing: Using ePortfolios to Highlight Student Competencies and Increase Employment Prospects, Neal Green, Kendall College. This session will share findings from an ePortfolio initiative at Kendall College in Chicago, Illinois. In Spring 2016, ePortfolios were integrated in key courses and the data shared today was produced from surveys, interviews, and focus groups during Phase I of a three phase implementation process. To conclude our discussion today, we will share our next steps and lessons learned. (20-min)

[CRED] How to Avoid “Going Through the Motions:” Facilitating Intern’s Use of ePortfolios for Reflection and Branding, Shanria Reese, IUPUI; Mary Ballard, Indiana University.

Participants will learn creative ways to relay to students the importance of being able to identify the relevant skills gained from their experiences. The Life-Health Sciences Internship (LHSI) program at Indiana University-Purdue University Indianapolis (IUPUI) uses the ePortfolio to facilitate critical reflection in its interns to help remember important information. (20 min)


[IMPL] Integrating an ePortfolio into a Special Education Program: Strategies for Sustainable and Successful Implementation, Maria Macik, Patricia S. Lynch, and Debra Fowler; Texas A&M University.

The research on ePortfolios has been extensive and best practices have been established by several exemplar programs. Even with the advances made in this area, several programs continue to experience fragmented implementation (Andrews & Cole, 2015). In this session, we will describe three strategies for maintaining an ePortfolio in a special education program. Student and faculty surveys were deployed to identify the successful aspects of the ePortfolio implementation, and a summary of the findings will be shared.


[TECH] Karuta 2.0: A New Flexible Open Source Solution for all Your Portfolio Needs, Jacques Raynauld, HEC Montreal.

Under the umbrella of the Apereo Foundation, Karuta is the next generation open source portfolio solution. Design your own portfolio process or use available templates to create learning and assessment workflows with elaborate dashboards and reports. Test your prototype in small pilots, make changes, and run the final version in production. Karuta has built-in flexibility to support innovative portfolio projects in a truly iterative process with no developers needed. Karuta 2.0 features a completely new and customizable user interface, easy and customizable templates for the use of multiple rubrics, social networking, showcase displays, peer evaluation, and enhanced sharing possibilities. Thanks to its responsive design, Karuta portfolios can be displayed on any device (e.g., phone, tablet, laptop). Use cases from current partners will be presented, including one from an MBA program and another using the complete set of AAC&U Value Rubrics.

9:30 – 10:20

Concurrent Sessions 2


[LEARN] It’s Not Just a Game: Reflection, Metacognition, Integration and Collaboration through Experiential Learning in The Game Studio at Champlain College, Ellen Zeman and Jonathan Ferguson, Champlain College.

In The Game Studio at Champlain College, students work in teams of designers, artists, programmers and producers to create digital games in a setting that simulates industry. Over the course of a student’s four-year undergraduate program, students will make many games that vary in scope, target market and design. These experiences culminate in a full year of development for seniors in which student teams design and build award-winning games in a real-world process facilitated by industry-standard techniques and tools. In The Game Studio students working across disciplines under the guidance of faculty bring to life almost everything we recognize as portfolio practice, without naming it as such. After describing this rich and dynamic creative process, the presenters will ask a panel of ePortfolio experts what they recognize as portfolio thinking and practice in this unique learning context and what they think we all can learn from it.

20-min (2)

[LEARN] Has eportfolio use deepened student integrative career development learning in science?, Jia Lin Yang and Patsie Polly, UNSW, Australia. The aim of this study was to provide and evaluate integrative career development learning and eportfolio to students in Stage 3 science courses within the medical science program at UNSW Australia. To achieve this aim, we implemented eportfolio pedagogy to support development of student reflective practice and career development learning. This presentation will discuss how eportfolio use, pedagogy and achievement of learning outcomes was addressed. In particular, we will focus on the impact and relevance of eportfolio use on improvement of integrative career development learning across courses representing various medical science disciplines.(20-min)

[CRED] Enabling external experts and employers to engage with eportfolios (or) How to avoid scuppering your scale-up, Shane Sutherland, PebblePad, with video case studies: Yangama Jokwiro, LaTrobe University; Manual Frutos-Perez, University of the West of England; David Eddy, Sheffield Hallam University.

The role of external agents in assessing and validating student learning and experience has expanded significantly. This is particularly true in medical and allied health related programs - but is increasingly the case in a much wider range of courses and programs that offer workplace, co-op, or placement-based learning. Institutions with significant numbers of learners being supported and assessed whilst on 'placement' typically face three inter-related challenges: 1. Providing advice and guidance for mentors, supervisors, preceptors and others engaged in supporting and assessing learning, 2. In terms of security and privacy, administering access to systems, users and assessable work 3. Ensuring the validity and authenticity of the assessment In this presentation we will draw upon case studies from La Trobe University, University of The West of England and Bradford University to explore the tensions between these challenges and explain how they are being successfully resolved. (20-min)

20-min (2)

[INST] ePortfolio to support Integrative Learning and Program Assessment, Lisa McNair, Virginia Tech. ePortfolios are being implemented for program assessment of a new integrative general education initiative. Specifically, the Innovation Pathways Minor (IPM) integrates ways of knowing across disciplines to help students in a wide range of majors situate and practice “innovation” in ethical and global ways. ePortfolios are used in each core course of the IPM for students to present both the products and the processes of their innovative projects. These projects bring together class activities with experiential learning gained through using design thinking to work with the community in customer discovery and client-based projects. ePortfolio documentation of these diverse components will be used in program assessment as evidence of growth, focusing on outcomes such as reflective practice, professional identity, ethical reasoning, and intercultural and global awareness. (20-min)

[INST] From Student to Provost: Engaging in Authentic Assessment, Marc Zaldivar and Martina Svyantek, Virginia Tech.

Assessment lies at the heart of an effective ePortfolio program. Thinking of assessment as a way to document learning, demonstrate progress, and improve growth, we have for a long time known that ePortfolios can be a powerful assessment tool. Determining what makes these assessments authentic, however, can be more challenging given the multiple stakeholders within the ePortfolio process. This session focuses on a few multiple examples from Virginia Tech as case studies that demonstrate where the assessment process effectively connects student learning assessments to institutional assessments, allowing everyone from students to faculty to administration to play important parts. (20-min)


[INST} Assessment for Learning That Matters: The VALUE Rubrics and the Multi-State Collaborative for Learning Outcomes Assessment, Terrel Rhodes, AAC&U; David Hubert, Salt Lake Coummunity College; Bonnie Orcutt, Worcester State University; Angelette Prichett, Missouri Department of Higher Education; Lisa Foss, St. Cloud State University.

The rush to completion and atomization of learning for speed and short-term monetary return are the chief threats to higher education’s role in advancing an educated populace. This session explores how higher education institutions across the country and state systems and policy-makers are assessing student learning proficiency to demonstrate the levels of learning on essential outcomes demanded by faculty and employers and society. Panelists will share their motivations, experiences, findings and initial actions to improve student learning through the Multi-State Collaborative/VALUE nationwide project. Eportfolios are the most pervasive presence in higher education for encouraging students to make meaning of their higher education through integration of learning wherever it occurs within a context or framework guided by expert educational professionals. Through an emphasis on student agency, e-portfolios deepen learning and enrich pedagogy while enhancing retention and graduation.

20-min (2)

[CRED] Open Badge Passport - reinventing the ePortfolio with Open Badges, Eric Rousselle, Discendum, Finland.

Digital portfolios are successfully used for assessment and reflective learning in many schools and universities, but according to our experience only few students are actually motivated to further develop and use their portfolios after graduating. The Open Badge Passport is a new kind of digital portfolio built with Open Badges. We will present how this new approach can motivate learners for showcasing their lifelong learning. (20-min)

[LEARN] ePortfolio as a Liberating Pedagogy in a Study Abroad Context, Beata Jones, TCU.

The Association of American Colleges and Universities (AAC&U) has identified global learning as one of the ten high impact practices on college campuses, promoting active learning among students (Kuh, 2008). This presentation will explore the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2003) and PRISM pedagogy (Williams, 2014) for a study abroad program. The discussion will include exploration of educational goals, effective scaffolding for creating program cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning using AAC&U (2010) VALUE rubrics. Attendees will be provided with helpful resources to apply in their teaching practice. (20-min)


[INST] Creating a Culture of Quality: ePortfolios, Student Learning Outcomes, and Program Evaluation, Joan Watson, University of Georgia/Digication.

The proactive, meaningful, and sustained assessment of student learning outcomes plays a critical and fundamental role in both programmatic evaluation and institutional accreditation. The data resulting from learning outcomes assessment are crucial for establishing effective evidence-based practice and for cultivating a culture of quality and accountability across curricula, programs, and institutions. The goals for this session are twofold: 1.) To demystify the work involved in the assessment of student learning outcomes, and 2.) To illustrate the role outcomes assessment data play in the subsequent evaluation of academic programs. Discussion will center around a set of best practices that feature ePortfolios as rich academic and administrative environments that encourage a focus on programmatic organization and communication; capitalize on the strengths of existing curricula and faculty; and capture qualitative and contextualized evidence of student learning.

10:20 – 10:40


10:40 – 12:10

Conference Opening and Keynote: Kathleen Yancey, Florida State University: What ePortfolios Have to Teach (all of) Us: A Practice ofCuration, an InvisibleCurriculum, and Cataloging-as-Assessment

In this presentation, I explore three dimensions of ePortfolios helping to support ePortfolio learning. The first dimension is the curriculum that any ePortfolio represents and taps: put another way, although different ePortfolio models foster different kinds of learning, all ePortfolios by definition assume and entail a curriculum, even if it's tacit. It's worth asking, then, what these curricula are and how (or if) we support students in completing them. The second dimension is the practice of curation. Many ePortfolio theorists have indentified metaphors defining ePortfolios, including the metaphor of curation. A closer look at curatorial practice, however, suggests that it's more than a metaphor: it describes rather well the ePortfolio practice of collecting, selecting, reflecting on, and assembling a portfolio. If that's so, a good question is how we understand and define this ePortfolio curatorial practice and how it--and others, like reflection--are included in ePortfolio curricula, and thus how students are prepared to create ePortfolios keyed to integrative learning. The third dimension speaks to the need of faculty and institutions to learn from ePortfolios. If learning from ePortfolios is one of our goals, we might consider the value of systematically cataloguing ePortfolio artifacts, especially with student commentaries on them.  The practice of cataloguing, as I will demonstrate, can help us both learn from ePortfolios and engage in a student-directed program assessment.

12:15 – 1:15

Lunch in Expo Hall

1:15 – 2:15

Sponsored Session; Plenary; Shane Sutherland, PebblePad.

Reimagining portfolio practice: an audience led exploration of high impact portfolio practice from applicant to alumni

In this presentation Shane explores the very best examples of PebblePad practice from the US, Australia and the UK, examples which range across the entire spectrum of the learning journey. More inspiring examples are available than time allows, so Shane will encourage the audience to dictate the direction and the focus of the presentation.

1:30 – 2:15

Posters in Expo Hall:

Showcasing a Class-Wide ePortfolio:  A Journey of EPIC Learning, Cindy Stevens, Wentworth Institute of Technology

ePortfolios, a pilgrim's progress towards new learning (and teaching) possibilities,Theresa Conefrey, Santa Clara University

Ecocomposition and ePortfolios: Literally and Figuratively Mapping Learning, Deborah Vause, York College of Pennsylvania

Rubric on Mahara: An Update on Rubric plugin for a course improvement cycle model based on self-assessment, Makoto Miyazaki, Kio University, Japan

ePortfolio to Support Integrative Learning and Program Assessment, Lisa McNair,Virginia Tech.

Problems and Possibilities in Implementing ePortfolios Across Schools and Colleges; Cases in Boston and NYC, Evangeline Harris-Stefankis, Boston University

2:15 – 2:30


2:30 – 3:20

Concurrent Sessions 3

20-min (2)

[RES] How employers, faculty, and students read eportfolios: a comparative study of process and priorities, Ruth Benander and Brenda Refaei, University of Cincinnati.

To design a meaningful experience for readers, the author of an eportfolio must meet basic needs of readers. Different types of readers may have specific expectations, and all readers may share certain needs in common. This session presents the results of a comparative study of 10 students, 10 faculty, and 10 business professionals reading the same two portfolios. Each group participated in a “Think Aloud Protocol” that was recorded. Participants were also interviewed. Results of the study identify needs and expectations these audiences have in common and expectations specific to each group. This information can help instructors guide students to create more effective eportfolios for different audiences. (20-min).

[RES] Competency-Based vs Expertise-Based e-Portfolio/Badge Systems: Issues of Feasibility, Consequential Validity, and Evidential Validity, Daniel Hickey, Indiana University.

Open digital badges can contain claims and evidence, circulate this information in social networks, and then gain addition endorsements. This has the potential to transform credentialing and related innovations like e-portfolios. We carefully studied 29 projects funded in 2012 to develop digital badge systems, including six projects that also used e-portfolios. Four of these projects set out to recognize very specific measurable competencies (and not participation); none of those projects resulted in sustained educational ecosystems. Two of these projects set out to recognize participation and more general expertise, as represented by web-enabled artifacts, reflections, and endorsements; both projects resulted in thriving ecosystems. This presentation will explore the implications of these findings for (a) the feasibility of different types of e-portfolio/badge systems, (b) the consequential validity of those systems for fostering proficiency, (c) the evidential validity of those systems. (20-min).

20-Min (2)

[LEARN] Eportfolios spark a campus-wide culture of reflection, Carra Leah Hood, Stockton University.

The introduction of institutional outcomes and eportfolios across a college-campus has introduced reflection as a prominent feature of “good” pedagogy. In a small number of disciplines, such as writing and some clinical fields, reflection has been a component of teaching and learning as far back as the 1970s; however, in a majority of college majors and minors, teaching and assessing reflection have not been common ingredients of classroom pedagogy. Many professors unfamiliar with pedagogy of reflection may need training to practice this type of pedagogy well. Presenters will share their stories about learning to teach reflection, scaling reflection across the curriculum and from first to senior year, incorporating reflection into students’ eportfolios, and using reflection for authentic assessment. Presenters will also discuss the ways in which reflection can promote students’ professional growth and enhance students’ self-perception of learning.(20-min)

[CRED] Curating Digital Identity from the Classroom to Career, Leslie Batchelder, Portland State University.

This presentation will describe the need for students to understand the meaning of and careful curation of their digital identity. In the 21st century students are masters of curating a narrative about their experiences in vehicles such as Facebook, Instagram and Twitter. When and if these abilities are harnessed to deepen academic experience students will be better prepared to articulate and share their academic and pre-professional training and development with future employers.



[LEARN] Thinking Across Disciplines: Prompting Student Reflection, Connie Rothwell, Andrew Harver and Ann Dils, University of North Carolina Charlotte.

Thinking Across Disciplines: Prompting Student Reflection: An examination of reflective practices in integrated learning e-portfolios from three disciplines: Public Health Sciences, Dance, and First Year Writing Program. In studying the reflective portions of e-portfolios, we should look for ways to create meaningful personal connections and identities, and also how reflection is uniquely situated in a particular discipline. Do the prompts we use lead the reflective portions of the e-portfolio to answer questions and frameworks that are discipline specific as well as reflect ways of thinking that are common across disciplines? Our presentation includes representative examples from our analyses, what we have come to understand about student practice, and possible ways of improving reflective practice. Our focus is on distinctions and interrelationships among reflective practice, critical thinking, and our ultimate objectives for student thinking within integrative e-portfolios.


[TECH] Context Counts: Good Practice in Eportfolio Platform Selection, Susan Scott and Susan Kahn, IUPUI; Candyce Reynolds, Portland State University and Paul Wasko, University of Alaska Anchorage.

The capabilities and usability of your eportfolio platform will directly affect the success of your eportfolio initiative, so the prospect of platform or service selection--especially given the ever-increasing variety of choices--can be daunting. The experienced panelists in this session will provide an opportunity for you to compare and contrast how three similar but not identical institutions adapted “best practices” to reach different decisions about the right platform for their institutions. Come engage with colleagues from across the country to sort out how best to adapt good practice to your own context and increase your chances for a successful platform selection process.

20-min (2)

[LEARN] Using Eportfolios to Teach Ethical Practices in Digital Spaces, Heather Stuart and Lesley Bartlett, Auburn University.  Cancelled 

[Learn]  Students' Perceptions of ePortfolios: a Spanish Project, Monika Ciesielkiewicz, Villanueva-Universidad Complutense Madrid, currently conducting research at Harvard University. 

In this session, I will present ideas from a current research project.  In this study, in order to obtain an understanding of what intrinsic factors could motivate students to create and use an ePortfolio, a pragmatic and quantitative approach was used. The authors set out to discern the students’ perceptions of their own performance and effort, as well as the value of ePortfolio through a survey adapted to the objectives of the research.

One conclusion was that the strongest impetus of intrinsic motivation, as indicated by our research, was an appreciation for the value and usefulness of the ePortfolio, followed by the students’ perception of competence. (20 min).

[LEARN]  Students as Co-Designers of ePortfolio:  A Study in Course-Level Implementation, Leslie Gordon, University of Georgia. 

This presentation describes the results of a study of course-level implementation of ePortfolio in which two students collaborated with the professor as co-researchers of the student experience with ePortfolios. The student researchers were involved in all stages of the projects, from gathering beginning-of-term information from students to leading peer review of ePortfolio construction to assessing final products. The student researchers also kept separate reflections about their involvement with the process and used their experiences to inform the feedback they provided to students as well as the professor about ways to enhance the class experience with the ePortfolio. Overall, data suggests that using students as co-designers and collaborators in course-level ePortfolio implementation is helpful, but that the challenges that are inherent in a shorter-term (i.e. one semester) use of ePortfolio may still persist. 


[TECH] ePortfolio at UGA: Our Journey to Date, Sherry Clouser, Carrie Bishop, and Christopher Pisarik; University of Georgia.

The process of selecting any enterprise-level software includes a number of steps: reviewing the available products, establishing the functional and technical requirements, pilot testing, and decision making. A successful process involves the key stakeholders at every step. In this session, the presenters will offer an overview of the ePortfolio selection process currently underway at UGA including the perspectives of multiple stakeholder groups: administration, faculty, students, faculty developers and support specialists. We will share our progress in selecting and implementing ePortfolio on our campus. Attendees will have the opportunity to share their strategies and best practices as well.

3:30 – 4:20

Concurrent Sessions 4


[RES] The Completion Agenda: Linking ePortfolios and Student Success, Catherine Buyarski, Indiana University Purdue University Indianapolis (IUPUI).

The “Completion Agenda” in higher education calls for 60% of the US population to have earned a high quality degree or credential by 2025. Colleges and universities across the nation have implemented a wide array of curricular reforms, support services and program interventions designed to help students earn degrees in a timely manner. But what do we know about how ePortfolios can contribute to student success? What evidence do we have that ePortfolios enhance student achievement, progress toward degrees, and graduation? What evidence should we be gathering about the impact of ePortfolios on student success? Come join a lively conversation about these issues and more by sharing what evidence you have collected, generating ideas for research questions and discussing the various methods for assessing the impact of ePortfolios.


Report on The Field Guide to ePortfolio, Trent Batson, AAEEBL, and Field Guide team leaders. The Field Guide to ePortfolio, to be published by AAC&U, is a major publication event as over 50 AAEEBL members contributed to the publication. Learn about what lead authors learned as they assimilated their and their team’s thoughts on key issues regarding eportfolios.

20-min (2)

[TECH] The Whole Hog: adopting, requiring, teaching and supporting individual domains for every student, Nell Ruby and Neta Counts, Agnes Scott College.

In the fall of 2015, Agnes Scott College implemented a new "SUMMIT" initiative, requiring all students to create a digital portfolio in their first semester to use as a reflective resource throughout their education. As a part of SUMMIT, the college has created a Center for Digital and Visual Literacy. This session will outline how we teach first years to build a website from the ground up, using Mary Washington College’s concept of A Domain of One’s Own. Students are familiarized with the Control Panel where they install Wordpress as a basic working module, with options for multiple applications, subfolders and subdomains. Students are introduced to the responsibility and ownership of their authority over their websites, the notion of being web content producers, and the idea that they drive their own education. (20 min).

[IMPL] Exploring Best Practices: Integrating Learning Portfolios into Institutional Culture, Catherina Chiappetta Swanson and Julie Conder, McMaster University.

For three years McMaster University has been working to implement an eportfolio initiative at the institutional level. We are somewhat unique in that the "Learning Portfoio" for us is a top-down, middle-out and bottom-up initiative. We have support on a number of levels including our President, Provost, administrators, faculty, students and staff across the university. This has given us the opportunity to seek best practices, support professional development on using eportfolios and evaluate elements of eportfolio infrastructure. This session presents the journey towards our goal of implementing the Learning Portfolio as part of institutional culture. In particular, a focus on exploring the following questions: 1. How do institutional goals help to facilitate eportfolio institutional implementation and should goal setting occur before, after, or at the same time as implementation of institutional eportfolios? 2. What are effective methods for implementing eportfolio initiatives? (20-min)

20-min (2)

[IMPL] "What I did last summer:" Incorporating experiential learning into ePortfolios, Martina Svyantek, Virginia Tech.

Community partners have a great deal to offer students, both in terms of experiences and artifacts to reflect on in their ePortfolios. In turn, students' work on the behalf of such partners can support the development of a vibrant community on and around their campus. This can be seen via the increased focus on active learning in higher education, as well as the numerous opportunities that students have to pursue their own interests. (20 min)

[IMPL] Come Train with Us: On-going Support for Faculty Using ePortfolios, Megan Mize, Lisa Mayers, and Deri Draper; Old Dominion University.

Eportfolio scholarship should emphasize continued faculty support or assessment of faculty support and implementation. In this session, presenters will share a detailed eportfolio professional development workshop agenda and activities, faculty support strategies, and implementation assessment methodologies. The presentation will discuss the workshop activities used to introduce faculty to eportfolio pedagogy and assignment design, as well as the way in which our institution provides on-going eportfolio support for both faculty and students. Then the presenters will share the results of the initial assessment of these efforts, first examining evidence of student learning using the AAC&U Integrative Learning VALUE rubric to assess reflective letters, and then considering the impact of on-going professional development and support as indicated by survey feedback and faculty focus groups. Finally, the presenters will discuss how assessment informs training and support efforts. (20 min).


[IMPL] The Virtual Studio: Strategies for Integrating E-Learning Portfolios at an Art and Design School Mariah Doren, Parsons School of Design, Anette Millington and John Roach, The New School.  New title; previous title was planner's error

Portfolios have a natural affinity with schools of art and design because the presentation of final work is traditionally delivered in a portfolio format. In introducing the learning portfolio at Parsons, we sought to develop a tool that is internally (building a reflective practice of learning), as opposed to externally (the curation and presentation of finished projects) facing. One of our major goals was to foreground the thinking embedded in the design process. In the two years since launch, we have been pleased by the student success in using the tool as a digital sketchbook and virtual studio visit. Many faculty have found it an invaluable way to support reflective learning. As we build culture around the use of the e-LP there are some interesting hurdles to implementation, including how to manage a tool that follows students across their undergraduate experience, but must “land” in specific courses, and building a reflective component to benchmark for assessment.

20-min (2)

[CRED] The Edutainment Factor: Pitching ePortfolios to Engage Millennials and their Potential Employers, Mark Zammuto, Champlain College.

The edutainment factor in screening intern/job applicants is on the rise among hiring managers. Thus, ePortfolios are uniquely positioned to serve as a springboard for students launching their careers. As educators, we must pitch to our students how powerful it can be to pitch themselves to employers through ePortfolios. This session will explore unique tactical solutions that strengthen messaging to millennials on the topic of ePortfolios as it relates to the value of strategically marketing themselves to employers. You will learn innovative approaches ‰ÛÏbeyond the box‰Û to harness the attention and commitment of your student audience necessary to produce a high quality portfolio. (20-min)

[Learn] Eportfolio and the Study Abroad Experience: What Our Students Are Saying, John Regan, Boston University.  Cancelled

[TECH] Integrating e-Portfolios, Badges, and Competencies: A Comparison of LMS Features and Case Studies of Use, Daniel Hickey and James Willis, Indiana university. 

All of the major learning management systems now include some form of e-portfolios, digital badges, and competency/outcome systems. Additionally, there are a growing number of external apps that can be added to most LMSs via the Learning Tool Interoperability (LTI) standards.  Together, these three features offer tremendous potential of innovation in instruction and credentialing. The Open Badges in Higher Education project is collaborating with vendors, faculty, and IT staff at numerous colleges and universities to support open digital badges, with a particular focus on enhancing integration with LMSs and other LMS features. This presentation will review (a) review the current status of these features in the major LMSs, (b) discuss the primary external apps in each area, and (c) present case studies of their integration in each. (20-min)

This session was moved from Wednesday to Tuesday to avoid a conflict.

4:00 – 5:30

Reception in Expo Hall




Wednesday August 3, 2016

8:00 – 8:30

Coffee in Foyer

8:30 – 9:20

Concurrent Sessions 5


[CRED] Cross-Discipline Perspectives on ePortfolios for Skill-Building and Career Differentiation, David Nesbitt, Seelio by Keypath; Niaz Latif and Lori Feldman, Purdue University Calumet (Feldman will participate virtually).

According to Eduventures, career preparation has been the number one driver of enrollment for students since 2013. In a recent Brookings survey, 86% of students said that getting a better job was very important in their decision to enroll. Yet, only 42% of employers say that students are well prepared for the workplace, and 45% say that lack of skills is the main reason for entry-level vacancies. ePortfolios can be a valuable career preparation tool for students when they are integrated across a student’s academic experience, tied to career skills, and when students receive guidance about how to effectively share their work with employers. In fact, in AAC&U’s recent survey, more than 80% of employers agreed that ePortfolios help them get a better sense of candidates’ skills and qualifications. Hear from two deans in engineering and business about how they use ePortfolios to help students document skills and distinguish themselves in the job search.


[IMPL] If You Build It, Would They Come? Grassroots Approaches to Scaling and Re-Defining the Relevance of E-Portfolios at a Community College, Aurora Bautista, Arlene Vallie and Lori Catallozzi, Bunker Hill Community College.  

Maintaining consistent user engagement and realizing desired growth in the use of E-Portfolios come with a number of challenges. Attendees at this session will learn more about these challenges and hear about the grassroots approaches faculty at Bunker Hill Community College have initiated to realize the increased use and engagement with E-Portfolios on campus.


[IMPL] When Students Become the Teachers: How Students Help “Scale Up”: a High-Impact ePortfolio Initiative, Laura Gambino, Kristina Baines, Samantha Basquez, Ashley Figueroa, and Kraig Amundsen; Guttman Community College.

What does it look like to have students as mentors for faculty and staff as well as students? Is this an effective scaling up strategy? Students are, of course, central to any ePortfolio initiative, but they can be more than creators and curators of ePortfolios. They can play an active role in the implementation and scaling up process. Students can support their peers, faculty, and staff in building and sustaining a “high impact” ePortfolio practice. In this session, ePortfolio leaders from Guttman Community College (CUNY) will present their vision for student-led ePortfolio support and its effectiveness as a scaling up strategy. Then, we will turn it over to our Guttman eTerns who will share their perspectives and experience working with their peers, and with faculty and staff. There will be multiple opportunities woven throughout the session for audience interaction and participation.


[IMPL] Focusing on the Learner Experience: Implementing ePortfolios at the Harvard Graduate School of Education, Brandon Pousley, Madonna Ramp and Bonnie Anderson; Harvard University.

Successful learning design relies on clear outcomes, a thorough understanding of the learner, and the careful alignment of content, learning tasks, and assessment strategies. Successful technology implementation relies on comprehensive needs analysis, prioritization of the user experience, and frequent stakeholder engagement. Being successful at both while serving a diverse range of programs requires strategic planning and thorough due diligence. This panel from the Harvard Graduate School of Education addresses key perspectives on eportfolio design, discovery, and implementation across a variety of programs. Voices include program faculty, technology staff, and learning designers. The panel will discuss the motivation to explore eportfolios, the importance of focusing on users and outcomes, challenges in accommodating diverse program needs, the process of evaluating vendor solutions, components of an effective implementation, and strategies for communicating with school leadership.


[LEARN] Promote a deeper learning experience through choice, ownership, voice, and authenticity in the ePortfolio process: The COVA model, Cynthia Cummings, Tilsa Thibodeaux and Dwayne Harapnuik; Lamar University. 

If ePortfolios promote deeper learning, then why do most students not see their value as a way to demonstrate knowledge and skills needed to fulfill their personal and professional aspirations? This session will discuss the COVA Model developed by faculty in the Digital Learning and Leading master’s degree program at Lamar University.  The COVA model includes: The freedom to choose (C) how students wish to organize, structure and present their experiences and evidences of learning. Ownership (O) over the entire eportfolio process, including selection of projects and their portfolio tools. The opportunity to use their own voice (V) to revise and restructure their work and ideas. Authentic (A) learning experiences that enable students to make a difference in their own learning environments.  When you add the key factors of ample time and significant learning environments, the students' ePortfolio can become the foundation for lifelong learning and digital leadership.

9:30- 10:30

Plenary Session


Plenary.  Build an ePortfolio Input/Output Braintrust

This session will bring together conference attendees, AAEEBL leadership and the leaders of many of the companies and providers of ePortfolio solutions used worldwide. The goal is to explore the potential for mutually beneficial projects that would leverage AAEEBL as a central clearinghouse and proactive developer of high quality common information and best practices. The goal is to use this input to accelerate the output of ever-improving solutions for the organizational and personal use of ePortfolios across the spectrum of use case scenarios.

Description has been updated.

10:30 – 11:00


11:00 – 12:00

Keynote: Bret Eynon, LaGuardia Community College and Randy Bass, Georgetown University. 

How might the new digital context—the whole of the emerging learning ecosystem—help us make higher education widely available to and meaningful for an expanded population of college students?   Designing for that question compels us to look beyond the impulse to scale or automate current practices to a broader paradigm for learning, one that is native to this moment, begins with reimagining the core purposes of education, and is focused on the kind of graduates we are trying to produce for the year 2025 or 2030 or beyond. What is needed to serve the new majority of students is not “unbundling” but “rebundling” and “reconnecting,” putting networked and data-enabled learning systems in service of a broader integrative vision that seeks to educate the whole person. High impact ePortfolio practice has a unique and crucial role to play at this critical moment, helping educators, colleges and universities, and higher education rethink the totality of the educational enterprise in ways that are at once agile, adaptive, and integrative.

12:00 – 1:00

Lunch in Expo Hall

1:00 – 2:00

Plenary Jessica Chittum, East Carolina University: Pouring the Foundation: A look At Where We’ve Been and Where We’re Heading With ePortfolio Research

Use of ePortfolios has spread widely over the past 2 decades such that they are currently implemented in more than half of our nation’s colleges and universities (Campus Computing Project, 2014). In turn, with such use comes significant allocation of time and resources. Considering the prevalence of ePortfolios in education, we are inevitably led to the question: Do these tools actually “work”? Or rather, what do we know about ePortfolio? Indeed, are we even asking the right questions? As ePortfolio becomes ubiquitous in higher education, so too should outcomes-based empirical research, which serves to substantiate and guide our (ideally science-based) practice. To pursue some of these questions, my colleagues and I engaged in a years-long investigation into the body of literature surrounding ePortfolio’s use in education. In this presentation, I will review the current landscape of ePortfolio research: where we’ve been, where we are, and perhaps where we’re going, including a proposal for moving forward in supporting this tool (and, essentially, our students) with peer-reviewed, empirical, and outcomes-driven research.

2:00 – 2:15


2:15 – 4:00

e-Portfolio adoption v.3.X: e-Portfolio — Slow demise or renaissance? Format: Participant Workshop/Interactive Panel The half-life of an institutional e-portfolio initiative is about three years AND strongly dependent upon its original visionary. It is the rare e-Portfolio that can vigorously sustain itself beyond the five-year mark. Is a dramatic adjustment in tools, and HOW and WHY they are used crucial for its survival or do the systemic issues and solutions go much deeper than this? Join this landmark session moderated by Jeff Aldersen, Principal Analyst (Eduventures), and participate in a unique workshop, blended interactively with a panel of key figures in the ePortfolio movement — innovative practitioners and thought leaders — for an exploration of the factors and solutions affecting the success of e-Portfolio use in education. You will also be given a preview of a radically new and different approach to the issues raised. If you are leading an e-Portfolio initiative at your institution, or considering doing so, this participant workshop/interactive panel session is something you should attend.  Ending time changed from 4:45 to 4 pm.

Moderator: Jeff Alderson, Analyst, Eduventures


1. Helen Chen: Helen L. Chen is the Director of ePortfolio Initiatives in the Office of the Registrar and a research scientist in the Designing Education Lab in the Department of Mechanical Engineering at Stanford University.She is a co-founder of EPAC, an ePortfolio community of practice, and serves on the AAEEBL Board as Co-Director for Research. Her current research interests and scholarship focus on engineering and entrepreneurship education; the pedagogy of portfolios and reflective practice in higher education; and reimagining and redesigning traditional academic records.

2. Rebecca Petersen is a lecturer at Northeastern University, and a consultant for CampusWorks, a company that helps higher education institutions overcome organizational and technological challenges that stand in the way of student success. She has worked with Brandeis University, Harvard University, The Wentworth Institute of Technology and Lesley University on a range is advanced learning initiatives. She has also played a signal role in the institutional implementation of ePortfolio and assessment systems and is a thought leader regarding the issues affecting institutional change in education.

3. Daniel Hickey: Dr.Hickey completed his Ph.D. in Psychology at Vanderbilt University and a postdoctoral fellowship at ETS.He studies participatory approaches to assessment, feedback, andmotivation, mostly in technology-based contexts. He has directed projects funded by the NSF, NASA, Google, and the MacArthur Foundation, and is currently directing the Open Badges in Higher Education project. He is Professor and Program Coordinator of the Learning Sciences program at Indiana University.

3:00 – 3:50

Concurrent Sessions 4


[Learn] Academic and Personal Success: ePortfolios as an Intervention to Foster a Growth Mindset, Catherine Buyarski, IUPUI.

Students’ beliefs about themselves and their learning (often referred to as mindset) are emerging as a powerful component of student success. Students with a growth-mindset believe that intelligence is malleable and strengthened through practice in academically challenging situations. Based on the work of Yeager and Dweck (2012) who found guided that written reflection can cultivate a growth mindset, IUPUI created a curriculum for first-year students to experience multiple curricular interventions designed to build a growth-mindset including reflective writing in an ePortfolio. Program details and outcomes, including the results of a pre/post-test measuring changes in hope, grit, mindset and resiliency as well examples of student narrative from ePortfolios, will be shared.


[TECH] Contextual and Iterative Explorations of ePortfolio Platforms, Yitna Firdyiwek, University of Virginia.

This presentation will discuss an ePortfolo platform selection process taken at the University of Virginia and the way the result (a decision to work with WordPress and Digication) is being impletmented in several foreign language learning programs. The presentation will go on to describe how we tried to make WordPess more "ePortfolio friendly" and how Digication's back end assessment tools are being used to supplement WordPress’ lack of such a feature. The presentation will conclude with a discussion of some unresolved issues and a look at where we are headed going forward.

20-min (2)

[IMPL] Cross-institutional ePortfolio implementation, use and professional development for teaching staff in higher education, Patsie Polly, Jennifer L. Rowley, and Jennifer Munday; UNSW, Australia.

The student ePortfolio learning journey is often discussed, but what about the teacher ePortfolio learning journey? ePortfolio processes, implementation, pedagogy, practice, and engagement strategies were the springboard for facilitating how we provided professional development of staff planning to use or presently using ePortfolios to engage learners into higher-order thinking in Australian higher education institutions. In this session we will discuss our approach for facilitating professional development for teachers across national and international institutions. (20-min)

[IMPL] Charting a new course with ATLAS: Rethinking Portfolio at Manhattanville College, Christine Dehne and Gillian Greenhill Hannum; Manhattanvile College.

The Portfolio System, emphasizing integrative learning campus-wide, launched at Manhattanville College in 1971. Due to limited resources, over time the Portfolio became a political football. Converted to ePortfolio in 2012, issues with technology were added to the list of unresolved challenges the Portfolio faced. A committee was charged with developing a new optional, credit-bearing, low-cost replacement. The result was ATLAS. An a la carte program, ATLAS allows students to opt in or out semester by semester. Made up of four campus-wide courses as well as multiple major-specific classes, ATLAS is designed to meet the needs of students at particular phases in their college careers. Each level differs, but the use of an ePortfolio and reflective pedagogy are common elements. The presenters will discuss the collaborative process by which ATLAS was designed and the challenges that must be overcome in order to ensure the program's success.


[CRED] ePortfolio and Improved Interviewing Skills, Gail Ring, PebblePad (recently of Clemson University), Bob Brackett, Benjamin Stephens and Chelsea Waugaman; Clemson University.

ePortfolios have been a component and expectation of job applications in several academic disciplines yet researcher and practitioner opinions on their effectiveness are mixed. Researchers at Clemson University discovered that students demonstrated significantly improved interviewing skills after engaging in mentoring sessions centered on their ePortfolios. The goal of this presentation is to broaden the research and practitioner-driven conversations about the effectiveness of ePortfolios in the job search process. We will share our research findings and the pedagogical processes we applied with students. We hope participants will gain insights in the value of the ePortfolio process as a way to help students reflect on and articulate what they know and how they have evidenced this knowledge in their ePortfolios. The conclusions drawn from this study suggest that there is importance to the ePortfolio process of collecting, selecting, reflecting, discussing, reflecting and revising.

4:00 – 4:50

Concurrent Sessions 5

20-min (2)

[RES] Undergraduate views of the value of a general education eportfolio, Benjamin Stephens, Clemson University.

We previously noted that our graduating students felt that the general education eportfolio had little value. We suspected these views may vary depending on whether the general education topics are seen as relevant to their major. Participants viewed “professional websites,” and were given examples of competencies within the major, plus general education competencies related or unrelated to the major. Students rated documentation of major-specific competencies and relevant general education competencies as having higher value than non-relevant general education competencies. These findings suggest framing general education eportfolio construction in terms of the student’s major, with a focus on major-relevant general education competencies. (20-min)

20-min (2)

[LEARN] An Interdisciplinary, Collaborative Research Paper Assignment Using ePortfolio to Implement Effective Pedagogical Practice Across Class Boundaries, Charles Keller, LaGuardia Community College, CUNY.

An Interdisciplinary collaborative research paper assignment using ePortfolio to implement effective pedagogical practice across class boundaries. In this work we describe a project using ePortfolio as a medium to facilitate effective pedagogical strategies including interdisciplinary thinking, reflective writing, and social pedagogy in the context of a group-based research paper assignment. Working in small groups, students were required to complete a scaffolded, semester-long project culminating in a single research paper based on some current topic of relevance to the fields of biology and chemistry. Each group consisted of students from a Topics in Chemistry class and a General Biology I class. Our aim was to enhance student understanding of scientific concepts and the scientific literature while exercising critical thinking, writing, collaboration, and reflective skills in an interdisciplinary context. (20-min)

[LEARN] Developing a Leader: eportfolio use in a higher education student leadership program, Candyce Reynolds, Portland State University.

This presentation describes the use of eportfolio for advancing student learning and assessing learning outcomes in a Student Leadership program, the Student Leadership Fellows program. The presenters will share the outcome of a case study of stakeholder perceptions of the eportfolio process. Interviews and focus groups were conducted with the program administrator, the Leadership Fellows facilitators, and students regarding the benefits and challenges of eportfolio use in student leadership development. (20-min)


20-min (2)

[IMPL] ePortfolio Gateways: a Sustainable Growth Path for Student and Faculty Success, Sue Denning and Rachael Barlow, Trinity College, Hartford CT.

We have observed certain student experiences yield ripe opportunities for self-directed metacognitive reflection and expression within ePortfolio content: first-year seminars, athletics and study-away. As the Trinity Portfolio workshop is not required for any academic major or program, the identification of these “gateway” experiences has proven critical to voluntary ePortfolio program growth. Further, participating students with authentic interest create positive awareness among faculty advisors. In turn, these faculty suggest ePortfolios to other advisees as a catalyst for clearer academic direction or post-baccalaureate ambitions. This presentation will discuss how to identify “gateway” student experiences which may inspire voluntary ePortfolio participation, while also describing methods to encourage ePortfolio advocacy among both students and faculty advisors.

[IMPL] Reconciling the innovative potential of ePortfolio assessment with new and concurrent high-stake EdTPA Portfolio Assessment, Christine Rosalia, Hunter College CUNY.

When the teaching ePortfolio is called to embody multiple purposes including certification support, exit criteria, program review, and student advisement, questions of experimentation, adoption, and sustainability enfold. Interviews with recent graduates and faculty implementing ePortfolios alongside the Education Teacher Performance Assessment (edTPA) show different perspectives on a moving construct including ePortfolios as foil (busy-work distracting from more important tasks), missing piece, capstone, solution, mirror, bridge, curriculum map, and as a site for collaboration.


[CRED] Applicant to alumni - using portfolios before, during and beyond, Shane Sutherland, PebblePad.

This session reports upon 6 institutional projects each tackling a phase of the learner journey from pre- to post-university life. Drawing upon and demonstrating real examples we will discuss the uses (and usefulness) of portfolios for: 1. widening access through reflective pre-university engagement activities 2. application to gain an arts university place 3. supporting and guiding orientation activities 4. enhancing early stage research skills among 2nd/3rd year students 5. generating validated evidence of extra-curricula experiences for the academic transcript 6. transferring learning into the professions and remaining in 'good standing' through portfolio-based revalidation This 45min workshop will allow ample opportunity for discussion about the challenges and benefits of these approaches/projects and of the institutional opportunities for linking these phases into a coherent experience for our students.


Focus Session: Questions Raised in the Chen/Brown plenary vendor session Wednesday morning at 9:30. Helen Chen, Stanford University; Gary Brown, AAEEBL and AAC&U.


Thursday August 4, 2016

8:00 – 8:45

Coffee in Foyer

9:00 – 9:50

Concurrent Sessions 6


[RES] A Look at the Outcomes-Focused Empirical Research: Examining What We Know About ePortfolio, Jessica Chittum, East Carolina University.

In this session, we will explore a website we developed to make evidence of ePortfolio effectiveness easily accessible, and then discuss the current landscape of outcomes-focused empirical research into ePortfolio. We will share, a website database of the ePortfolio-focused, peer-reviewed journal articles we have located to date. We coded the collected articles into five distinct categories: empirical, outcomes; empirical, affective; empirical, assessment and evaluation; descriptive; and technological. Following an overview of the website presented as a resource for researchers and practitioners alike, we will delve into themes found in the empirical, outcomes category. Our goal is to describe the evidence we already have regarding ePortfolio, compare methodologies used, examine variables and outcomes that have been tested, and identify which contexts we know more about than others. We will finish with a discussion of how this may inform our next steps as a field.

20-min (2)

[LEARN] The Teacher-Student Journey: ePortfolios, Assessment and Professional Skills Building in the Medical Sciences at UNSW Australia, Patsie Polly, University of New South Wales, Australia.

During their course of study, medical science students are generally unaware that they are developing professional skills related to graduate capabilities. Interestingly, at a program level the institution finds it difficult to view the development of these capabilities. In this session we will discuss our own learning journey as discipline specific teachers who have worked collaboratively to implement ePortfolios and rubrics across courses and within the medical science degree program at UNSW Australia. Our approach to supporting student learning and development of reflective practice and professional skills in teamwork by cross-discipline alignment of assessment coupled with ePortfolio thinking and doing will be presented. (20-min)

[LEARN] Diving Into the Deep End: Results of a Loosely Constructed ePortfolio Pilot, Tracy Lauder and Joseph Vess; Emory & Henry College.

To begin creating a culture of eportfolio on their campus, Emory & Henry College formed a cohort of faculty volunteers from across the college to conduct an interactive exploration of how e-portfolios could be effectively implemented into their existing courses at the institution. The eight-month program utilized $22,000 in grant money from the Mellon Foundation to pay faculty stipends, as well as to hire an outside consultant who opened the project with a two-day faculty development workshop. The project culminated with reflective summary reports submitted by all participants. Results included a range of short-term successes (including a growing understanding of “critical reflection”) and long-term challenges (including the need for enhanced technology support). Feedback from the 19 participants provided a valuable foundation for pedagogically supporting the implementation of a college-wide, four-year eportfolio requirement being launched Fall 2016 in the first-year seminar.


[Learn] Eportfolios: Engaging All Learners, Susan Scott and Susan Kahn, IUPUI.

IUPUI leaders will share their experience and encourage active discussion of how we can use ePortfolios with High-Impact Practices to empower and engage traditional and New Majority students.

Session Cancelled due to family illness


[IMPL] Integrating an ePortfolio into a Special Education Program: Strategies for Sustainable and Successful Implementation, Maria Macik, Patricia S. Lynch and Debra Fowler; Texas A&M University.

The research on ePortfolios has been extensive and best practices have been established by several exemplar programs. Even with the advances made in this area, several programs continue to experience fragmented implementation (Andrews & Cole, 2015). In this session, we will describe three strategies for maintaining an ePortfolio in a special education program. The concrete strategies that will be shared will focus on how to integrate the ePortfolio into a program’s curriculum, make the ePortfolio a natural aspect of program assessment, and include a means to provide support for faculty and students. Student and faculty surveys were deployed to identify the successful aspects of the ePortfolio implementation, and a summary of the findings will be shared.



[INST] Using ePortfolios as an Institutional Assessment Tool: Finding Accountability and Creativity, Catherine Wehlburg, Texas Christian University.

Assessing student learning is complex, especially when trying to find out what students are learning at the institutional level. Yet, all of our institutions have mission statements. These are a rich and meaningful start to assessing student learning. But to do this using an ePortfolio takes planning. This session will address methods to institute an institution-wide assessment plan using ePortfolios as a way to gather information provided by students. We will also address how to get faculty and students engaged in the process. Bring your questions and your ideas to this session!

10:10 – 11:00

Concurrent Sessions 7

20-min (2)

[LEARN] Online Peer Feedback in the Reflection Process: A Path Towards Deeper Reflective Writing, Maaike Bouwmeester, NYU.

The use of peers to respond to reflective writing may be of particular interest because of the premium placed on fostering meaningful reflection as part of the e-portfolio learning journey. Given the time intensive nature of providing feedback on reflective writing- especially for large cohorts- providing peers with semi-structured opportunities to share and respond to reflective writing may have benefits for all sides: the reviewer, the reviewee and the program as a whole. In this study, a reflective rubric was included in the online e-portfolio activity as a reflection prompt. Without such a prompt, educators often report that students have difficulty reflecting at level that goes beyond descriptive statements. This rubric was an amalgam of other reflective rubrics found in the literature, along with student and teacher that further shaped the rubric. Data originated from in-depth interviews, observations, field notes and analysis of weekly reflective writing. (20-min)

20-min (2)

[LEARN] Use of Reflective Prompts in Introductory Business Analytics, Frances Svyantek, Auburn University; Martina Svyantek, Virginia Tech.

The use of reflective prompts to aid the development of values and ethics in a required quantitative course within a College of Business. Reflective prompts trigger a deeper processing of the whys and wherefores that goes beyond the "how to calculate" and mathematical rule application. (20-min)


[INST] Making the Case for Using Portfolios for Program- and Institutional-level Assessment Reporting, Vicki L. Wise, Portland State University; Gail Ring, PebblePad.

Now more than ever institutions need to tell their story of how their academic and non-academic programs improve student learning and enhance student development and engagement. Accreditation agencies, at both the program and institution levels, have become more outcomes driven, requiring examples of student learning as well as an aggregation of assessment data for internal program evaluation. Moreover, times of rising education costs, diminishing funds supplied by both state and federal governments, and parents and students alike questioning the worth of a college degree given the enormous costs are motivating institutions to collect and use data to answer stakeholders’ concerns. In this session explore how a centralized reporting structure is made possible with ePortfolios.


[LEARN] Student Pathways: How ePortfolio can bridge curriculum and advising to help students be more intentional in their education, Jacqueline Brousseau-Pereira, University of Massachusetts Amherst.

The team at UMass Amherst worked with Taskstream on a portfolio pilot to complement their “SBS Pathways”philosophy, which integrates advising and curriculum and helps students be more intentional in their academic and future planning. The portfolio system uses two components: 1) An inward-facing platform for growth, exploration, and reflection that students complete over their undergraduate career, and 2) an outward-facing professional portfolio that allows students to collect, curate, and publicly share their work. Together, these two pieces encourage students to participate in academic, co-curricular, experiential, and professional development opportunities that build success at UMass and beyond; to recognize the competencies they gain at UMass (through a competency self-assessment); to understand the importance of self-reflection as a component of growth and learning; and to better understand who they want to be in the world.

11:00 – 12:00

Closing Keynote, Daniel Terry, TCU: “Warehouse, Museum, Special Exhibit: Metaphors for Folio Thinking & Doing” Terry leads the eportfolio initiative at TCU.

                  As we have learned, the ePortfolio idea is squishy—even for those of us immersed in this work.  It is many things, and its manyness challenges us to consider how to effectively communicate the essence and purpose of ePortfolio work to students.  This keynote will explore three metaphors for folio thinking and doing that together elucidate the dynamism of the ePortfolio idea:  warehouse, museum, and special exhibit.  At Texas Christian University (TCU), we use these three metaphors as thinking tools to help students conceptualize what it means to reflect upon and make their learning visible to others.  The presenter will use institutional stories and student examples to demonstrate how these three metaphors function and are helping shape the evolution of portfolio thinking and doing at TCU.


















































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