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Campus Strategies for ePortfolio Diffusion. AAEEBL Global Conference July 26, 2011 Susan Kahn, Director Susan Scott, Coordinator IUPUI ePortfolio Initiative. Initial implementation strategy. Introduce ePortfolio in first-year experience courses

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Campus Strategies for ePortfolio Diffusion

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Campus Strategies forePortfolio Diffusion

AAEEBL Global Conference

July 26, 2011

Susan Kahn, Director

Susan Scott, Coordinator

IUPUI ePortfolio Initiative


Initial implementation strategy

  • Introduce ePortfolio in first-year experience courses

    • Brief training to prepare faculty and advisors

  • Assumption: interest would grow as faculty, advisors, and students became aware of benefits

  • Important driver: assessment of cross-disciplinary Principles of Undergraduate Learning


Context of IUPUI

  • Blended campus of IU and Purdue

  • Founded 1969

  • Urban research university

  • 20+ schools, professional schools dominate

  • Commuter campus

  • 30,000+ students

    • Mostly first generation, professionally oriented


IUPUI ePortfolio environment

  • Open Source Portfolio within Sakai LMS

  • Two main sets of tools:

    • Matrix tool that provides for guidance, reflection, feedback, evaluation, and generation of assessment reports

    • Presentation tool that enables students to create simple web presentations based on templates


Initial obstacles

  • Immature technology not matched to campus vision

  • Portfolio pedagogy and assessment not well understood

  • Perceived as top-down imposition of assessment

  • Portfolio treated as add-on, not integrated into coursework


Revised strategy

  • Seed experimentation at department level to address self-identified needs

  • Provide extensive faculty support

    • Small grants

    • Intensive consultation and tech support

    • Group workshops and symposia

  • Secure faculty advice about needed software development


Integrative Department Grants

  • Funded 17 projects; 12 completed, 3 tabled, 2 currently under way

  • 4 took 3 years, 1 more likely to do so

  • Have directly involved at least 57 faculty and staff as project leaders

  • Total funds awarded 2006-11: $207,300


Outcomes of revised strategy

  • Development of a few good early examples whose leaders shared experience with others

  • Increased departmental collaboration around learning outcomes and curriculum development

  • Improvement of ePortfolio environment and tools—including, most recently, presentation tool


Using ePort at IUPUI

  • American Studies (courses)

  • Anatomy & Physiology (courses)

  • Center for Research and Learning (undergrad research)

  • Center for Service and Learning

  • Computer, Information, and Leadership Technology (OLS program)

  • Dentistry (ethics, pediatric, preventive, dental hygiene)

  • Engineering & Technology (school, critical thinking)

  • English (capstone)

  • Library and Information Science (MLS)

  • Nursing (DNP, CNS)

  • Teacher licensure programs

  • Social Work (BSW program)

  • Spanish

  • Student Life (leadership programs)

  • Tourism, Convention, and Event Management (PULs)

  • University College (ePersonal Development Plan)

  • Visual Communication (capstone)


Additional plans for 2011-12

  • Art History (courses)

  • Psychology (advising)

  • Honors College (scholarship student support)

  • Student African American Sisterhood (student support)

  • Nursing (RN to BSN, MSN, PhD pending)

  • Continuing Studies (returning adult portfolio preparation)

  • Music Technology (BS program)

  • Social Work (MSW program)

  • Medicine (Pediatrics)


Five-year trajectory


Common challenges

  • Generating faculty engagement; overcoming perceptions of “extra work”

  • Supporting faculty and students; issues of scale

  • Battling (perceived) research emphasis in reward structure

  • The time it takes for consensus-building and attention to curriculum


Common success factors

  • Work with the faculty

  • Draw on institutional strengths

  • Careful planning, ready to adjust as needed

  • Start small, build momentum and capacity concurrently


Implementation model: Top down

  • Senior capstones

  • Mid-point courses

  • Gateway courses

  • First-year Seminar

  • English, Visual Communication, Spanish

  • School: Nursing (DNP, CNS, BSN completion)

  • Others?


Model: Bottom up

  • Senior capstones

  • Mid-point courses

  • Gateway courses

  • First-year Seminar

  • Personal Develop-ment Plan

  • Others?

    • LaGuardia, Clemson

    • Virginia Tech

    • Nursing at Three Rivers Community College (CT)


Model: Widen the circle, pt 1

  • Cross-department pedagogy

  • Push out to more departments or courses

  • Center for Service and Learning, Center for Research and Learning

  • Other:

    • Writing programs (UGa, Ole Miss, Queensborough CC, Hunter Col)


Model: Widen the circle, pt 2

  • Campus level curriculum

  • Broaden to more majors or to more categories

  • Principles of Under-graduate Learning (TCEM PUL1 +)

  • Other:

    • Salt Lake CC, Boston U, and Portland State/gen ed learning outcome assessment


Model: Low-hanging fruit

  • Specialized accreditation or other external drivers

  • Nursing, Lib Science, Engineering, Educa-tion, Dentistry, Social Work

  • Other:

    • Johnson & Wales U, U of Michigan


Our contact information:

  • Susan Kahn: skahn@iupui.edu

  • Susan Scott: sbscott@iupui.edu


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