Annual Meeting 2012

2012 E-Portfolio Forum Look What I Can Do: Reclaiming a Focus on Learning

January 28, 2012
Washington, DC / Grand Hyatt Hotel
1000 H St NW
Washington, DC 20001

About the E-Portfolio Forum
The E-Portfolio Forum will provide opportunities for individuals to explore e-portfolio technology, share promising practices with colleagues, and engage with e-portfolio experts. Whether you see yourself as a beginner, intermediate, or advanced participant, we invite your involvement in the Forum.

 

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The E-Portfolio Forum is jointly sponsored by AAC&U’s project, VALUE: Valid Assessment of Learning in Undergraduate Education; and the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL), the association of e-portfolio professionals.

 

Annual Meeting registrants can participate in Saturday morning’s E-Portfolio Forum sessions at no additional cost; additional registration and fee is required for the luncheon and afternoon presentations.

Those not attending the Annual Meeting can register for the E-Portfolio Forum as a separate event.

 

Schedule at a Glance

8:15-9:30 am
Opening Plenary

Welcome:
Terry Rhodes, Vice President for Quality, Curriculum, and Assessment

Opening Plenary
A Stronger Prescription: Breaking the Spell of Courses, Credits, and Grades
The promise of ePortfolios is institutional attention to the personal, professional, and intellectual development of individual students. Yet they do not appear to be a sufficiently strong counterbalance to the deeply embedded course credit system that underlies and negatively controls academic practices in nearly every academic institution. Breaking the control of the credit system will require a stronger prescription: a model in which actual student learning outcomes become an academic currency for tracking student achievement, simultaneously individually and collectively, from the time students arrive until they leave. Within that new institutional context, ePortfolios will have their full positive effect. 
David Shupe, Chief Innovation Officer, eLumen Collaborative

 

9:45-10:45 am
Concurrent Sessions

INSTITUTIONAL SUPPORT TRACK
Deep Learning Using ePortfolios for Course to Enterprise Transformation

Electronic portfolio capabilities suggest to us a new vision of learning and assessment aligned with current learning theory and with the reality of needing to continue learning throughout life in our culture as it is now. Their capabilities allow educators to imagine a new epistemology that fits our times that is also doable because of eportfolio management capabilities. Join in addressing essential questions about current higher education structures and how they could be realistically and positively replaced.
Trent Batson, Executive Director of AAEEBL, Association for Authentic, Experiential and Evidence-Based Learning

ENGAGEMENT AND INTEGRATIVE LEARNING TRACK 
Learning Portfolios and the International Student: Students Reflect on a Brave New World of Learning

The learning portfolio is a compelling method of recording intellectual growth, a critically reflective process that enriches learning. But such declarations may not make much sense to international students who are unfamiliar and uncomfortable with pedagogical strategies that support reflective practice and portfolios. What do international students say about the worth and challenges of portfolio work? Do they perceive that reflection makes a difference in their learning? Come join the conversation with international students!
John Zubizarreta, Professor of English, Director of Honors & Faculty Development, Azmeh Amer, Student, Yolina Elenkova, Student, Farzona Hakimova, Student, and Lilit Makaryan, Student—all of Columbia College

OUTCOMES AND ASSESSMENT TRACK
Everything You’ve Ever Wanted To Know About Gen Ed Assessment Using ePortfolios (But Were Afraid to Ask)

Faculty and assessment staff at Salt Lake Community College are developing answers to questions like this: What role can ePortfolios play in assessing General Education? Can ePortfolios be used simultaneously to assess Gen Ed and program outcomes? What is it like to examine an ePortfolio using a holistic Gen Ed rubric? What sort of institutional investment is needed to properly assess a sample of Gen Ed ePortfolios? The session will mix presentation with hands-on participation.
David Hubert, Professor of Political Science, and ePortfolio Director, Salt Lake Community College

EPORTFOLIO COMMUNITY TRACK
Are There Non-Negotiable Core Features of Eportfolios? A Collaborative Exploration

The Inter/National Coalition for Electronic Portfolio Research is studying four core features that may be the non-negotiable cores of eportfolio practice: interaction of pieces of evidence; the contribution of reflection; the role of material practices in the making of knowledge; and comparison of eportfolios without standardization. Using student examples together, we explore the efficacy of these propositions and consider how institutions adopting them can enhance their eportfolio programs and practices.
Kathleen Yancey, Kellogg Hunt Professor of English, Florida State University; Barbara Cambridge, Director, Washington Office, National Council of Teachers of English; and Darren Cambridge, Senior Consultant, American Institute for Research—all Co-Directors of the Inter/National Coalition for Electronic Portfolio Research

OUTCOMES AND ASSESSMENT TRACK
Ensuring Excellence: Assessing the e-Portfolio Infrastructure for Deep Learning

Panelists will engage audience members in a rich discussion of strategies for moving beyond ePortfolio assumptions to document both successes and shortfalls from a technological, pedagogical, and assessment perspective.
Kathryne McConnell, Assistant Director, Academic Assessment, Peter Doolittle, Director, Center for Instructional Development and Educational Research, Mary Ann Lewis, Director, Office of First Year Experiences, Marc Zaldivar, Director, ePortfolio Initiatives, and C. Edward Watson, Associate Director, Center for Instructional Development and Educational Research—all of Virginia Tech

SPONSOR DEMONSTRATION SESSION
Student Work Matters: A Student Centered Approach to e-Portfolio Implementation

In this session, co-founder and CEO of Digication, Jeffrey Yan, will provide a brief case study of two institutions, Stony Brook University and LaGuardia Community College, that have successfully implemented a student centered approach to e-Portfolios. While these institutions have different implementation goals, accreditation and assessment requirements, and markedly different profiles, they share a similar focus on student success. This session will highlight the steps these institutions have taken to enable student success, exemplary e-Portfolios created by students, assessment strategies and the support systems available to students and faculty on campus to support their goals. 
Jeffrey Yan, co-founder and CEO, Digication 
This session is sponsored by Digication

SPONSOR DEMONSTRATION SESSION
Capturing the Foundations of Liberal Education Using Electronic Portfolios

Please join us to explore the use of ePortfolios as a means to assess a Liberal Education program.  We shall demonstrate how ePortfolios are used to assess student achievement of the Learning Goals at Westminster College.  We also highlight student use of presentation portfolios as a means of showcasing their achievements.
Peter Ingle, Director of the Learning Coalition, Westminster College; Todd Narrol, Assessment Advisor, Foliotek
This session is sponsored by Foliotek

 

11:00 am-12:15 pm
Concurrent Sessions

INSTITUTIONAL SUPPORT TRACK
Documenting Learning with ePortfolios: A Stakeholders Approach

This interactive session will present an ePortfolio implementation framework operationalizing the eight critical issues for ePortfolios and student success (Chen and Penny Light, 2010) into an iterative process of defining learning outcomes, identifying and understanding learners and stakeholders, designing learning activities, informing assessment of student learning, using ePortfolio tools and technologies, and evaluating the impact of an ePortfolio initiative. Drawing upon selected case studies and the experiences of the audience, we plan to illustrate and role play the application of this framework from the perspective of various campus stakeholders.
Helen Chen, Research Scientist, Stanford University; Tracy Penny-Light, Assistant Professor, St. Jerome's University; John Ittelson, Professor Emeritus, California State University, Monterey Bay

EPORTFOLIO COMMUNITY TRACK
Connect to Learning:  Building a National ePortfolio Conversation -- Progress & Preliminary Findings
 
The project leader of “Connect to Learning”—a three-year, FIPSE-funded collaboration designed to strengthen reflective ePortfolio practice on multiple campuses and generate a national developmental model of best practice—will discuss the nature of this project, its goals, and its distributive innovation and research processes. Working in diverse environments, moving from learning design to implementation and assessment, the project will ultimately produce and publish broadly applicable models of reflective ePortfolio practice. Participants will have an opportunity to explore and discuss portfolio structures used by the project to build linkages, support research, and deepen campus practice. 
Bret Eynon, Assistant Dean for Academic Affairs, Founding Director, Making Connections National Resource Center, LaGuardia Community College, CUNY

INSTITUTIONAL SUPPORT TRACK
Paper to Pixels, Staples to Scroll Bars, and Loose-leaf to Links:  A Transition to ePortfolio

Have you been hearing about ePortfolio and wondering if it is right for your campus? This session will examine the transition from a paper to ePortfolio system, while managing to enhance the unique mission of the college. This session will provide the opportunity to examine the unique needs, resources and strengths of your institution and think about how ePortfolio might best be used on your campus. Strategies for success and potholes to avoid will be discussed.
Alison Carson, Associate Professor and Chair of Psychology, Jim Frank, Associate Professor and Chair of Studio Art, and Gillian Hannum, Professor of Art History—all of Manhattanville College

ENGAGEMENT AND INTEGRATIVE LEARNING TRACK
Fostering Civic Learning within ePortfolios

Whether you have been teaching service learning courses for years or are responsible for planning campus-wide service events, this session will help you be more intentional in promoting student civic growth and how you might assess the civic learning we all believe to be taking place. Attendees will come away with a suite of tools designed to help students critically reflect in ways that will help them articulate civic knowledge, values, and beliefs necessary to thrive in today’s global workplace.
Kristin Norris, Instructional Technology Specialist, and Robert Bringle, Executive Director of the Center for Service & Learning—both of Indiana University-Purdue University Indianapolis; William (Bill) Plater, Chancellor's Professor Emeritus, Indiana University

EPORTFOLIO COMMUNITY TRACK
Current ePortfolio Research Methodologies and Findings:  Highlights from theInternational Journal of ePortfolio

This panel, comprised of the journal’s co-executive editor and three recently published authors, will provide an overview of recently and soon to be published scholarship on ePortfolios. In depth explorations of three important studies regarding reflection and feedback within the context of ePortfolios for learning will be showcased. This interactive panel will not only emphasize the findings of these studies but also the research methodologies they employed.
C. Edward Watson, Associate Director, Center for Instructional Development and Educational Research, Virginia Tech; Jill Jenson, Associate Professor and Head, Department of Writing Studies, University of Minnesota Duluth; Jennifer A. Turns, Associate Professor, Department of Human Centered Design and Engineering, University of Washington; Jerry Whitworth, Associate Dean and Professor of Education, College of Professional Education, Texas Woman's University; Samuel Hardy, Associate Professor, Department of Educational Leadership, Counseling and Special Education, Augusta State University

 

12:30-1:45 pm
LUNCHEON

Overview of the International Journal of ePortfolio
C. Edward Watson, Associate Director, Center for Instructional Development and Educational Research (CIDER); Founding Co-Executive Editor,International Journal of ePortfolio (IJeP); Managing Editor, International Journal of Teaching and Learning in Higher Education (IJTLHE); and Adjunct Professor of Visual Media, Virginia Tech

Overview of the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL)
Trent Batson, AAEEBL Executive Director

Luncheon Plenary:
Getting There From Here: Holistic Approaches for ePortfolio Adoption
Virginia Tech’s large-scale adoption of ePortfolio was accomplished through recursive strategic planning and the active engagement of faculty as well as the administration.Ongoing needs assessment of these key stakeholders proved invaluable to the ePortfolio diffusion and adoption process.This plenary address will describe Virginia Tech’s ten-year ePortfolio journey.Throughout this narrative, the focus will be on the design, development, and implementation of well-developed plans.Plenary highlights will include strategic plan alignment, overcoming cultural challenges, project sustainability and longevity, partnership development, budgets, personnel, piloting activities, and pedagogical support.It will also describe the importance of discovering and leveraging your institutional zeitgeist as a key component of an ePortfolio change initiative.
C. Edward Watson, Virginia Tech CIDER, and International Journal of ePortfolio

 

2:00-3:00 pm 
Concurrent Sessions

INSTITUTIONAL SUPPORT TRACK
A Tale of Two Community Colleges: Successful Implementation of ePortfolio in Pre-licensure Nursing Programs

A collaborative effort of faculty from two urban community colleges resulted in the successful implementation of ePortfolio in pre-licensure nursing programs. Innovative strategies to overcome barriers and sharing of resources will be presented. Concrete examples of guided reflection will be provided, applicable to a broad range of disciplines. Students’ ePortfolios that demonstrate academic progress and professional growth will be showcased.
Patricia Burke, Assistant Professor, and Georgina Colalillo, Associate Professor—both of Queensborough Community College; Margaret Norris, Assistant Professor, and Deborah McMillan-Coddington, Assistant Professor—both of LaGuardia Community College

ENGAGEMENT AND INTEGRATIVE LEARNING TRACK
Guiding First-Year Students to be Critical Consumers of the Media

The First Year Experience course has recently implemented a multimodal design for pedagogy which we hope will, among other things, encourage multimodal reflection essays from students in SpEl.Folio, our overarching portfolio program. The theme last year, updated for this year, “civility,” broadly connects with signature values at Spelman—and, most importantly, provides the occasion to deepen students’ critical encounters with rich media. This faculty-driven set of scripts and resources explores methods for blending popular videos on public events with academic analysis, so central to the liberal arts. 
Anne Warner, Director, Comprehensive Writing Program and Associate Professor of English, Geneva Baxter, Associate Dean, Office of Undergraduate Studies, and Michelle Hite, Lecturer, Department of English—all of Spelman College

OUTCOMES AND ASSESSMENT TRACK
Making Learning Visible: Comprehensive Assessment with ePortfolios
Starting in 2007, the community of learners at Boston University has been developing a comprehensive assessment system using e-Portfolios to document the process and products of student learning. So far 7500 users in seven colleges at the university have adopted e-Portfolios. The BU e-Portfolios include student work using multi-media formats, as well as student reflections on selected artifacts, writings, movies, art, graphics, posters, etc, providing “a window into the learner’s mind and diverse abilities”. 
Evangeline Harris Stefanakis, Associate Professor, Director of Making Learning Visible, and Natalie McKnight, Associate Dean of College of General Studies—both of Boston University

SPONSOR DEMONSTRATION SESSION:
How the University of Nebraska Went from “Problematic” to “Excellent” with Its Gen Ed Assessment 
Spurred by a visit from HLC in 2008, the University of Nebraska at Kearney transformed its General Studies program to be more outcomes-oriented. The university quickly met the challenge to assess general education, building off the work of the AAC&U VALUE initiative. The verdict? HLC commended the university for the excellent progress it has made. See how UNK uses TaskStream e-portfolios to advance its general education assessment. 
Dara Wexler, Education Solutions Specialist, TaskStream
This session is sponsored by TaskStream

SPONSOR DEMONSTRATION SESSION:
iWebfolio: Drexel Students Move to the Next Level with ePortfolios
iWebfolio, Nuventive's rich e-Portfolio platform, supports the learning, assessment and presentation needs of individuals and institutions. Institutions manage their own collection of templates and measures designed to support the varied needs of portfolio users including formative evaluations, reflective learning, and demonstration of achievement and competencies. Students and faculty can showcase coursework while cultivating reflective and integrative critical thinking skills. Hear how Drexel University is using iWebfolio in undergraduate and graduate programs to support teaching and learning.
Mike Scheuermann, Associate VP - Instructional Technology Support, Drexel University
Denise Raney, Channel & District Manager, Nuventive 

This session is sponsored by Nuventive

 

3:15-4:15 pm
Concurrent Sessions

E-PORTFOLIO COMMUNITY TRACK
We Make the Road by Walking It: Integrating Learning and Generating Lifelong Knowledge in Different Institutional Contexts
This session will describe the innovative use of Integrative Knowledge ePortfolios and Generative Knowledge Interviewing within different disciplines, learning environments, and institutions. In an effort to educate flexible and adaptive life-long learners, these methods help students identify and connect the formal (explicit) knowledge they are gaining from academic courses with the unconscious and informal (tacit) knowledge they are gaining directly from life experience. The presentation will include an overview of how these methods are being used, as well as a brief description of the kinds of changes taking place with regards to students’ learning and educators' teaching practices. Participants will receive sample ‘how-to” materials and resources to use in their own institutions.
Melissa Peet, Director, Integrative Knowledge Collaborative, University of MichiganAndrew Thompson Miller, Associate Vice Provost for Academic Diversity Initiatives, Cornell University

INSTITUTIONAL SUPPORT TRACK
Campus Strategies for ePortfolio Diffusion
           
It’s easy to underestimate the extent to which ePortfolios represent changed ways of thinking about teaching and learning. Campuses may thus require several trials before discovering the implementation path best suited to their needs. Using IUPUI’s sometimes painful experience as a case study, this session will examine possible campus strategies for implementing ePortfolios, engaging participants in active discussion of our lessons and theirs to help identify new or additional opportunities for success.
Susan Kahn, Director, ePortfolio Initiative, and Director, and Susan Scott, Coordinator, ePortfolio Initiative, and Assistant Director—both of the Office of Institutional Effectiveness, Indiana University-Purdue University Indianapolis

ENGAGEMENT AND INTEGRATIVE LEARNING TRACK 
Developing ePortfolio Literacy for Lifelong Learning

Participants will engage in discussion around the topic of the skills learners need to have to use electronic portfolio to develop deep knowledge. The discussion will be framed by a presentation of ePortfolio communities of practice that illustrate how students enrolled in a college writing studies program as first-year students and then in a capstone course for graduating seniors develop a range of increasingly advanced skills empowering them to continue learning beyond their formal education.
Paul Treuer, Associate Professor and Director, Knowledge Management Center, and Jill Jenson, Associate Professor and Head, Writing Studies—both of the University of Minnesota Duluth

INSTITUTIONAL SUPPORT TRACK
Using Electronic Learning Portfolios across Disciplines in the LeBow College of Business to Transform Undergraduate Curriculum 
Learning portfolios combine reflection, documentation, and collaboration to enhance learning. This working session offers a brief overview, best-practice strategies, multiple uses, and examples of electronic learning portfolios in a business college which can be adapted to other programs and institutions. Presenters will share ongoing research on the impact of learning portfolios, and participants will interactively design and exchange portfolio project ideas in their respective disciplines and programs while examining approaches and issues in using portfolios.
Chris Finnin, Clinical Associate Professor & Director, General Business Studies, Dana D'Angelo, Clinical Professor, General Business Studies, and Jennifer Wright, Associate Clinical Professor of Accounting—all of Drexel University; John Zubizarreta, Professor of English, Director of Honors & Faculty Development, Columbia College

ENGAGEMENT AND INTEGRATIVE LEARNING TRACK
Finding What You Never Lost: Studying Engagement and Identity in Professional Portfolios 

Are there things we can do that increase student engagement in building a portfolio? Can keeping a portfolio transform the way students perceive themselves, transform their identity? These are just some of the questions being asked at Virginia Tech, through an NSF CAREER grant. At five schools, students are given a curriculum and weekly feedback in order to create a professional portfolio. The curriculum and the feedback principles are free and open for your use, so stop by this session and discover how the lessons learned through this grant about engagement in portfolios and identify development through portfolios can be applied on your campus. 
Wende Garrison, Director of Curriculum, Assessment, and Communications, Portfolio To Professoriate, and Lisa McNair, Associate Professor of Engineering Education At Virginia Tech And Co-Director Of The Vt Engineering Communication Center—both of Virginia Tech

4:30-5:00 pm
Closing Plenary

The Education Leadership Commons: Transitioning from e-Portfolios to an Educational Positioning System
We must continue to use e-portfolios to improve upon and account for learning outcomes, even as we sort out the inevitable redesign of education. The word “inevitable” is appropriate because the mounting need to increase the proportion of postsecondary credential holders in most populations implies (in the aggregate) admitting and credentialing a growing proportion of learners who are financially needy, which in turn implies that the credentialing process must be redesigned for mutual affordability among needy learners and the governments and credentialing institutions that support them. There is a metaphor, however, for the future of today’s e-portfolio. Discover the metaphor and learn how we can accomplish this transition through a true collaboration at this forward thinking and inspiring closing plenary.
William Graves, Senior Vice President, Academic Strategy, SunGard Higher Education