ePortfolios and Student Success Cathy Buyarski, PhD Associate Dean for Student Affairs, University College Indiana University Purdue University Indianapolis

Why did we implement the ePDP? The personal development plan is designed to foster: Goal commitment (student commitment to earning a degree) Academic achievement (through goal setting and planning) Curricular coherence and meaning in the first-year seminar Each of these goals is a way to enhance learning and facilitate student success

One Year Retention ePDP versus no ePDP Fall 2010-2014 2011 2012 2013 2014 Campus 73.4% 73.6% 72.9% 71.8% 74.8% e-PDP 81.1% 73.9% 75.5% 72.8% 74.9% Not e-PDP 72.1% 71.4% 71.3% 74.1% Difference + 9% + .3% + 4.1% + 1.5% + .8%

First-Year Cumulative GPA Fall-Spring Retention Fall 2013 ePDP Compared to Not ePDP First-Year Seminar Sections: GPA and Retention EXPLORATORY STUDENTS N Fall Semester GPA First-Year Cumulative GPA Fall-Spring Retention e-PDP 152 2.93 2.69 93% Not e-PDP 207 2.71 2.84 85% Overall 349 2.80 2.75 88% *Bolded items are significantly different based on independent samples t-test or chi squared test results (p .05).

Fall 2013 Academic Success and Self-Reported Learning Outcomes Completion of ePDP Item N Mean   Standard Deviation Effect Size (r) Sig (2-tailed) Use reflective writing to understand my experiences ePDP 196 3.81 0.99 .12 .015 Not ePDP 385 3.58 1.12 Identifying majors or future careers that match my strengths, skills, and interests 195 4.17 .92 .19 .000 3.79 1.05 Knowing strategies to overcome any obstacles I may face in pursuing my degree 3.89 1.04 .11 .010 384 3.65 1.06 Feeling a sense of purpose in pursuing my degree 192 4.07 .009 3.82 1.09 Knowing what is required of me to attain academic excellence 4.05 .15 .001 382 3.76 1.02 Knowing what is required of me to make a successful transition to an academic major 4.08 .86 .16 380 3.78 .97 Building strategies for making a successful transition to the university 3.98 .94 3.66 1 Means reported based on a 5-point Likert-Type response scale where 1=no gain, 2=little gain, 3=moderate gain, 4=good gain, 5=great gain Note 1: Bolded items are significantly different based on independent samples t-test results (p<.01). Note 2: 'Effect size' quantifies the size of the difference between two groups. Interpretation: r effects: small ≥ .10, medium ≥ .30, large ≥ .50

Student Narrative from ePDP Growth-Mindset: A growth-mindset is the view of one's self as being able to grow and develope [sic] through hard work and dedication. People with a growth-mindset tend to love learning; they tend to learn more and quicker. They also tend to be mor [sic] resilient and face challenges head on. An example of me using a growth-mindset in this first semester is in my classes. I started off not on the best ground in my biology and finite classes but I decided that I was able to change my standing by studying differently and asking questions when I need help. Now my biology grade is an A and my finite grade, though not exactly where I want it yet, is a B. Another example is making new friends. While one of my strengths is relating well to people, I still have trouble opening up to people and becoming friends but I decided that I was not just going to resign myself to be friendless and I challenged myself to go out there and make new friends. Now I have a group of really close friends that are more like family.

Another Take on Narrative My Major: I am majoring in nursing.I chose this major because I want to help people, especially kids. I want to either work in a hospital in the pediatrics ward or go into medical missions, and possibly even both fields. I have always wanted to go into the medical field and I feel the best place for me would be in nursing. By being in a position where I deal with people on a regular basis, and help those that need help, I would feel accomplished and important. Even now, whenever I help people, either by listening, teaching, or doing first aid, I feel that I made a difference in their life. As a kid, I was in the hospital fro a week and what I remember the most was that the nurses were not the best. I want to give other kids the best help and comfort while they are in the hospital. To see their faces smile in happiness and hope is one of the greatest things to me. This major is a good fit for me because it is extremely competitive and requires determination and hard work. I am a highly competitive person in just about everything I do, whether that be school work, sports, or even just everyday activities. I do not quit something when I am in the middle of it no matter how hard it gets; I push through the problem and use the resources that are available to me. I am a very hard worker; I do my best on literally everything that I do, if it is not the best, then I redo it until it is up to my expectations. In addition to this, my interest code is Social which means I work well with, communicate well with, and teach others, Investigative which means I love to think and am good at problem solving, and Conventional which means I work well with set schedules and procedures. This is also the interest code for nursing. In order to succeed in the program, I will have to take all of the required classes, keep my grades up in them, and comprehend and learn what they are teaching so that I can apply it to the clinicals that I will have to take. I will participate in tutoring as needed and mentoring through the Honors College. This will give me more of an edge because I will be using the resources given to me to succeed. I will also participate in volunteer opportunities at the local hospitals to better reinforce what I am learning as well as become more familiar with the people and make connections.

Student reactions to the PDP… “I thought the PDP was a great idea. It helps you think about the processes you [use] to study and complete assignments. It helped me to revise my goals and come up with some new ones. The best part was the peak performance plan because it helped map out the future classes so that you know where you need to go and where you have been.”

Why Effective? Enhance Self-Awareness and Goal Commitment Promote Sense of Belongingness and Commitment to IUPUI Facilitates Academic Hope (agency and generating strategies) Tool for Active and Engaging Pedagogy Fosters Integration of Learning and Reflection Provide Students with a Sense of Purpose Enhance Career Decision Making Self-Efficacy

Discussion What measures of retention and completion have you tied to ePortfolios? What theories, research, and literature might we look to when considering the link between ePortfolios and retention/completion? What factors should we be considering when linking ePortfolios to student retention and completion? How might we go about measuring the factors we have identified?