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 –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 : $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 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: Susan Scott: