Navigating the Shoals of Portfolio Implementation Susan Kahn and Lynn Ward Indiana University-Purdue University Indianapolis

One student’s perspective “So you get here and they start asking you, ‘What do you…want to major in? …what courses [do] you want to take?’ and you get the impression that’s what it’s all about – courses and majors. So, you take the courses. You get your card punched. You try a little this and a little that. Then comes GRADUATION. And you wake up and you look at this bunch of courses and then it hits you: They don’t add up to anything. It’s just a bunch of courses. It doesn’t mean a thing.”

AAC&U Project on Integrative Learning Definition of integrative learning: Integrative learning is “the ability to make, recognize, and evaluate connections among disparate concepts, fields, or contexts.”

Why now? Knowledge explosion Contemporary problems and solutions are multi- disciplinary Information encountered in daily life is increasingly complex and fast-moving In civic life, need to be aware of complex interdependencies, connect theory to practice In professional life, need to move among different areas of expertise

The Principles of Undergraduate Learning (PULs) Core Communication and Quantitative Skills Critical Thinking Integration and Application of Knowledge Intellectual Depth, Breadth, and Adaptiveness Understanding Society and Culture Values and Ethics

Complete PendingReady Locked

The IUPUI ePortfolio (ePort) Definition: A selection of purposefully organized artifacts that supports retrospective and prospective reflection, as well as documentation, assessment, and enhancement of student learning over time.

Implications of ePortfolios for Learners and Teachers Learning-centered vs. teaching-centered Support active learning pedagogies aimed at promoting deeper learning Support integrative, reflective learning Support formative and summative assessment Thrive when faculty collaborate to develop coherent curricula and well-defined learning outcomes

Introduce ePort in first-year experience courses Training to prepare faculty and advisors Assumption that interest would grow among faculty, advisors, and students, as they became aware of the benefits Initial Implementation Strategy

Immature technology; technology not matched to institutional vision Forced adoption Portfolio pedagogy not well understood Portfolio treated as add-on, not integrated into work of course/TLC Perceived as top-down initiative Lack of campus-wide buy-in to PULs and to assessment Initial Obstacles

Small grants to interested departments and schools First year designated for department-wide curricular and pedagogical preparation Intensive one-on-one guidance and support Projects geared to needs the academic unit wants to address (e.g., customized matrices/wizards geared to program outcomes) Faculty in these departments are providing guidance for ongoing software development Current Strategy: Integrative Department Grants

Other Enablers Center for Teaching and Learning: well- developed structure for supporting pedagogical and curricular innovation with technology Well-developed institutional and (some) program-level assessment programs ePort integrated into course management system Development of a few good examples/cadre of early-adopter programs

On the brink of wider adoption? Current planning to: Use ePortfolio in conjunction with Personal Development Plan in first-year seminars Use ePortfolio as site for artifacts and reflections in new campus-wide experiential learning initiative (RISE) Adopt campus-wide at satellite campus

Immature technology Forced adoption Portfolio pedagogy not well understood Portfolio treated as add-on, not integrated into work of course/TLC Perceived as top-down initiative Lack of campus-wide buy-in to PULs and to assessment Initial Obstacles

Small grants to interested departments and schools First year designated for department-wide curricular and pedagogical preparation Intensive one-on-one guidance and support Projects geared to needs the academic unit wants to address Faculty in these departments are providing guidance for ongoing software development Current Strategy: Integrative Department Grants

Know your key stakeholders Talk with and listen to your stakeholders Build from a campus need or point of strength Engage and sustain campus leaders in supporting and advocating for implementation Secure solid funding Secure Campus Buy in

Provide virtual and “live” opportunities for peer support relative to both the technology and the pedagogy Eport user site ePortfolio Community of Practice planned Professional development workshops Foster Collaboration

Start small and keep project limited in scope Design for scalability –Technology –Assessing student work –Support structures Allow sufficient time for project planning –Help guide the process –ePortfolio readiness matrix More Lessons

Each project has an assigned support team consisting of an instructional designer, instructional technologist, and an assessment specialist Semi-annual ePortfolio symposium ePort Readiness Matrix Online user community –Implementation examples –Articles –Sample rubrics –Mailing list and discussion forums Project Support

Outcomes mapping (mapping PULs to disciplinary outcomes) Curriculum mapping (determining where in the curriculum students learn and practice specific outcomes) Developing evaluation criteria (expectations and rubrics) Developing mastery assignments Communicating purpose and value of project to faculty and students Common Planning Activities

ePortfolio Readiness Matrix

A systematic approach to planning and analysis Acquaints project team with the software early in the planning process Allows project team to learn from the work of other projects Documents use and value of portfolios to individual schools, departments, faculty ePortfolio Readiness Matrix