Integrating Teaching, Learning and Assessment: A Programmatic ePortfolio Process AAEEBL Conference, Boston, MA - July 28, 2011 Karen Stein, Faculty Director,

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Integrating Teaching, Learning and Assessment: A Programmatic ePortfolio Process AAEEBL Conference, Boston, MA - July 28, 2011 Karen Stein, Faculty Director, ePortfolios; Kathy Pusecker, Director, Office of Educational Assessment; Gabriele Bauer, Associate Director, Center for Teaching and Learning;

Agenda Become familiar with an ePortfolio process that integrates teaching, learning, and assessment (TLA) over the course of an academic program. Engage in the ePortfolio design process from the faculty’s perspective. Discuss how the TLA ePortfolio process may apply to your institutional and/or program needs.

Institutional Context Programmatic TLA ePortfolio

Background ePortfolio pilots elicited via internal, instructional grants to support institutional initiative Collaborative partnership: CTL, OEA, and IT-CS&S Pilots designed based on stipulations set forth in RFP Active pilot programs ( ): –10 undergraduate academic programs –1 graduate academic program New pilot programs ( ): –5 undergraduate academic programs Programmatic TLA ePortfolio 3

Faculty: Impact (evidence) of curriculum as integrative whole Students: Make meaning of their education based on reflection, feedback, and evidence (artifacts) Institution: Assessment data inform strategic planning Programmatic TLA ePortfolio 4 eP: -- Interconnected -- Purposeful -- Competency-based -- Reflective -- Developmental -- Rooted in feedback

Programmatic TLA ePortfolio 5

College or Department name here 6

7

Program eP Design Worksheet: Developmental Achievement of Competencies over course and program (curriculum map) Step 6a. Faculty: Select assignment (artifact) that helps students achieve the competency. b. Develop instructions that guide students in describing context for the artifact. c. Develop questions that guide student reflection on the competency. d. Develop tool to provide feedback on student reflections. Step 1: Identify Program Goal you wish to assess (Place in Column 1) Step 2: Indicate in which course(s) students are introduced to goal. Step 3: Indicate in which course(s) students practice the goal. Step 4: Indicate in which course(s) students apply the goal Step 5: Indicate in which course(s) students indicate goal mastery. Goal NameEnglish 110English 212English 316English 411 (Capstone) Written Communication

What questions do you have about the TLA?

From the Students’ Perspective 10

Think about these Questions Before Designing the TLA How will the TLA enhance teaching capacities and competencies for the faculty? How will the TLA relate to established educational practices in the program? How will the TLA help students make connections among courses? How will you implement reflective prompts to best develop students’ skills over time? How will feedback be provided to encourage student developmental learning? Who will provide the feedback? What data needs to be collected? Who will analyze? Who will report? Programmatic TLA ePortfolio 11

Direct Measures Rubrics –VALUE- AACU meta- rubrics –Faculty Developed Standardized Tests –CLA, EPP, etc. Performance Reviews- juries Indirect Measures Surveys – Faculty – Students – Employers – Alumni Persistence rates Graduation rates Placement rates Focus groups NSSE, CCSSE, FSSE How to assess a TLA?