1. IN BETWEEN CLASSES institutional change through unlikely settings

2. Goals & Objectives Today we will:  Describe a model of institutional change  Model strategies for structuring different types of programs outside of the classroom  Consider how practices and methods that this model provides could influence initiatives happening at your institution.

3. Auburn goes “WAC” The Story begins with Crisis Required Writing Plans A New Mission Reorganization NOW! TIMELINE

4. Auburn students report doing significantly less writing… NSSE Data Results:

5. From two courses to every course. From First Two Years to WAC: Composition/LiteratureEvery Course/Every Major

6. Aiming for a new goal; to create a deeper culture of Writing. Writing Plans & Departments

7. Mission Statement:

8. AUJUS, Common Book, Auburn Speaks EXAMPLES OF CULTURE CHANGE:

9. New Location. New Staff. New Service. External Changes: +

10. “Serving ALL STUDENTS”

11. Tracking and considering how change occurs. Researching Change.

12. CHANGE adjust the parameters organization mind-set feedbackgoals flow of information rules of engagement

13. Where are we? What still needs to be done? Flow of info Dominant mindset Feedback Policy & Procedure What’s your initiative/crisis? Where are you? Identifying the Process

14. WriteFest: A Specific Area of Growth Write. Ask. Learn. Revise. Finish.

15. WriteFest Overview:  Began in 2011  Created to meet campus need  Currently held 6 times a semester  Provides time, space, and resources (tutor help and informational sessions) to work on writing  Multiple Sponsors  1 st Summer “Boot Camp” in 2013 Spring 2013 Topics:  Job Talks and Academic Interviews  Organizing Big Projects  Endnote/Zotero Introduction  Thesis/Dissertation Formatting  Writing from Research (APA, MLA, etc.)  Teaching and ePortfolios  Writing Journal Articles  Overcoming Writer’s Block  Writing Abstracts and Literature Reviews  Revision  Preparing Future Faculty Program  Thesis and Dissertation Submission  Editing Your Own Writing  Writing During Summer and Summer WriteFest  Publishing Academic Writing

16. ePortfolio Ambassadors: Changing where the learning happens.

17. The ePortfolio Project 1. CRISIS 2. NEEDS 3. STRENGTHS

18. What are ePortfolios?  Websites created by individuals to :  Synthesize learning experiences  Showcase skills and abilities

19. What are ePortfolios?  Includes multiple artifacts of different kinds  Purposefully selected and arranged for an audience of the student’s choosing Continued…

20. Why ePortfolios: SYNTHESIZE EXPERIENCES: ePortfolios are strongly linked to engaged and enhanced learning because they provide an opportunity to synthesize and reconsider experiences Select Artifacts Give Context Connect Artifacts Design O verall Why ePortfolios?

21. SHOWCASE SKILLS : Students have expressed interest in showcasing their skills at graduation

22. Why Professional ePortfolios? Provides a Real Audience: Programs have expressed interest in expanding existing capstone or senior projects, involving industry advisors, and responding to expectations of their disciplines Why ePortfolios?

23. What will we do? 1. DEVELOP:  infrastructure to support students, faculty and programs 2. SUPPORT STUDENT LEARNING:  through expansion of support and increased co- curricular activities 3. SUPPORT FACULTY:  in developing and extending curriculum, mentoring students, and connecting ePortfolios to teaching and research

24. Impact on Student Learning: 1. Effective Communication 2. Critical Thinking through reflection 3. Technical Competence 4. Visual Literacy

25. Preparation (2013)Initial Launch (2013-2014) Growth & Refinement (2014- 2017) Ensuring Success & Sustainability (2017-ON) Staged Implementation

26. ePortfolio Ambassadors:  Summer 2012  Variety of Majors  Variety of Ages  Group sessions  One-on-one sessions  Considering Culture Description -Peer Review Sessions -

27. Workshops  Overview of ePortfolios  Purpose, Audience & Mining for Artifacts  Peer Review & Critique  Creating Models/Examples

29. REFLECTION Ask Questions Imagine Possibilities Provide Context Apply & evaluate Knowledge Make Connections Think about experiences

30. Larger Take-away: 1. Created Models 2. Gave students a voice 3. Set up peer tutor structure 4. Satisfied Immediate Needs *Paved the way for other opportunities to “Restructure the Rules of Engagement”

31. Pair & Share  SWOT Analysis: Strengths Weaknesses Opportunities Threats – elements in environment that could hinder project  Now that you know where you are, how could you implement these interventions into your initiative?

32. Emily Cosgrove Program Assistant Miller Writing Center Auburn University ewc0006@auburn.edu Contact Us Laura Elmer Program Assistant OUW & ePortfolios Auburn University barrolc@auburn.edu &