1. Inter/National Coalition for Electronic Portfolio Research E-Portfolios at Thomas Thomas Edwards Colleen Burnham July 2007

2. Mission “Prepare students for success in their personal and professional lives and for leadership and service in their communities” Guaranteed Job Placement

3. Drivers: Assessment at the institutional level: coherent curriculum? Accreditation: How to assess “Institutional Effectiveness”?

4. Step 1: Define “Core Competencies” and Relationships Mission “Prepare students for success in their personal and professional lives and for leadership and service in their communities” Communications Critical and Analytical Thinking Community and Interpersonal Relationships Leadership and Service

5. Step 2: Gradual Implementation 1 st year course Senior internship seminar

6. Step 3: Faculty link each course to a core competency Mission “Prepare students for success in their personal and professional lives and for leadership and service in their communities.” Communication Critical and Analytical Thinking Community and Interpersonal Relations Leadership and Service Course

7. Rubric to assess each folder CRITERIAExemplaryProficientPartially ProficientIncompletePOINTS Leadership and Service9 points Portfolio includes multiple examples that demonstrate a student’s command of interpersonal skills, leadership abilities and a commitment to community service. A student’s level of activity in extra- and co- curricular activities is high. 6 points Portfolio examples illustrate a student’s activity in community service and provide evidence of leadership and appropriate interpersonal skills. The student shows evidence of involvement in extra- and co-curricular activities. 3 points Portfolio examples document some involvement in community service and extra- or co-curricular activities. There is some evidence of leadership roles or engagement that would indicate a student’s abilities in the area of interpersonal relations. 0 points Few or no examples of student engagement in community service or the assumption of a leadership role in the community. Little evidence of interpersonal skills through involvement with extra- or co- curricular activities.

8. Chelsea Reynolds (accounting)

10. Findings Students make connections – course to competency Faculty make connections across the curriculum (especially new faculty) Curriculum outside the classroom Reflection- a challenge, a process Power of the stand-alone course

11. Next steps Revised rubric (holistic) CRITERIAExemplaryProficientPartially ProficientIncompleteRating Content The E-Portfolio provides a comprehensive overview that documents a student’s work and reflection in all core competencies. The E-Portfolio provides a comprehensive overview that documents a student’s work and reflection in all core competency areas. Multiple examples from the range of a student’s co- curricular and academic experience (major and general education) are present. The E-Portfolio provides a generally effective overview of a student’s experience and reflection in most core competency areas. Sufficient examples are provided to demonstrate a range of the student’s experience. The E-Portfolio provides some information about a student’s work and reflection in the core areas, though some areas lack sufficient examples to demonstrate the range of a student’s experience. The E-Portfolio is incomplete or lacks sufficient documentation or reflection in one or more core competency areas. Examples are insufficient to demonstrate student competency in one or more areas. E-Portfolios in more senior seminars Program – level assessment

12. Potential links NSSE: National Survey of Student Engagement NEASC: New England Association of Schools and Colleges SAILS: Standardized Assessment of Information Literacy Skills Next steps

13. “I chose these documents…because to me these experiences and opportunities have formed who I am today, and they show that I am a leader and I will work hard to be as involved as possible.” (Nicole) “This folder is empty…because I don’t feel like a leader yet. By putting this piece of work together, I have recognized where I need to begin.” (Krista) Student Reflection

14. Thank you