1. Susan Blackwell, School of Education Mary F. Price, Consortium for Learning and Scholarship Elizabeth Rubens. Center for Research and Learning Lee Vander Kooi, Herron School of Art and Design Lynn Ward, Center for Teaching and Learning

2. Let’s Prime the Pump…. What has been (or do you expect to be) the biggest obstacle or source of frustration for the implementation of ePortfolios at your campus? What strategies has your implementation team identified to work through these challenges?

3.  Consider the implications for ePortfolio implementation if program outcomes are used as the unit of analysis for student learning.  Identify “readiness” criteria for departments considering ePortfolios as tools to guide intentional teaching and learning.  Share IUPUI departmental experiences/insights.  Identify generalizable strategies for program level implementation of ePortfolios. Session Goals:

4.  Diverse and supportive academic community  Culture of collective responsibility  A commitment to excellence in teaching, student learning and scholarship  A culture of critical reflection  Visionary leadership from both faculty and the chair  Adequate resources for students and faculty Attributes of the Engaged Department (Wergin 2003)

5.  Indiana University Purdue University Indianapolis  Blended campus  Metropolitan research university  Founded 1969 with a strong local mission  20+ schools (15 with professional/pre- professional foci)  Commuter campus w/ 30,000 students Who are we?

6. Accreditation prompts internal reflection Campus mandate for change ◦ Central coordination ◦ Identification of specific learning outcomes for general education Shift from distributed to process-based approach to general education – “the principled curriculum” Our Path to ePortfolio: A Process Approach to General Education

7. IUPUI 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

8. Adoption without implementation plan Adoption without framework to document progress in student learning vis-à-vis the PULs at the program level. SOLUTION = electronic portfolio

10.  Introduce ePort in Freshman Learning Communities first  Massive training effort to prepare faculty and advisors  Assumption that interest would grow among faculty and students, as they became aware of the benefits

11.  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

12.  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

14.  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

15.  Each project has an assigned support team consisting of an instructional designer, instructional technologist, and an assessment specialist  Semi-annual ePortfolio symposium  Online user community ◦ Implementation examples ◦ Articles ◦ Sample rubrics ◦ Mailing list and discussion forums

16. Lee Vander Kooi

17.  Conceptualizing ePort  Developing faculty buy-in  Curricular analysis  Curricular restructuring

18.  Faculty ownership of courses  Legacy assignments

19.  Collaboration

20.  Second looks  All day faculty retreat  At the end of the semester  Sharing student projects

21.  Second looks  What is being learned?  Strengths? Weaknesses?  What do students need to better integrate learning?

22.  Blue sky thinking

23.  Curricular analysis

27.  Coordinating outcomes ◦ Within a co-requisite semester ◦ Horizontally across a year ◦ Vertically across the major

28.  Next steps ◦ Focus on reflection ◦ Focus on assessment ◦ Focus on planning

29. Susan Blackwell, School of Education

30.  Grant objective #1-- Ensure the alignment of the evaluative matrices with the Principles of Teacher Education (PTEs)  Grant Objective #2 – Critique program cohesion  Grant Objective #3 – Plan properly  Grant Objective #4 -- Establish infrastructure to generate success

31. Grant objective #1-- Ensure the alignment of the evaluative matrices with the PTEs The School of Education Principles of Teaching are as follows:  Principle 1: Conceptual Understanding of Core Knowledge  Principle 2: Reflective Practice  Principle 3: Teaching for Understanding  Principle 4: Passion for Learning  Principle 5: Understanding School in Context of Society and Culture  Principle 6: Professionalism

32.  Review the extent to which assessments are valid and that assignments/rubrics align with the SOE’s Principles of Teaching ◦ Gather syllabi for all courses in the program ◦ Review key assignments posted in Oncourse and offline ◦ Identify which assignments should include enhancements in technology ◦ Identify key assignments for each principle that will be posted within the ePort.

33. DRAFT PTE MatrixBlock IBlock IIBlock IIIBlock IV PTE 1 Understanding of Core Knowledge Unit/Lesson PlanCoach ratings PTE 2 Reflective Practice Critical Reflective Journal 2 Stu.Teaching Reflection PTE 3 Teaching for Understanding Video Case AnalysisVideo Teaching PTE 4 Passion for Learning Autobiography PTE 5 Understanding School in Context of Society and Culture Pop-culture video PTE 6 Professionalism Benchmark pre- post 1 Benchmark 2 Reflection Coach ratings

34. Full time, one year immersion experience Graduate level program Admission requirements 3.0 GPA in the major and overall Successful completion of PRAXIS I and PRAXIS II required for licensing Successful interview Accompanying courses – Psychology of Teaching and Learning – Teaching and Learning in the Middle School – Teaching and Learning in the High School – Professional Issues and Portfolio Creation

35. Curricular and instructional focus on … – content and instructional differences for middle and high school teaching – developmental differences between middle and high school teaching – differentiated instruction and assessment – working with diverse learners – inquiry and reflection as a process for growth as a beginning professional Performance based on six core principles as well as course grades validate competencies (principles embed the PULs)

36. Teaching Performance Clinical experience CourseworkE-portfolio

37. Teaching and Learning Process Planning Analysis of student work Self- assessment Reflection on growth as a professional

38. Directions and rubric – Center for Teaching and Learning (CTL) used specific documents to create the web space for the students and to develop the site for reviewers to post their reviews Selection and training of raters – Liberal arts faculty, School of Science faculty, graduates of the program, professional education faculty, coaches, teachers – Brief training prior to reading

39. Elizabeth Rubens

43. A. Project definition and administration B. Curriculum analysis, mapping, and integration of PULs and competencies C. Assessment and reporting protocols D. Competence with ePort software

44.  Goals and objectives  Letters of support  Project team info ◦ contact info ◦ roles and responsibilities ◦ major tasks & timeline ◦ signed letter of understanding

45.  Curriculum “map” ◦ PULs ◦ Departmental/program competencies ◦ Gaps / opportunities? ◦ Overlap? ◦ Sample assignments w/ integration ◦ Reflection milestones

46.  Rubrics  Formative evaluation process  Inter-rater reliability  Conversion mechanism from “local” score to “institutional” score  Sample reflection assignment  Reporting requirements

47.  Implement competency framework as matrix, wizard, etc.  Select and link assignments  Conduct a trial run  Create a sample report based on data

52.  Clarifying nature and purpose of the portfolio  Presence of commitment to meaningful collaboration among faculty  Attention to continuous improvement  Faculty commitment to assessment  Visionary leadership and alignment at multiple levels Preconditions for Implementation:

54.  Slides and handouts: http://www.iupui.edu/~iddlew/ laguardia2008/ http://www.iupui.edu/~iddlew/ laguardia2008  Susan Blackwell (sfblackw@iupui.edu)sfblackw@iupui.edu  Mary Price (price6@iupui.edu)price6@iupui.edu  Elizabeth Rubens (erubens@iupui.edu)erubens@iupui.edu  Lee Vander Kooi (lv2@iupui.edu)lv2@iupui.edu  Lynn Ward (leward@iupui.edu)leward@iupui.edu