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8/12/2019 Stimulating Innovation With Eportfolios Final 12913
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Dr. Terrel Rhodes VICE PRESIDENT, OFFICE OF QUALITY,
CURRICULUM, AND ASSESSMENT
Association of American Collegesand Universities (AAC&U)
Dr. Patrick Green DIRECTOR, CENTER FOR EXPERIENTIAL
LEARNING
Loyola University Chicago
Ashley Kehoe EPORTFOLIO PROGRAM MANAGER
Loyola University Chicago
STIMULATING INNOVATION WITH
E-PORTFOLIOS
Sponsored by
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THE COMPLETION AGENDA
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SOURCE:http://www.alestlelive.com/news/article_86f2c006-ba4f-11e1-b3a3-0019bb30f31a.html
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SOURCE:http://www.alestlelive.com/news/article_86f2c006-ba4f-11e1-b3a3-0019bb30f31a.html
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SOURCE:http://www.alestlelive.com/news/article_86f2c006-ba4f-11e1-b3a3-0019bb30f31a.html
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The Evidence is Compelling...
Too Man y Stu d en ts A reUnderachieving!
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HAVE YOU HEARD OF BADGES
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HAVE YOU HEARD OF
BADGES
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HAVE YOU HEARD OF
BADGES
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HAVE YOU HEARD OF
BADGES
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WHAT DO EMPLOYERS WANT?
59%
20%
20%
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Expecting students to complete a significant project before graduationthat demonstrates their depth of knowledge in their major AND theiracquisition of analytical, problem-solving, and communication skills
Expecting students to complete an internship or community-based fieldproject to connect classroom learning with real-world experiences
Ensuring that students develop the skills to research questions in their fieldand develop evidence-based analyses
Expecting students to work through ethical issues and debates to formtheir own judgments about the issues at stake
EMPLOYERS ASSESS THE POTENTIAL VALUE
OF EMERGING EDUCATIONAL PRACTICES
% saying each would help a lot/fair amount to prepare college students for success
Source: Raising the Bar (AAC&U, 2010)
84%
81%
81%
73%
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Competency andAchievement
That is neither trivial nor snackable...
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THE QUALITY AGENDA
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LEAP PROMOTES
Essential Learning Outcomes A Guiding Vision and National Benchmarks for College Learning andLiberal Education in the 21 st Century
High Impact PracticesHelping Students Achieve the Essential Learning Outcomes
Authentic AssessmentsProbing Whether Students Can APPLY Their Learning to ComplexProblems and Real-World Challenges
Inclusive ExcellenceDiversity, equity, quality of learning for all groups of students
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VALUE RUBRICS
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AAC&U PERSPECTIVES
Standards-based Assessments notStandardized
Faculty Developed
Focused on Competence vs. Deficits
Based on Student Work
Demonstrated over time vs. Snapshot VALUE Rubrics 15 Essential Learning
Outcomes
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We are being asked toshift...
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We are being asked toshift...
f rom MY Work
to OUR Work
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AssessmentPractices
That Verify
Achievement
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LOYOLAS EPORTFOLIOCONTINUUM
Developmental Scaffolded
Prog ress ive B ui ld
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submitassignments
receivefeedback
areevaluated
accessstoredwork
create &revisefolios
publish &share folios
STUDENT PROCESS MODEL
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FACULTY/STAFF
PROCESS MODEL
build acurriculum
createevaluationmethods:
assignments& rubrics,
etc.
collectstudent
work
providefeedback
evaluatestudent
work
assess /report
learningoutcomes
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4 YEAR PLAN FOR STUDENT
TRANSFORMATION
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Gateway Course:UNIV 101 First Year Seminar
All 2,000 incomingfirst-year students
use Taskstreamto submit
assignments &start building a
4-year ePortfolio.
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Benchmarks:
CEL SeminarCourses & Programs
Service-LearningAcademic
InternshipsUndergraduate
ResearchStudent Employment
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Assessment:
StudentCourse
Engaged LearningCORE
Program/MajorCo-curricular &
Academic
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Goal of addingvalue to the
Loyola Experienceby supporting
students in buildingprofessional
portfolios as acareer differentiator
using the 4-yearePortfolio as the
seed for a
professionalportfolio.
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EXPERIENTIAL LEARNING
EPORTFOLIO SAMPLES
Service-Learning Research
Employment / In ternship
Career Plann ing
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SERVICE LEARNING PORTFOLIO
https://w.taskstream.com/ts/konstantinovic/CentroRomero.html8/12/2019 Stimulating Innovation With Eportfolios Final 12913
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SERVICE LEARNING PORTFOLIO
https://w.taskstream.com/ts/konstantinovic/CentroRomero.html8/12/2019 Stimulating Innovation With Eportfolios Final 12913
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SERVICE LEARNING PORTFOLIO
https://w.taskstream.com/ts/konstantinovic/CentroRomero.html8/12/2019 Stimulating Innovation With Eportfolios Final 12913
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SERVICE LEARNING PORTFOLIO
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RESEARCH PORTFOLIO
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RESEARCH PORTFOLIO
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RESEARCH PORTFOLIO
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RESEARCH PORTFOLIO
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EMPLOYMENT/
INTERNSHIP PORTFOLIO
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EMPLOYMENT/
INTERNSHIP PORTFOLIO
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EMPLOYMENT/
INTERNSHIP PORTFOLIO
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EMPLOYMENT/
INTERNSHIP PORTFOLIO
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CAREER PLANNING PORTFOLIO
https://w.taskstream.com/ts/naiman1/SarahMNaiman8/12/2019 Stimulating Innovation With Eportfolios Final 12913
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CAREER PLANNING PORTFOLIO
https://w.taskstream.com/ts/naiman1/SarahMNaiman8/12/2019 Stimulating Innovation With Eportfolios Final 12913
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CAREER PLANNING PORTFOLIO
https://w.taskstream.com/ts/naiman1/SarahMNaiman8/12/2019 Stimulating Innovation With Eportfolios Final 12913
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CAREER PLANNING PORTFOLIO
https://w.taskstream.com/ts/naiman1/SarahMNaiman8/12/2019 Stimulating Innovation With Eportfolios Final 12913
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CAREER PLANNING PORTFOLIO
https://w.taskstream.com/ts/naiman1/SarahMNaiman8/12/2019 Stimulating Innovation With Eportfolios Final 12913
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UNIV 101: Changed to 4-year plan model &re-framed assignments/evaluation methods
UNIV 290: Encouraged public advocacy focus
Embedded within & throughout syllabi
Incorporated student presentation/ showcaseof ePortfolios whenever possible
CLOSING THE GAP:OUTCOMES AFTER YEAR 1 OF IMPLEMENTATION
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As a result of these data, combined withfeedback in our course evaluations and frominstructor focus groups, we adapted the course
for Fall 2012 by streamlining assignments,simplifying rubrics and prioritizing content toensure we were meeting students' needs .
Terri Thomas Associate Director, First and Second Year Advising
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HIGH IMPACT PRACTICES
First-Year Seminars and Experiences Common Intellectual Experiences
Learning Communities Writing-Intensive Courses
Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service Learning, Community-Based Learning
Internships Capstone Courses and Projects
e-Portfolios
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WHAT WE KNOW AND HAVE
EVIDENCE TO BELIEVE
Used on over half of American highereducation institutions
Improve retention and graduation
Deepen student learning retain andintegrate information, apply informationbeyond single course
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We found specific changes in learningand pedagogy occur as a result of
participation in e-portfolios.
Could learning e -portfolios encouragestudents to have deeper, more reflectivelearning, and stimulate more significantconnections across learningexperiences?
University of Oregon
ESSENTIAL PORTFOLIO
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ESSENTIAL PORTFOLIO
PRACTICES
Purposeful collection Multiple measures to track development and
improvement
Self-assessment and reflection to fosteranalysis, synthesis, evaluation, etc. Integrative opportunities/requirements Build evidence of an empowered, informed,
responsible learner Can be used a course, program, institutional
level assessment
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CONTACT US
Dr. Terrel RhodesVice President, Office of Quality, Curriculum, and Assessment Association of American Colleges and Universities (AAC&U)[email protected]
Dr. Patrick GreenDirector, Center for Experiential LearningLoyola University Chicago
Ms. Ashley KehoeE-Portfolio Program ManagerLoyola University Chicago
TaskstreamFor more information about Taskstreamor to request a demonstration, please contact:[email protected] or 800-311-5656
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]