Susan Blackwell, School of EducationMary F. Price, Consortium for Learning and ScholarshipElizabeth Rubens. Center for Research and LearningLee Vander Kooi, Herron School of Art and DesignLynn Ward, Center for Teaching and Learning

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?

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.

Diverse and supportive academic communityCulture of collective responsibilityA commitment to excellence in teaching, student learning and scholarshipA culture of critical reflectionVisionary leadership from both faculty and the chairAdequate resources for students and faculty

Indiana University Purdue University IndianapolisBlended campus Metropolitan research universityFounded 1969 with a strong local mission20+ schools (15 with professional/pre-professional foci)Commuter campus w/ 30,000 students

Accreditation prompts internal reflectionCampus mandate for changeCentral coordinationIdentification of specific learning outcomes for general educationShift from distributed to process-based approach to general education the principled curriculum

Adoption without implementation plan

Adoption without framework to document progress in student learning vis--vis the PULs at the program level.

SOLUTION = electronic portfolio

Introduce ePort in Freshman Learning Communities firstMassive training effort to prepare faculty and advisorsAssumption that interest would grow among faculty and students, as they became aware of the benefits

Immature technologyForced adoptionPortfolio pedagogy not well understood Portfolio treated as add-on, not integrated into work of course/TLCPerceived as top-down initiativeLack of campus-wide buy-in to PULs and to assessment

Small grants to interested departments and schoolsFirst year designated for department-wide curricular and pedagogical preparation Intensive one-on-one guidance and supportProjects geared to needs the academic unit wants to addressFaculty in these departments are providing guidance for ongoing software development

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 assignmentsCommunicating purpose and value of project to faculty and students

Each project has an assigned support team consisting of an instructional designer, instructional technologist, and an assessment specialistSemi-annual ePortfolio symposiumOnline user communityImplementation examplesArticlesSample rubricsMailing list and discussion forums

Lee Vander Kooi

Conceptualizing ePortDeveloping faculty buy-inCurricular analysisCurricular restructuring

Faculty ownership of coursesLegacy assignments

Collaboration

Second looksAll day faculty retreatAt the end of the semesterSharing student projects

Second looksWhat is being learned?Strengths? Weaknesses?What do students need to better integrate learning?

Blue sky thinking

Curricular analysis

Coordinating outcomesWithin a co-requisite semesterHorizontally across a yearVertically across the major

Next stepsFocus on reflectionFocus on assessmentFocus on planning

Susan Blackwell, School of Education

Grant objective #1-- Ensure the alignment of the evaluative matrices with the Principles of Teacher Education (PTEs)Grant Objective #2 Critique program cohesionGrant Objective #3 Plan properlyGrant Objective #4 -- Establish infrastructure to generate success

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 KnowledgePrinciple 2: Reflective PracticePrinciple 3: Teaching for UnderstandingPrinciple 4: Passion for LearningPrinciple 5: Understanding School in Context of Society and CulturePrinciple 6: Professionalism

Review the extent to which assessments are valid and that assignments/rubrics align with the SOEs Principles of Teaching

Gather syllabi for all courses in the programReview key assignments posted in Oncourse and offlineIdentify which assignments should include enhancements in technologyIdentify key assignments for each principle that will be posted within the ePort.

DRAFTPTE MatrixBlock IBlock IIBlock IIIBlock IVPTE 1 Understanding of Core KnowledgeUnit/Lesson PlanCoach ratingsPTE 2 Reflective PracticeCritical Reflective Journal 2Stu.Teaching ReflectionPTE 3 Teaching for UnderstandingVideo Case AnalysisVideo TeachingPTE 4 Passion for LearningAutobiographyPTE 5 Understanding School in Context of Society and CulturePop-culture videoPTE 6 ProfessionalismBenchmark pre-post 1Benchmark 2 ReflectionCoach ratings

Full time, one year immersion experienceGraduate level programAdmission requirements3.0 GPA in the major and overallSuccessful completion of PRAXIS I and PRAXIS II required for licensingSuccessful interview

Accompanying coursesPsychology of Teaching and LearningTeaching and Learning in the Middle SchoolTeaching and Learning in the High SchoolProfessional Issues and Portfolio Creation

Curricular and instructional focus on content and instructional differences for middle and high school teachingdevelopmental differences between middle and high school teachingdifferentiated instruction and assessmentworking with diverse learnersinquiry and reflection as a process for growth as a beginning professionalPerformance based on six core principles as well as course grades validate competencies (principles embed the PULs)

Directions and rubricCenter 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 reviewsSelection and training of ratersLiberal arts faculty, School of Science faculty, graduates of the program, professional education faculty, coaches, teachersBrief training prior to reading

Elizabeth Rubens

A. Project definition and administrationB. Curriculum analysis, mapping, and integration of PULs and competenciesC. Assessment and reporting protocolsD. Competence with ePort software

Goals and objectivesLetters of supportProject team info contact info roles and responsibilities major tasks & timeline signed letter of understanding

Curriculum mapPULsDepartmental/program competenciesGaps / opportunities?Overlap?Sample assignments w/ integrationReflection milestones

RubricsFormative evaluation processInter-rater reliabilityConversion mechanism from local score to institutional scoreSample reflection assignmentReporting requirements

Implement competency framework as matrix, wizard, etc.Select and link assignmentsConduct a trial runCreate a sample report based on data

Clarifying nature and purpose of the portfolioPresence of commitment to meaningful collaboration among facultyAttention to continuous improvementFaculty commitment to assessmentVisionary leadership and alignment at multiple levels

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

hollowed collegiality (Massey, Wilger, Colbeck 1994)

*IUPUIs Learning Culture: Early 1990sInstitutional culture promotes fragmentation rather than collaboration funding structures (RCM)blended campus (Purdue/Indiana University)Silo mentality inhibits creating coherent integrative learning experiences for studentsGeneral Education based in the schoolsdistributive modelNo campuswide entity to build consensusTHE PRINCIPLED CURRICULUMFor general education to serve as an effective means for learning it should:Express key transferable competencies, disposition, skill sets and abilities,Permeate all levels and all areas of the curriculum,Enable students to perceive their growth in these principles/competencies over time.

*Confronting the Central QuestionsWhat knowledge do all students need to learn as a result of completing a program of study at IUPUI?How do we know that students are meeting program/institutional outcomes?How do we design a framework that gives students ownership of and responsibility for their learning outcomes?

*Intended function of ePortsupport intentional student learningsupport intentional teaching through formative and summative assessment*The program begins in second Summer Session II and completes the next year at the end of Summer Session I.

Candidates applications are reviewed and all acceptable candidates are interviewed, either by a selection committee for science and math candidates or by the program coordinator and someone from Teacher Education.

Candidates have me as their primary instructor throughout the program. Also have content methods instructor, a specialist in educational psychology for their introductory class.*2007 Assessment Institute in IndianapolisThe School of Education has established six core principles as the basis for course content alignment and all assessments.

Candidates sign a letter of agreement indicating that they understand that their performance in the classroom must meet expectations in order to complete the program and be recommended for licensure.*2007 Assessment Institute in IndianapolisCandidates evaluation is determined through three sources of data: clinical experience in teaching within a classroom authentic performance;

coursework which includes evidence of planning, self-assessing accurately, analyzing student performance,

And the e-portfolio which demonstrates the candidates vision of the teaching and learning process*2007 Assessment Institute in IndianapolisPlanning: unit and individual lesson plan; observational scripting by mentor to verify lesson implementation

Student work selection: work from three students with analysis of performance

Self-assessment: assessment of lesson implementation

Reflection on growth as a professional: candidates keep logs of interaction with families; use of technology; and participation in professional activities and use of professional materials

Structurally: candidates determine which lesson to document during the spring high school teaching.

They have practiced analysis of student work, kept inquiry journals, used protocols for providing and receiving feedback on their work during the two semesters.

The final Summer I course provides the opportunity and time to reflect.*2007 Assessment Institute in Indianapolis*2007 Assessment Institute in Indianapolis*