1. ePortfolios & Faculty Development:
Charting the Impact on Teaching,
Learning & Campus Culture
Linda Anstendig
Samantha Egan
Sarah Burns-Feyl
Beth Gordon Klingner
Jim Stenerson
July 27, 2011

2. I. Teaching Circles
II. Best Practices
II. Spring Pilots
a. Student Life
b. Career Services
c. Assessment
III. ePortfolios for Tenure and Promotion
IV. Faculty Resources
Agenda

3. Teaching
Circles
Student
Life Pilot
Assessment
Pilot
Career
Services
PilotOne-day
events
Faculty Outreach
Tenure and
Promotion

4. Teaching Circles
• Approximately 40 faculty participants
• Topics include: basic technical skills, ePortfolio
assignments, ePortfolio rubrics
• Post teaching circle: survey, follow up meeting,
classroom demonstrations for students
• Future teaching circles: increase technical skill
building, include more student perspectives

5. Best Practices of Teaching Circle
Participants
• Hillary Knepper, Assistant Professor, Public
Administration
– ePortfolio assignments
– Program-wide study group
– MPA Student Association group
• Andriy Danylenko, Assistant Professor of
Russian and Slavic Linguistics
– ePortfolio assignments
– Developing a faculty ePortfolio

6. Teaching Circle Participant Portfolio

7. Pace’s Spring 2011 Pilots
• Student Leadership Pilot:
⁻ Students developed their Extracurricular/Co-curricular Activities pages, and
blogged about their development as a leaders
⁻ Student Life Office expanded pilot to summer Orientation Leaders
• Career Services Pilot:
- Students interns blogged about their experiences and posted relevant
artifacts
- Faculty advisors reviewed the blog to track student progress and grant credit
- Gathered data from employer surveys
• ePortfolio Assessment Pilot:
- Evaluated student portfolios for evidence of three student learning
outcomes: Written Communication, Analysis, and Information
Literacy/Research Skills

8. Student Leader Portfolio

9. Career Services Data
16%
13%
21%
30%
7%
9%
0%
4%
Which pages would be useful in making a hiring
decision?
A. Introduction
B. Academic Materials
C. Co-Curricular/Extracurricular
Activites
D. Professional
Preparation/Résumé
E. Recommendations
F. Showcase
G. Rubrics
H. Other
Other: samples of work; being able to search and find all the candidates at Pace
Other: link to linkedIn page; experience.

10. Career Services Data

11. Assessment Pilot Data
• The results of the pilot were mixed: valuable
information about Core outcomes was gained, but only
72 student ePortfolios out of the 176 reviewed could be
accessed or had the quality of work that could be
reviewed using the rubrics.
• When reviewers’ grades and comments were compiled,
student competency in the written communication and
information literacy outcomes was fair-to-good, and
competency in analysis was only fair.

12. Excellent Good Fair Poor
Content and
Development
Ideas are interesting and
insightful; clear sense of
audience is demonstrated.
Clear focus is emphasized
throughout essay.
Ideas are developed with
significant supporting
evidence.
Ideas are interesting, but not
always insightful or fully
developed; sense of audience
is demonstrated.
Focus is clear though may
wander at points in the essay.
Appropriate evidence is
used, but ideas may need
more support.
Ideas may be obvious and not
fully engage the audience.
Focus may be unclear and not
sustained throughout the
essay.
Ideas are not sufficiently
developed with evidence.
Lack of coherent ideas with
little sense of audience
demonstrated.
Focus is confusing and not
easily identified.
Ideas are underdeveloped and
statements are
unsupported, repetitive or
irrelevant.
Organization Clearly arranged ideas in
logical order, with effective
introduction and conclusion.
Paragraphs are coherent, with
clear transitions.
Overall organizational pattern
is shown, with good
introduction and conclusion.
Most paragraphs are
coherent, but some may be
out of sequence; transitions
adequate, but may be
mechanical.
Organization is not always
clear; introduction and/or
conclusion are general or
misleading.
Paragraph coherence is not
consistent; paragraph breaks
may be arbitrary, and
transitions may be weak.
No clear organizational
pattern is shown; introduction
and conclusion are
inadequate
Paragraphs are incoherent;
transitions are missing or
inadequate.
Style Sentences are clear, varied
and well constructed.
Word choices are precise,
vivid, and appropriate to the
writing task.
Most sentences are clear and
well constructed.
Word choice is generally
appropriate.
Sentences may be choppy, or
repetitive, with some
structural errors.
Word choice may be
imprecise, and some language
may be inappropriate.
Sentence structure is
inaccurate, confusing, or
awkward.
Word choice errors are
frequent, with inadequate
control of diction.
Mechanics Relevant outside sources, if
required, are clearly
introduced, accurately
documented, and effectively
integrated.
Excellent grammar, spelling
and usage are used.
Outside sources, if required,
are generally relevant but not
always accurately
documented or effectively
integrated
Occasional errors in grammar,
spelling and usage may be
distracting.
Outside sources, if required,
may not be appropriately
documented or effectively
integrated.
Errors in grammar, spelling
and usage may get in way of
meaning.
Outside sources, if required,
are poorly documented and
ineffectively used.
Many errors in grammar,
spelling and usage get in way
of meaning.
WrittenCommunicationRubric

13. ePortfolio Grades by Rubric
(Four-point Scale):

14. Valuable Information Gained as a Result of
Pilot:
• Faculty reviewers training session—feedback on
rubrics, need for more robust student
reflections, level of students, kinds of
assignments
• Faculty participants survey—more support
needed for faculty and students; more
emphasis on student reflection needed; 100%
of those surveyed stated they would use
ePortfolios again

15. ePortfolios For Tenure and Promotion
• Immediate Need for Digital Academic
Portfolios (AP)
• Buy-In from all the constituents
• Commercial AP platform vs. Pace ePortfolio
platform
• Standardized template
• Platform used by candidates for TAP and
the various TAP review groups

16. Tenure and Promotion Template: Part I

17. Tenure and Promotion Template: Part II

18. ePortfolio
Assignment
Guide
ePortfolio
BlogECHO 360
Videos
Step-by-Step
Tutorials
Faculty Resources

19. Faculty ePortfolios

20. Faculty ePortfolios

22. Questions?
• Our ePortfolio site: http://eportfolio.pace.edu
• Beth Gordon Klingner, bklingner@pace.edu
• Linda Anstendig, lanstendig@pace.edu
• Sarah Burns Feyl, sburnsfeyl@pace.edu
• Jim Stenerson, jstenerson@pace.edu
• Sam Egan, segan@pace.edu