C2 l model of ePortfolio practices

1. Creating a Resource for the Field
C2L’s National Developmental Model of
ePortfolio Practice
Bret Eynon, Laura Gambino & Judit Torok
and the C2L Research Team:
Randy Bass, Helen Chen & Trent Batson

2. Supporting Our Colleagues
– and Ourselves

3. Guiding Question
What Strategies,
Principles & Practices
Contribute to
Successful ePortfolio
Projects?

4. Successful ePortfolio Projects:
Examining Them from Four Perspectives

5. ePortfolio for Integrative & Social Pedagogy
• How & where do students learn about & engage w/ ePortfolio?
• In what ways do students reflect in an integrative ePortfolio?
• What pedagogies & practices do educators use to engage
students with integrative ePortfolio learning?
• How can Dep’ts build ePortfolio into curricula & practices?
• How can ePortfolio link with and enhance First Year
Experience, Capstones & other High Impact Practices?
• What role can the Center for Teaching & Learning play in
guiding ePortfolio prof’l development?

6. ePortfolio as a Means to Support
Outcomes Assessment
• How do students use
ePortfolio to collect work for
assessment & link it to key
competencies?
• How is student work made
available to faculty for use in
assessment processes?
• How do dep’ts use ePortfolio
for accreditation & program
review?
• What steps do key college
stakeholders take to actively
support outcomes
assessment?

7. ePortfolio as a Digital Technology
• What platform features support students’ integrative use of
ePortfolio?
• What platform features support faculty & staff in their
ePortfolio pedagogy and practice?
• What types of technology access & training do faculty & staff
need to support their use of ePortfolio?
• What kinds of institutional infrastructure and collaboration
are needed to effectively support ePortfolio?

8. Scaling Up:
Guiding & Building an ePortfolio Project
• How do ePortfolio leaders grow their
work from pilot to broad
implementation?
• How do ePortfolio leaders gather &
use evidence of student learning to
guide their planning & growth?
• How do ePortfolio leaders work w/
dep’ts & programs to disseminate
information about ePortfolio?
• How do ePortfolio leaders work w/
key institutional stakeholders to
advance long-term institutional plans
related to ePortfolio?

9. Organizing Our Questions
Structuring our Model

10. Hypothesis:
Overview Layer
Successful Integrative eP Each side incorporates
implementation is advanced by four different levels or
active attention to practices on layers.
all 4 sides
Student
Learning
Faculty & Staff
Programmatic Connections
Institutional Needs & Support

11. ePortfolio as Integrative Social Pedagogy & Practice
Hypothesis: Successful ePortfolio
Successful Integrative eP projects use integrative
implementation is advanced Student approaches to ePortfolio
by active attention to advance student learning &
Learning
practices on all 4 sides How do growth.
How do students students
learn about the reflect in an
For each side, integrative integrative
ePortfolio? ePortfolio?
successful ePortfolio
projects address How does student use of an integrative
ePortfolio effect them and their learning?
practices on each level.
Faculty & Staff
Where and how do What pedagogies and practices do faculty
faculty & staff learn & staff use to engage students with
about integrative integrative ePortfolio learning?
ePortfolio?
How do Centers, Programmatic Connections
Programs & Dep’ts How can Academic Dep’ts build How can ePortfolio fit into
learn about ePortfolio? integrative eP into curricula & practices? learning communities, FYE &
other High Impact Practices?
What role can the Cntr for Teaching & Learning play How can student affairs builds integrative ePortfolio
in guiding ePortfolio-related prof’l development? into its advisement & co-curricular practices?
Institutional Needs & Support
How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders
the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?

12. ePortfolio as Integrative and Social Pedagogy
Student Learning and Growth Layer
Courses
How and where do
students learn about Advisement
and engage with
ePortfolio? Co-Curricular
Activities
Integrative
Reflection
In what ways do Social
students reflect in Pedagogy
an integrative
ePortfolio? Personal
Change

13. ePortfolio as a Technology
Hypothesis: Student Successful integrative
Successful Integrative eP Learning ePortfolio projects ensure
implementation is advanced by that their technology
supports the desired
active attention to practices on
What types of pedagogy and practice
all 4 sides What platform and access and
technology features training are
are helpful in needed to
supporting students’ support students
use of ePortfolio? using ePortfolio
technology?
Faculty & Staff
What platform and What types of access and training
technology features are helpful do faculty and staff need to
in supporting faculty and staff support their use of ePortfolio
in their use of ePortfolio? technology?
Programmatic Connections
What types of access and training are
What platform and technology features are
needed to support programs’ use of
helpful in supporting programs’ use of ePortfolio?
ePortfolio?
Institutional Needs & Support
What platform features are useful in integrating ePortfolio What types of institutional support are needed for a
technology across an institution? successful institutional ePortfolio implementation?

14. ePortfolio as a Digital Technology
Faculty and Staff Layer
Flexible, reliable, easy
to use
What platform and technology
Capacity to review,
features are helpful in supporting
comment on
faculty and staff in their use of
student work
ePortfolio?
Built-in rubrics
What types of access and Access to
training do faculty and staff computer labs
need to support their use of Access to training
ePortfolio technology? materials

15. ePortfolio as a Means to Support Outcomes Assessment
Hypothesis: Using ePortfolio to support
Successful Integrative eP Programmatic or Institutional
implementation is advanced by Assessment requires the
active attention to practices on Student ePortfolio project to engage
all 4 sides Learning or connect with multi-level
assessment work.
How do students gain In what ways do students
an understanding of actively engage in
outcomes assessment? outcomes assessment?
Faculty & Staff
How do faculty & staff deepen their What are some ways faculty and staff use
understanding of ePortfolio as part of ePortfolio to actively engage in the
an outcomes assessment process? outcomes assessment process?
Programmatic Connections
How do Depts. & Programs deepen How do Dep’ts, Student Affairs & other units actively engage in
understandings of ePortfolio in the build and use an ePortfolio-based outcomes assessment to
outcomes assessment process? improve student learning & success?
Institutional Needs & Support
How do key College stakeholders come to understand What steps do key College stakeholders take
ePortfolio as an outcomes assessment method? to actively support outcomes assessment?

16. ePortfolio for Outcomes Assessment
Programmatic Connections Layer
Host discussions and training on
outcomes assessment with full-
and part-time faculty
How do departments
Integrate Gen Ed outcomes into
and majors actively
program curricula
engage in outcomes
assessment?
Engage in program assessment,
using ePortfolio generated
student work
Complete the assessment cycle
by developing & implementing
recommendations

17. Scaling Up: Guiding & Building an ePortfolio Project
Successful eP projects move
Hypothesis: from pilot programs to increased
Successful Integrative eP Student scale, guided by energetic
implementation is advanced by Learning leadership & skillful planning,
active attention to practices on How do project leaders supported by evaluation that
all 4 sides engage students and build informs plans and addresses
awareness of ePortfolio? stakeholder needs:
What types of evidence are How do project
leaders use
project leaders gathering
evidence of
related to students’
student learning
integrative use of
to guide their
ePortfolio?
planning?
What are ways in
which project Faculty & Staff How do project
leaders build What types of evidence are project leaders engage
awareness and leaders gathering related to faculty faculty in using
engage faculty and staff use of ePortfolio? evidence to guide
and staff ? planning?
Programmatic Connections
How do project leaders work How do project leaders work
with programs to develop & How do project leaders work with with programs & help them
disseminate information programs to gather & review
analyze/use evidence?
about ePortfolio as it relates evidence related to faculty & staff
to their practices? use of ePortfolio?
How do project leaders work with
Institutional Needs & Support How do project leaders work with
key stakeholders and college-wide How do project leaders work with Institutional key institutional stakeholders to
offices to build an ePortfolio Research to plan & implement evidence-gathering develop and advance long-term
culture? processes? institutional plans related to
ePortfolio?

18. Scaling Up:
Institutional Needs and Support Layer
IR office helps to
How do project leaders work gather evidence
with Institutional Research to
plan & implement evidence- IR office helps to
gathering processes? analyze evidence
Stakeholders review evidence
How do project leaders
work with key Integrate ePortfolio into
institutional stakeholders strategic plan
to develop and advance
long-term institutional Encourage institution-wide
plans related to collaboration related
ePortfolio? to ePortfolio

19. Examples
From Questions to Practices

20. ePortfolio as Integrative Social Pedagogy & Practice
How do successful
Hypothesis:
ePortfolio projects use
Successful Integrative eP
implementation is advanced
integrative approaches to
Student ePortfolio advance student
by active attention to
Learning learning & growth?
practices on all 4 levels
How do students How do
learn about the students use
For each side, integrative an integrative
ePortfolio? ePortfolio?
successful ePortfolio
projects address How does student use of an integrative
ePortfolio effect them and their learning?
practices on each level.
Faculty & Staff
Where and how do What pedagogies and practices do faculty
faculty & staff learn & staff use to engage students with
about integrative integrative ePortfolio learning?
ePortfolio?
How do Centers, Programmatic Connections
Programs & Dep’ts How can Academic Dep’ts build How can ePortfolio fit into
learn about ePortfolio? integrative eP into curricula & practices? learning communities, FYE &
other High Impact Practices?
What role can the Cntr for Teaching & Learning play How can student affairs builds integrative ePortfolio
in guiding ePortfolio-related prof’l development? into its advisement & co-curricular practices?
Institutional Needs & Support
How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders
the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?

21. ePortfolio as Integrative Social Pedagogy & Practice
PrinciplesPractices do successful
How Data
Hypothesis:
ePortfolio projects use
Successful Integrative eP Faculty, staff, and peer mentors
implementation is advanced
integrative approaches to
Student
advance student engagement and
ePortfolio advance student
by active attention to
Learning
learning by developing andgrowth?
learning &
practices on all 4 levels
How do students implementing practices that prompt
How do
learn about the students use
For each side, integrative students to use the ePortfolio to
an integrative
successful ePortfolio ePortfolio?
reflect on course work and
ePortfolio?
projects address How does student use of an integrative
experiences via modes such as:
ePortfolio effect them and their learning?
practices on each level.
• Reflection as Integrative
Faculty & Staff
Where and how do • Reflection as Systematic &
What pedagogies and practices do faculty
faculty & staff learn
about integrative
Disciplined
& staff use to engage students with
integrative ePortfolio learning?
ePortfolio?
• Reflection as Social Pedagogy
Programmatic Connections
How do Centers, • Reflection as a Process of
How can ePortfolio fit into
Programs & Dep’ts
learn about ePortfolio? How can Academic Dep’ts build Personal Development and
learning communities, FYE &
Change
integrative eP into curricula & practices? other High Impact Practices?
What role can the Cntr for Teaching & Learning play
in guiding ePortfolio-related prof’l development? • Other
How can student affairs builds integrative ePortfolio
into its advisement & co-curricular practices?
Institutional Needs & Support
How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders
the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?

22. Reflection as Social Pedagogy
ePortfolio as Nexus in the First
Year Experience
Gillian Hannum of Manhattanville College
Social Pedagogy & ePortfolio in an
Intro to Programming Course
Laura Gambino from Tunxis CC
POGIL- “Process Oriented Guided
Inquiry Learning”
Kathleen Pusecker of U of Delaware
Reflection as Gift in a Vertical
Learning Community by
Queensborough CC Faculty
Reflection Strategies for Program-
wide Integrative Learning in a
Nursing Program
by Three Rivers CC Faculty

23. ePortfolio as Integrative Social Pedagogy & Practice
Practices successful
Principles How do Data
Hypothesis:
ePortfolio projects use
Successful Integrative eP
implementation is advanced
integrative approaches to
Student
ePortfolio is often designed to student
ePortfolio advance
by active attention to
Learning
coordinate with, build on& growth?
learning and
practices on all 4 levels
How do students enhance the impact of other High
How do
learn about the students use
For each side, integrative
Impact Practices, including:
an integrative
ePortfolio? ePortfolio?
successful ePortfolio • First Year Experience programs
projects address How does student use of an integrative
ePortfolio effect them and their learning?
practices on each level. • Learning Communities
Faculty & Staff
Where and how do
• Writing Intensive Courses
What pedagogies and practices do faculty
faculty & staff learn
about integrative • Undergraduate Research
& staff use to engage students with
integrative ePortfolio learning?
ePortfolio?
• Experiential & Community-Based
How do Centers, Programmatic Connections
Programs & Dep’ts
Learning can ePortfolio fit into
How
How can Academic Dep’ts build
learn about ePortfolio? integrative eP into curricula & practices? learning communities, FYE &
• Capstone Experiences
other High Impact Practices?
What role can the Cntr for Teaching & Learning play How can student affairs builds integrative ePortfolio
in guiding ePortfolio-related prof’l development? into its advisement & co-curricular practices?
Institutional Needs & Support
How are key stakeholders informed about What kinds of steps (e.g. policies, resources, publicity) do institutional stakeholders
the value of integrative ePortfolio? use to actively support students, faculty & staff to advance ePortfolio learning?

24. ePortfolio in First Year Experience
ePortfolio & First Year in the
College of General Studies @
Boston University
Natalie McKnight & other BU faculty
ePortfolio & Career Development
for FY Students
James Griffin, Johnson & Wales University
ePortfolio & Digital Storytelling in
FY Programs at Pace University
Beth Klinger & Linda Anestidig, Pace U.
ePortfolio, Advisement, & Identity:
FY Programs @ Douglass College,
Rutgers University
Rebecca Reynolds, Rutgers U.
Connecting First Year & Capstone
Students w/ ePortfolio
Queensborough CC Faculty

25. Populating the C2L Model
• Campus Practices
• Interviews
• Core Survey, other data
• Campus Reports

26. Preparing to Share
our Campus Practices:
• Polishing & strengthening
our practice descriptions
• Providing supporting
materials, including
samples of student work
& other evidence
• Using a more structured
template – a Digication
module

27. Building Together
• Feedback via this Jam
• Polishing our Practices:
Revisiting Reflection --
April
• Campus Interviews --
Spring
• Populating the Model
– Coding practices
– Developing visual interface
• Pilot Version of Model @ Summer Institute – for C2L only