1. Quarter end report
Fall, 2005
Context of the project
Portfolios have long been used as teaching and learning tools, and in professional
development in Schools of Education and Fine Arts Colleges. However, with the emergence
of new technologies, eportfolios are revolutionizing how students across disciplines manage
information and learning, and prepare for professional careers. Interest in the use and
applications of eportfolios is growing in the U.S., however few universities and university
systems are making comprehensive use of the technological applications[1] of eportfolios in
student academic and professional preparation. This Ed Tech supports the pilot project
development of eportfolios in the UO School of Architecture and Allied Arts.
Professional Applications
Electronic portfolios (eportfolios) serve two primary purposes: to promote student-centered
learning and reflection and in professional preparation and resume development:
“An eportfolio is a web-based information management system that uses electronic
media and services. The learner builds and maintains a repository of artefacts, which
they can use to demonstrate competence and reflect on their learning” (Tosh 2005).
Eportfolio applications for students across the arts disciplines are obvious. The ability to
represent work in all the mediums, including word documents, video clips, and digital
images allow students a repository of research, evaluations and feedback from teachers and
employers, and an opportunity to self-reflect and represent how they construct meaning from
their academic learning and professional experiences.
In AAD, graduate students are required to create and manage eportfolios beginning their first
year. The Arts and Administration Program emphasizes the professional preparation of arts
managers, and to this end students focus not only on academic learning, but gaining
experience in theory applications through professional work. Most AAD graduate students
choose experiential learning opportunities as an integral component of their professional
preparation. Additionally, they are required to synthesize and analyze their Internship
component within academic theories and larger issues in the field. An eportfolio provides
students with a repository to document and reflect upon why these experiences are
significant and the impact that they have on their academic and professional growth. They
also provide students with an artifact storage system for project portfolios, which in the arts
will often include visuals, anecdotes, video, and written materials generated from multiple

2. community projects. So the eportfolios allow students to manage, represent, and archive
multidimensional learning in the arts.
Another application of eportfolios include its use as a learning tool. Universities who employ
eportfolios integrate them into coursework and student learning: “With eportfolios the
pedagogy shifts from a course-driven focus to a student-centered approach placing emphasis
for learning firmly on the student” (Tosh 3). Students document and legitimize their learning
choices through a record in their eportfolios. At the University of Minnesota, for instance,
they are using eportoflios for:
• Creating a system of tracking student work over time, in a single course, with
students and faculty reflecting on it.
• Aggregating many students' work in a particular course to see how the students
as a whole are progressing toward learning goals.
• Assessing many courses in similar ways that are all part of one major and thus, by
extension, assessing the entire program of study.
• Encourage continuity of student work from semester to semester in linked
courses (Batson 2005).
A third application of eportfolios is as an employment tool. Students create and manage
web-based resumes that they can disseminate to employers online. The eportfolio allows
students to represent a much broader range of skills and experiences, and to provide
examples of their work, than would be possible in hard copy. Professional organizations need
to be able to connect with academic institutions in professional preparation strategies, and
one way to do this to provide a searchable database of student eportfolios for arts
organizations and students to manage the Internship search process, and for employment
purposes.
Though MFA students have long used portfolios to document their work, the Arts
Management field has typically lagged behind other arts disciplines in technological
applications. This initiative supports the piloting of eportfolios within AAD, with the goal of
expanding its applications through the AAA Career Center, and eventually campus-wide.
Project Goals
This report will document and evaluate the first quarter implementation relative to the pilot
year project goals for the purposes of program improvement. It is anticipated that the fall
and winter quarter reports will contribute to and inform the final report, which will be
submitted in May 2006, as stated in the grant requirements.
The goals of the first term implementation as written in the grant are as follows:

3. “The Digital Media Task Force is requesting funds for the first year of a three-year
initiative to infuse eportfolio production into A&AA. In the first year this funding
would pilot the use of eportfolios in the Arts and Administration Program and extend
to the Department of Architecture, Landscape Architecture, or Art. One faculty
member from each unit will gain eportfolio expertise and technological assistance to
integrate eportfolio development into their teaching within the professional program
associated with their department or program. Following the first year it is anticipated
that the Digital Media Task Force will seek additional funding from the Education
Technology Committee to expand the project through out A&AA.”
The original grant proposal further specifies the following goals for the first year of the pilot
project implemenation:
First Year Implementation, 05/06: Pilot Project
Participants: One faculty member each from the Arts and Administration Program
(Lori Hager) and the Department of Architecture, Landscape Architecture or Art (to be
identified) and working in consultation with Tom Matney, Director of Media Services
Purpose:
• To assess different available eportfolio models and standards to determine
whether any currently available models are appropriate for the A&AA learning
environment.
• Provide appropriate training to faculty and students in eportfolio
development.
• To document and evaluate the pilot for the purposes of program
improvement.
• To pilot an eportfolio site
Training and Mentorship:
• Media Services has agreed to expand the Apprentice Program (see
Appendix) to this eportfolios project. Two Media Services apprentices will be
trained and assigned to the eportfolio project during Year 1. Apprentices will
act as liaisons between participating faculty and Media Services, and will

4. provide additional services as needed (such as in streaming video, etc) and will
act as “tutors” during lab hours for student eportfolio development.
• Media Services workshops (see Appendix) will be available for students
and faculty in design and applications of eportfolios
• Lori Hager, AAD, will receive training in eportfolio design and
development from Media Services over the course of the summer. Training will
allow Hager to develop a model eportfolio to use as an example for teaching,
and the technology and applications that students will develop during the
project.
• One Department of Architecture, Landscape Architecture or Art faculty
will be added during Year One, and will be mentored by Hager and Media
Services.
• AAA will provide computer lab space, software, and time specifically for
eportfolio students and faculty.
Documentation and Evaluation
• During the summer, Dr. Hager and Media Services will work together to
draft an evaluation and documentation plan that will include research on
current models and use trends, long range planning, and procedures for
soliciting input from participants at all stages. “
This report will address each of the project implementation goals point-by-point, reflecting on
what has been accomplished thus far, what has supported and hindered implementation, and
suggestions for future action and revisions to the project schedule, goals, and partners.
Assessment
Goal Set 1 - Context and Standards
• To assess different available eportfolio models and standards to determine
whether any currently available models are appropriate for the A&AA learning
environment.
Over the summer, representatives from AAD and Media Services met in order to clarify the
mission of the project, assess the existing UO support structures, and to strategize a timeline

5. for implementation. One of the primary issues was whether the available server space was
adequate to support project needs, and whether AAA IT staff, or Media Services staff, could
provide the time and expertise necessary to develop and maintain the eportfolio project
website. The group examined existing models, including open source software, and
eportfolio software utilized by other universities such as University of Minnesota, University
of British Columbia, and others (a full summary assessment relative to UO applications will
be included in the final report). Because the project was intentionally starting relatively
small, it was determined that we would use the existing models developed in AAD for
eportfolios, and that Media Services would contribute the time in support of creating the
project webpage, which would house project information and the student eportfolios. As we
added additional AAA departments and faculty, we would continue to assess software
requirements. Given the relative time and resource constraints, we kept in mind that this was
a pilot, and that we would re-assess the website and software issues once implementation
had begun.
At that time, project participants included Hager, Matney, and Hauger. It became obvious
that Eric Schiff, instructor for the AAD technology series, would be a critical addition to the
project team. We transferred funds allocated for Hager’s release time in support of Schiff’s
services as an advisor to the project, and as AAD Information Technology course instructor.
Schiff’s participation has become a key ingredient in the progress of the project.
Subsequent meetings during the summer brought Jonesey and Ed Teague into the discussions
in order to determine the level of participation of the AAA staff. It was also determined that
it made sense to purchase a dedicated server for the project in order to have the space
available to the project from the beginning.
Goal Set 2 - Training
• Lori Hager, AAD, will receive training in eportfolio design and
development from Media Services over the course of the summer. Training will
allow Hager to develop a model eportfolio to use as an example for teaching,
and the technology and applications that students will develop during the
project.
• Provide appropriate training to faculty and students in eportfolio
development.
• One faculty member from each unit will gain eportfolio expertise and
technological assistance to integrate eportfolio development into their teaching
within the professional program associated with their department or program.
Media Services did not have the staff during the summer to dedicate the time to providing
Hager with the training or web development support. Consequently, Hager contacted JQ

6. Johnson and was given 10 hours of support in web development from an advanced CET
student worker. Hager was not able, in the time given, or in the expertise of the student
worker, to establish a working eportfolio. She anticipates working with the current eportfolio
tutors and GTF to supplement, and will attend Schiff’s course as time allows. This continues
to be an issue. We recognize that the existence of an exemplary eportfolio which can be used
as a model, and which can be added to as we develop standards and other guidelines, would
be an extremely useful teaching tool. Hager and Bryan (the GTF) are working to resolve this
challenge.
Assessment: We have skilled project personnel, who with the dedicated time, can assist
faculty participants in the development of their eportfolios. If we use Hager as an example,
we can expect faculty to come in with a variety of skills levels, and most with little expertise
in web development. This experience has shown us that if faculty training and development
of eportfolios remains a goal of the project, significant project personnel resources will need
to be dedicated and planned for in the future. Another complication was that Hager’s buy-
out time for the eportfolio project takes place over the course of the year (The department
bought out her oversight of AAD 409/609 over the course of the whole academic year). So fall
quarter was spent on implementation including hiring, evaluation materials, structures, etc. It
should be kept in mind that as we add other faculty to the project, and if training continues to
be one of the strategic goals, efforts will need to be made to support faculty training and
development time. This is a goal that has yet to be met.
Goal Set 3 - Evaluation and Assessment Measures
• To document and evaluate the pilot for the purposes of program
improvement.
Once eportfolio tutors and GTF were hired, we set about establishing lab hours in the
Millrace Computer Lab that would be convenient for students in both Schiff’s course
sequence, as well as Hager’s Internship series. We determined that the most valuable use of
the tutor time would be in student support of: 1.) Schiff’s course in graphic design; 2.) Hager’s
Internship course which required that AAD graduate students add their internship materials
to their eportfolios, which were developed during Schiff’s Spring 05 course.
We worked with Millrace Lab Director, Mary Bradley, for the use of the computer lab for
eportfolio students. Tutors provided lab support to 30 graduate students over the course of
the quarter (see appendix C). Once lab hours were established, we implemented a thorough
assessment of the lab sessions from both the student and the tutor perspectives. It was
expected that each student would complete an assessment at the end of each session. This
was, for the most part, successful--though some students refused to fill out the assessments.
The summary of the assessments are provided in the appendix (C).

7. Assessment: The assessments provided us with information about student lab and tutor
usage, and content of these sessions. We also monitored tutor skills relative to course and
student needs. For the most part, students in Schiff’s class utilized the tutors for course
support. Second-year AAD graduate students utilized tutors to assist them in advanced
problem-solving relative to the website they had already created. Consequently, 12 out of 15
students were able to complete the additions to their eportfolios this fall (this represents 100%
of students who had completed Schiff’s course series. 3 students opted to take the web
development class in their second year). This is a 70% improvement over eportfolio
completion rate of students last year (who did not have tutors assisting them to add their
internship materials and update websites).
The evaluations and assessments have given us useful information for setting lab hours and
assessing what students are utilizing the tutors to assist with. As a result, we are adapting
our training and expectations, and constantly monitoring lab time usage so as to make the
most effective use of the tutor and student’s time.
Weekly meetings provided additional opportunities to assess tutor comfort level, skill level,
and to address any issues that may have arisen. Minutes were kept at each meeting.
We will also submit an end-of- year report that includes both quantitative and qualitative
information for fall and spring terms, and which will be included in the final report.
Goal Set 4 - Project Website
• To pilot an eportfolio site
JD Hauger, a new Media Services staff member who brought experience with eportfolios with
him from University of Puget Sound, developed the project website. After assessing Hager’s
ability to interact with web development programs and the evaluative needs of the project,
Hauger used Word Press, a blog software program, to create the project website. Word Press
allows one person to add content and maintain the website. It also allows communication via
the blogs, which was an important component according to Hager and Schiff. We wanted a
means of communicating between courses, and of soliciting evaluative comments from
colleagues at peer institutions.
The primary responsibilities of the GTF hired for the project were to assist with project
implementation and evaluation, to maintain the project website, and to facilitate
communication between Schiff, Hager, Media Services, and additional AAA faculty and
students.

8. Assessment: The website required that any php level changes be done by Hauger.
Consequently, as the GTF began to try and add content, difficulties with Word Press arose.
Since it is primarily a blog program, and not a website development program, we could not
plan on using it the same as a web development program such as dreamweaver.
Consequently, we had to ask JD to set aside time to work with Allison on familiarizing her
with the Word Press environment. We also had to contact JD each time we encountered a
problem that only he could correct. This resulted in a process that was overly time-intensive
and bulky.
The project website, which includes project information and student eportfolios, is up and
running. WordPress, the current front end to the web site, is a single-user weblogging
software. It does not allow multiple people to create and maintain web sites.
Though it took longer than we thought it would due to complications with communicating
about the server and Word Press, it is functional and will serve the purposes of the project for
the time being.
A&AA Computing Services does not have staff resources to create individual user names and
passwords on the server, especially as the server scales up. We need some sort of open source
community web site creation software. The web site creation software should allow a GTF,
for example, to create user names and passwords for eportfolio creators. Features desired for
this software:
- administrative access to create and manage user accounts
- users have their own space, preferably with a quota
- optional features: commenting/bulletin board capabilities, users can create
their own accounts (with administrator verification)
It is anticipated that we will re-evaluate the function of the website toward the end of
the implementation year.
Goal Set 5 - Media Services Apprentice Program and workshops
• Media Services workshops (see Appendix) will be available for students
and faculty in design and applications of eportfolios
• Media Services has agreed to expand the Apprentice Program (see
Appendix) to this eportfolios project. Two Media Services apprentices will be
trained and assigned to the eportfolio project during Year 1. Apprentices will
act as liaisons between participating faculty and Media Services, and will
provide additional services as needed (such as in streaming video, etc) and will
act as “tutors” during lab hours for student eportfolio development.
This goal has not yet been met. Media Services does not have a formal apprentice training
program, or the staff to provide it. The tutors were hired by Hager, and trained by both
Schiff and Hager. We are hopeful that we will still be able to work toward this goal.

9. Communication with Media Services is an essential element of project development. The
conception of the role of apprentices is still a good one. More input from Media Services in
terms of how we could work together to accomplish this, would facilitate a more positive
outcome for this goal.
Assessment: Media Services, through JD Hauger, has contributed the website design and
maintenance. Communication with Media Services about how to interact with their
apprentices and our tutors in trainings and workshops still need to be addressed. These will
need to be developed, and so will be time and labor intensive. Efforts are underway to work
with Media Services to either contribute these efforts, to modify expectations.
Goal Set 6 - Additional AAA Faculty and Departments
• One Department of Architecture, Landscape Architecture or Art faculty
will be added during Year One, and will be mentored by Hager and Media
Services.
After assessing the availability of training and support for faculty on the project, Hager
invited Kartz Ucci, to join the project as the additional AAA faculty. As part of the Digital
Arts program, Ucci is currently working with students on eportfolios, and so can fit right into
the goals of the project. Additionally, Ucci will bring important skills and perspective to the
development of the project, and future planning. Ucci will bring graduate students into the
project on an ad hoc basis, provide an intensive weeklong eportfolio course during dead
week in the summer, and advise on program improvement and standards-development.
Additionally, preliminary conversations have taken place with Kassia Dellabough in her role
as coordinator for AAA Career Services. Dellabough has expertise in career training and
placement, distance learning, and portfolio development. We anticipate that Dellabough will
bring additional graduate students into the project through PODS, and will contribute
important expertise in portfolio and standards development. The relationship between
Career Services (PODS) and eportfolios will also be explored.
Goal Set 6 - AAA contributions
• AAA will provide computer lab space, software, and time specifically for
eportfolio students and faculty.
Jonesey has set up our server, and agreed to maintain it, and keep the software updated.
Mary Bradley contributes space in the Millrace Computer Lab.
Assessment:

10. A&AA Computing Services does not have staff resources to create individual user names and
passwords on the server, especially as the server scales up. It is anticipated that it will be
necessary to add a website administrative position for next year so that we can post on the
server, and manage the website.
Review of 2005-2006 ePortfolio Work
Eric Schiff
I was asked to join the ePortfolio project shortly after the grant was awarded. I began
working with Lori Hager in June, 2005, developing activities and tasks necessary to
implement the basic tenets of the grant – to give AAD graduate students the necessary skill
and guidance to create, post and manage an online portfolio… an ePortfolio.
While I was not originally named as a participant in the grant project, I became one of the
core faculty members from the onset of the award. Lori and I met with faculty and staff from
Media Services and AAA computer support through the summer to determine technology
delivery parameters and evaluate resources needed to launch the project with AAD graduate
students Fall term, 2005.
Initially, remuneration for my services was not specified, but eventually was set at a flat
project fee of $3000.00 to be paid out over a period of 6 months. I agreed to this because of my
commitment to the project and my understanding of the financial limitations of the original
grant amount.
(Note: The current project fee does not reflect an accurate or usual hourly consultant rate for
this kind of work My pay requirement listed in the job description for 2006-2007 is based on
less than half of my lowest hourly consulting fee – reserved for work with non-profits.)
The flat fee remuneration included many hours of summer work, and subsequent time and
work that has and will be ongoing through spring term, 2006. I stopped logging hours in
September when it became apparent that the level of my involvement would go far beyond
the agreed upon remuneration. My role became more defined and the level of involvement
became greater and necessary as the project evolved. Activities that took place from
September to now, mid-February, have included short term and long range planning,
creating job descriptions, interviewing and hiring a GTF and two project assistants,
developing ePortfolio specific training materials for the assistants and GTF, developing
ePortfolio standards, meeting weekly as a project team, meeting with key school and
administrative personnel, and preparing instructional materials for workshops.
I am committed to the ePortfolio project and look forward to continuing in my role with
working with Lori and other team members next year.
GTF Fall Report – 2005-6
Allison Bryan

11. The position of ePortfolio GTF became active in the second week of the Fall Term, 2005. This
was a retroactive contract, so much of the first couple weeks of this position were spent
researching ePortfolios and familiarizing myself with the concept of the ePortfolio. I went to
both Lori Hager and Eric Schiff’s classes in order to introduce myself to the students and get a
grasp on where they were coming from, and what type of work they were doing. Because
Lori’s Internship Class had upcoming presentations, I became familiar with what they were
trying to accomplish in order to provide sufficient help to the students.
The next couple of weeks I met frequently with the Internship II students by appointment
only. Many of them had technical questions concerning their websites, such as links not
working, etc. Lori Hager and I met very often, sometimes several times a week in order to
brainstorm about where this project was going, and what needed to be done to get it there.
The ePortfolio team met weekly in order to recap the week.
A large part of my efforts this term was spent working with Lori and Media Services learning
wordpress, as well as trying to sort out the kinks in the website. It was very important that I
gained administrative access to the ePortfolio server in order to achieve these goals. This
took much more time than we had bargained for, thus, the website remained stagnant for a
portion of the term. When I was finally given admin access to the server, I was able to update
the necessary content, and add image links to the AAD students’ ePortfolios in time for their
Internship Presentations.
A good deal of time was spent researching rubric systems for the ePortfolio standards
system. On a regular basis, I was compiling data from student evaluation sheets, as well as
tutor evaluation sheets. When all of this data was compiled, I was able to make line graphs
and charts recording all of the information.
Lori Hager and I met a few times with Kassia Dellabough, the director of the PODS program
within the AAA. (Office of Professional Outreach and Development for Students). During
these meetings, we spoke about the potential of ePortfolio collaborating with PODS in order
to teach a series of workshops on the ePortfolio process during the Winter Term of 2006.
These workshops would be taught by Erin Walrath, Colin Williams (ePortfolio tutors), and
myself.
Assessment:
As the team settled into more of a routine, things became more productive. Communication
improved immensely; fewer emails were sent and when things needed to be discussed they
were placed on the agenda for the weekly meeting. I think that it became clearer to everyone
what their job responsibilities were, thus making it easier for everyone involved.
Summary and Evaluation

12. The purposes of the first term implementation and pilot portion of eportfolios during
the first year are to:
• Research, design, and plan pilot and model from existing models and in
application to the UO environment.
• To provide appropriate training to support staff, students, and faculty in
eportfolio development.
• To document and evaluate the first term implementation for the purposes
of program improvement.
• To pilot an eportfolio site for graduate students currently involved in
eportfolio development (namely AAD).
• To access different available models and standards to determine whether
any currently available are appropriate for the UO learning environment.
Project Implementation Year One
Staff and faculty training.
Research and documentation.
Pilot eportfolio site with existing courses.
Explore the establishment of standards related to eportfolios.
Assessment and documentation
Summer 2005
Project Planning
ePortfolios website design and content developed
Fall 2005
Project website deployment.
GTF and student assistants begin tutoring, course, and project support.
First Year graduate students begin Information Design and Presentation (AAD
583).
Second Year student complete Internship III , present ePortfolios and
incorporate Internship materials.
ePortfolios/Internship presentation ArtsNW.
Project evaluation implemented.
Winter, 2006
One additional AAA faculty added to project.
PODS ePortfolio intensives
Additional AAA graduate students added to project.
Millrace Lab tutoring and project support continues.
Evaluation continues.

13. Students enroll in Internship I (AAD 604), and begin to develop ePortfolio
content materials.
Students enroll in Advanced Information Design and Presentation (AAD 585).
Spring, 2006
AAA faculty and graduate students continue to develop ePortfolios.
Project Planning for Year Two.
Grant Applications for Year Two.
Students enroll in Internet Media (AAD 585) and develop ePortfolio websites.
Student and GTF support continues.
Final Report and evaluation.
Presentation to Ed Tech Committee.
Year Two Planning
A quarter-end report will be generated at the end of Winter quarter, and with this fall report,
will be combined for the annual report at the end of Spring quarter. Already conversations
are beginning about future directions for ePortfolio. At minimum, we expect to:
§ Continue to expand to other AAA departments.
§ Work with IMG or independent consultant, to re-design the website and include a
searchable database (Planning during Spring 2006, with implementation during Fall
2006).
§ Enhance linkages with PODS through workshops, tutoring and ePortfolio
posting.
§ Explore connecting ePortfolio to other programs and colleges on campus, through
OSPI (Open Source Portfolio Initiative), or some other.
1
[1] The University of Minnesota has implemented a multi-campus initiative in eportfolios as a teaching
and learning tool, as well as professional preparation. Others include the University of Washington,
University of Florida, University of Wisconsin, and Stanford - to name a few.