Browsing by Author "Angermeier, Lisa"

Now showing 1 - 5 of 5
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    A Six-Year Retrospective of ePortfolio Implementation: Discovering Inclusion through Student Voice and Choice
    (WAC Clearinghouse, 2024) Urtel, Mark; Fallowfield, Stephen M.; Angermeier, Lisa; Swinford, Rachel; Exercise & Kinesiology, School of Health and Human Sciences
    Designing then implementing ePortfolios as a High Impact Practice (HIP) (Watson et al., 2016) across an academic program in kinesiology presents many opportunities and challenges. The authors document their six-year journey and ensuing lessons along the way, as they strive to uncover and enact best practices for department-wide implementation. After a first attempt implementing the ePortfolio when they realized their efforts fell short, this faculty team immersed themselves in comprehensive professional development and worked together with students to recast how each knew and understood an ePortfolio. To achieve the newly crafted outcomes of an ePortfolio project, the authors found that promoting student voice and choice is essential to fostering student engagement and inclusivity. Informed by findings of a mixed methods study, the faculty team hopes to provide a meaningful perspective that supports faculty exploration within ePortfolios and offer guidance to be sure students are partners in this journey.
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    A Case Study in ePortfolio Implementation: A Department-Wide Perspective
    (2019) Fallowfield, Stephen M.; Urtel, Mark; Swinford, Rachel; Angermeier, Lisa; Plopper, Allison S.; Kinesiology, School of Health and Human Sciences
    This case study documents the trials and tribulations over a 3-year span of one academic department in implementing the ePortfolio as a high-impact practice to its undergraduate students. Failures and successes will be introduced with the resulting lessons learned applied to our current efforts. Pivotal instances that allowed the project partners to gain clarity about the design and implementation of an ePortfolio will be expressed to better understand our journey. The root of our collaborative efforts was based on the product versus process conversation around ePortfolios. Once our mindset shifted, we were able to embrace a more student-centered process ePortfolio that is threaded throughout our curriculum and not sporadically addressed as an add-on assignment.
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    Creating a Culture of Faculty Advancement - PETM
    (Office of Academic Affairs, IUPUI, 2017-11-14) Urtel, Mark; Angermeier, Lisa
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    First-Year Seminars IUPUI High-Impact Practice Taxonomy
    (2018-02-19) Baker, Sara; Powell, Amy; Sabol, David; Johnson, Charlie; Orme, William; Angermeier, Lisa; Bowman, Heather
    First-year seminars are designed to assist entering students as they form connections with the IUPUI community, including other students, faculty, and advisors in a prospective major. This First-Year Seminars High-Impact Practice Taxonomy seeks to clearly define the features of First-Year Seminars as a high-impact practice. The taxonomy describes four attributes of First-Year Seminars practice along three dimensions of impact—High-Impact, Higher-Impact, and Highest-Impact.
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    Themed Learning Communities IUPUI HIgh-Impact Practice Taxonomy
    (2018-02-27) Baker, Sara; Powell, Amy; Sabol, David; Johnson, Charlie; Orme, William; Angermeier, Lisa; Bowman, Heather
    A themed learning community (TLC) at IUPUI is a first-year seminar and two discipline-based courses linked by a theme that a group of 25 freshmen enroll in as a cohort. Themed learning communities enhance student learning by cultivating interdisciplinary understanding and integrative learning. The theme of each learning community provides a foundation for curricular connections between disciplines, and out-of-classroom experiences enhance the academic experience. The faculty team collaborates to create an integrative, supportive, and challenging learning environment designed to support first-year students, furthering IUPUI's mission of undergraduate student learning and success and community engagement through collaboration across disciplines. Purpose This Themed Learning Communities High-Impact Practice Taxonomy seeks to clearly define what makes a themed learning community at IUPUI a different student and faculty experience than the same courses taken and taught individually. Additionally, the taxonomy aims to: 1. Provide guidance for themed learning community teams in planning, developing, implementing, and reflecting on their work; 2. Provide direction to the Themed Learning Communities program for faculty development; and 3. Provide a tool for encouraging program fidelity.