Browsing by Author "Oesch-Minor, Deborah"

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    2023 IUPUI ePortfolio Report
    (2024-02-12) Carrison, Sophie; Oesch-Minor, Deborah; Swinford, Rachel
    The ePortfolio Studio at IUPUI has been supporting students as they build, update, and publish their ePortfolios since the Studio opened in the summer of 2021. This support comes in the form of student consultations, either in-person, online, or asynchronous where students submit their ePortfolio links and the ePortfolio Studio consultants will provide skilled feedback on how to include best practices in their ePortfolios. The purpose of this report is to reflect on how many student consultations and kickoffs the ePortfolio Studio had between Fall 2022 and Fall 2023 semesters, as well as the ways that the Studio has supported faculty in the past year.
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    Project-Based Learning: IUPUI High-Impact Taxonomy
    (2023-04-27) Oesch-Minor, Deborah; Pierce, David; Hayes, Kelly; Mihci, Gurkan; Robertson, Nancy Marie; Stucky, Tom; Van Busum, Kelly; Westerhaus-Renfro, Charlotte
    Project-Based Learning [PBL] infuses content-rich readings, lectures, and instruction to support students as they learn by actively engaging in real-world and personally meaningful projects. PBL is a high-impact practice (HIP) that can be applied simultaneously when using other HIPS or pedagogical approaches (e.g., case study, capstone, research, study abroad, work-integrated learning, community-based learning, writing intensive course, ePortfolio). In PBL courses students identify real-world/authentic problems to explore and participate in sustained inquiry throughout the project. Students do not re-ceive information to memorize it; they learn because they have a real need to know something so they can use it to solve a problem or answer a question that matters to them. Students go through iterative cycles of posing real questions, finding resources, collecting data, interpreting information, and reporting findings. Student progress is supported through scaffolded activities, feedback loops with peers and faculty, and meeting benchmarks for progress. At key moments, students reflect on the process, what they have achieved, and make connections between the work they are completing and relevant course concepts.