ePortfolio Works

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    IUPUI First Year Experience Course Template
    (Indiana University, 2022) Powell, Amy; Sanders, Julia
    The goal for IUPUI FYS Course Template is to provide materials at zero cost to students by utilizing existing resources through the IUPUI library and high-quality resources found online. With the course template being used at scale, it is important the resources are sustainable, available to all students simultaneously, and integrated within Canvas, because the First Year Experience course shell is widely distributed to a large student population. In addition to serving students, the first-year seminar course template must also serve the needs of faculty and staff instructors across campus. We plan to make substantive changes to the first version of the course shell, including adding an activity catalog of new content and materials so instructors have multiple options for meeting learning goals and/or can use multiple instructional items to go deeper into a topic. Due to the sheer number of instructors with varying levels of experience who will be teaching a first-year seminar course using the course template, all activities need to be self-explanatory and/or contain instructor notes for customizing content. Additionally, all lessons are in the TILT (Transparency in Learning and Teaching) format to support student success.
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    IUPUI's HIP Taxonomy for ePortfolio: A Tool for Development, Implementation, and Scaling
    (National Institute for Learning Outcomes Assessment, 2021-11) Kahn, Susan; Freeman, Tyrone; Powell, Amy A.
    So-called High-Impact Practices (HIPs) are high-impact only when planned and executed thoughtfully, with attention to the relevant literature and the wisdom of experienced practitioners. After decades of experience with most HIPs, and national recognition for several, in 2016, IUPUI (Indiana University-Purdue University Indianapolis) undertook to create a series of HIP taxonomies describing the features needed to ensure that a given HIP experience will be truly high-impact. In 2018-2019, a committee of IUPUI HIPs and ePortfolio practitioners and experts convened to develop a similar taxonomy for ePortfolio, the most recently recognized HIP and one with which IUPUI already had nearly two decades of experience. In this Occasional Paper, we discuss the history of ePortfolio at IUPUI and what we came to understand about effective ePortfolio practice; the purposes of the taxonomies and of the ePortfolio taxonomy in particular; the development process for the taxonomy; our use of the ePortfolio taxonomy for professional development; and the attributes of high-impact ePortfolio practice that we identified, based on the growing literature on ePortfolio and on our campus and individual experiences. In the taxonomy and this paper, we emphasize the need for ePortfolio to be central to curricular design; embedded in pedagogies that support integrative learning and identity development; developed in concert with explicit instruction on “ePortfolio making”; and assessed holistically and in alignment with desired learning outcomes and experiences. The paper concludes with a case study from IUPUI’s Philanthropic Studies B.A. program, which discovered through its own ePortfolio work many of the same principles and practices reflected in the taxonomy and the literature.
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    ePortfolio High-Impact Practice Taxonomy
    (2019-03-19) Powell, Amy; Freeman, Tyrone; Kahn, Susan
    This ePortfolio High-Impact Practice Taxonomy seeks to clearly define the features of ePortfolios as a high-impact practice in individual courses, across degree and co-curricular programs, and across entire undergraduate experiences. The taxonomy describes four attributes of ePortfolio practice along three dimensions of impact—High-Impact, Higher-Impact, and Highest-Impact. For the purpose of supporting student success the taxonomy aims to: 1. Provide guidance for course instructors, program directors, and campus administrators in planning, developing, implementing, and reflecting on ePortfolios in the context of course, curriculum, and program development; 2. Provide direction to campus ePortfolio professional development efforts; and 3. Provide a tool for encouraging program fidelity.