Use portfolios to collect evidence of student learning, teaching effectiveness, and institutional improvement.
Portfolios are increasingly being used in higher education to document achievement and performance at the student, teacher, and institutional level. Academic Impressions has organized a comprehensive series of webcasts that look at how portfolios can be used to collect evidence of student learning, teaching effectiveness, and institutional improvement.
We invite you and your entire assessment team to join us for an archived webcast series that examines the use of portfolios from three different perspectives.
In session one, faculty, instructional developers, faculty developers, and administrators responsible for student learning and assessment will learn how e-portfolios can be integrated into assessment to ensure authentic student learning and provide greater accountability.
In session two, faculty, faculty developers, and institutional administrators will learn the criteria for developing and assessing teaching portfolios.
In session three, institutional researchers, planners, and those responsible for documenting and communicating institutional effectiveness, accountability, and assessment information, as well as those interested in using institutional portfolios to communicate with various stakeholders, will learn policy issues that have led to the emergence of institutional e-portfolios and how they can be utilized to address your institutional accountability needs.
Learning Outcome After participating in this archived webcast, you will be able to use portfolios to improve your institution's accountability for accreditation and other stakeholders.
Learning Outcome After participating in this archived webcast, you will be able to integrate e-portfolios into assessment to ensure authentic student learning and provide greater accountability.
Learning Outcome After participating in this archived webcast, you will be able to use criteria to develop and assess teaching portfolios.
Helen co-led the development of Folio Thinking, a reflective practice that situates and guides the effective use of learning portfolios, through collaborations with national and international portfolios researchers. She is a founding member and co-facilitator of EPAC, a community of practice (http://epac.pbworks.com/) focusing on pedagogical and technological issues related to e-portfolios. Helen is a member of the national advisory board for the Valid Assessment of Learning in Undergraduate Education(VALUE) project led by the Association of American Colleges and Universities and the Director of Research for the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL). Her current research interests focus on the application of e-portfolio pedagogy, tools, and practices to facilitate teaching, learning, and assessment in general education and science and engineering disciplines. Helen also co-authored with Tracy Penny Light the monograph Electronic Portfolios and Student Success: Effectiveness, Efficiency, and Learning, published by the Association of American Colleges and Universities.
John was a co-founder of the EPAC community of practice with Helen and served as an EDUCAUSE fellow in 2000, researching early e-portfolio activities. He was also on the chancellor's planning committee for the establishment of CalStateTEACH, an 18-month teacher certification program delivered both online and with mentor teachers. John views e-portfolios as a major step forward in education, as they take the concept of a transcript from a sheet with class listings and grades to a dynamic place where a student can electronically collect a set of artifacts and evaluate, analyze, and reflect on them. He is also co-chair of a sub-committee of PESC focusing on developing standards for e-portfolios.
Tracy managed strategic learning projects for the associate vice president of learning resources and innovation at the University of Waterloo, a position that included introducing electronic portfolios to the campus in a number of programs, including Accounting and Financial Management, History, Co-operative Education, and Residence Life. Tracy's ongoing research focuses on e-portfolio implementation and the ability for reflection in e-portfolios to transform the student experience. Tracy also co-authored with Helen Chen the monograph Electronic Portfolios and Student Success: Effectiveness, Efficiency, and Learning, published by the Association of American Colleges and Universities. Tracy also sits on the Board of Directors for the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL).
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