Best Practices for Using Student, Teacher, and Institutional Portfolios

November 17, 2010 & December 3, 2010 - 1:00 to 2:30 pm EST & December 10, 2010 - 1:00 to 2:30 pm EST

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Overview

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.

WHO SHOULD ATTEND

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.

Agenda

Session 1: Recorded on Wednesday, November 17, 2010 :: 120 minutes

Integrating E-Portfolios into Your Assessment Strategy

Alignment of learning outcomes in course and program design
Addressing assessment of vs. assessment for learning (summative and formative learning assessment)
Collecting evidence of educational effectiveness
- Tracking students' progress toward course, department, program, and/or institutional learning goals
- Exploring the range of applications and uses of different kinds of evidence
Case studies illustrating how Folio Thinking and e-portfolio pedagogy and technology can support learning assessment efforts

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.

Session 2: Recorded on Friday, December 3, 2010 :: 90 minutes

Developing and Evaluating Teaching Portfolios

Why document teaching?
What goes into a teaching portfolio?
Potential uses of teaching portfolios
- Accomplishments
- Decision-making
  - Documenting and assessing faculty development efforts
  - Structuring or showcasing a curricular revision
  - Aiding in a department program review
  - Assessing learning outcomes for program accreditation
Developing readers for portfolios
- What interpretive frames do we bring to reading portfolios?
- How can we develop a common lens?
Evaluating portfolios
- Methods and criteria for evaluation
- Rubrics for developing and reading portfolios

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.

Session 3: Recorded on Friday, December 10, 2010 :: 90 minutes

Institutional Portfolios for Improvement and Accountability

Emergence and value of institutional portfolios
- Original vision for UUPP
- What's changed since 1998?
- Who are the audiences?
- Focus on mission, accountability
- Forum for campus-wide conversations, shared vision for learning and improvement
- Applications for accreditation
- Role of institutional research, assessment
Using portfolios to demonstrate improvement
- Institution-wide improvement
- Assessment of student learning
- Responding to and managing expectations of stakeholders
- Best practices
- Performance indicators
  - Teaching and learning
  - Civic engagement
  - Research, scholarship, and creative activity
  - Diversity
What you need to create one
- Challenges of documenting accountability and improvement
Next steps

Learning Outcome
After participating in this archived webcast, you will be able to use criteria to develop and assess teaching portfolios.

Want more information about this event?

Contact Tunde Brimah, Senior Conference Director if you'd like additional information about the program agenda.

Instructors

Helen L. Chen

Research Scientist, Center for Design Research and the Stanford Center for Innovations in Learning in the Human Sciences Technologies Advanced Research Institute

Stanford University

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 C. Ittelson

Director of Instructional Technology for the K-20 California Educational Technology Collaborative and Professor Emeritus of Information Technology and Communications Design

California State University, Monterey Bay

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 Penny Light

Assistant Professor

St. Jerome's University

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).

Registration

$900.00

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