ethanporcaro/eric-fulltext-meta huggingface dataset:
Development and Sustainability of ePortfolios in Counselor Education: An Applied Retrospective
Author: Luther, Ann E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Sustainability,Electronic Publishing,Portfolio Assessment,Portfolios (Background Materials),Counselor Training,Skill Development,Internship Programs,Practicums,Program Implementation,Adoption (Ideas),Feedback (Response),Technology Planning,Scoring Rubrics,College Programs,Technology Integration,Program Development

This article chronicles the evolution of an ePortfolio as a practicum/internship capstone project used to assess skill development in graduate level counselor education at the University of Nebraska at Omaha. The authors describe the successes and challenges encountered from the implementation of an internally designed and maintained ePortfolio in 2000, with revisions in 2003 and 2010, to the transition to a commercially purchased portfolio product in 2014. Experience demonstrates that an effective ePortfolio implementation requires continuous refinement. Ongoing department reflection is necessary to assure the effective implementation of the ePortfolio for multiple program requirements, while meeting the changing needs of students, faculty, and external accreditors. The process of alignment with changing standards, enhanced reflection and feedback elements, and technical design and support are detailed. This applied retrospective describes the application of the literature over time within the platform designs and evolving teaching practices throughout a decade of ePortfolio implementation.
Using Introductory Videos to Enhance ePortfolios and to Make Them Useful in the Hiring Process
Author: Hartwick, James M. M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Qualitative Research,Video Technology,Preservice Teachers,Principals,Semi Structured Interviews,Teacher Selection,School Size,Educational Attitudes,Administrator Attitudes,Teacher Education Programs,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Student Attitudes,Teaching Skills,Creativity,Efficiency

This article explores whether or not there is a more effective way to develop and present portfolios to make them more meaningful and usable in the hiring process. An example of a pilot ePortfolio, with an accompanying three to four-minute introductory reflective video highlighting the pre-service teachers' beliefs about education, was shown to 15 practicing public school principals who represented a variety of school sizes, community locations, and grade levels. Semi-structured interviews addressing the potential use of ePortfolios and introductory reflective videos in the hiring process were conducted with participating principals. This article includes descriptions of how principals may make use of ePortfolios in selecting teachers. For instance, in contrast to the extremely minimal use of binder-based and traditional electronic portfolios, 93% of principals interviewed indicated they would use the introductory videos contained in the ePortfolios during the hiring process. This article includes a number of additional findings supported by rich qualitative data, suggestions for ways to improve on the pilot ePortfolio, and links to an example of the pilot ePortfolio (http://geturl.uww.edu/1o3) and to an example of the next version of the ePortfolio (http://geturl.uww.edu/1o2).
Unlocking ePortfolio Practice: Teaching Beliefs
Author: Henscheid, Jean M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Beliefs,Educational Practices,Portfolio Assessment,Portfolios (Background Materials),Action Research,Graduate Students,Preservice Teachers,Reflection,Mixed Methods Research,Individual Differences,Likert Scales,Intervention,Student Teacher Attitudes,Aptitude Treatment Interaction,Surveys

The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL) annual ePortfolio survey focuses on understanding ePortfolio practitioners' teaching beliefs and practices. The action research reported here extends that survey research to a population of emerging educators (i.e., graduate students in education). In addition to surveying the teaching beliefs of the target population as a comparison with respondents to the annual AAEEBL survey of ePortfolio practitioners, the researchers collected data through a sequence of reflective activities with the students. The belief constructs of the survey--teacher-, learner-, and learning-centered beliefs--maintained face and statistical validity. Graduate students were high in all three belief constructs. They particularly prized learner-centered beliefs and practices. Their reflections reveal barriers to embracing, implementing, and in some cases even comprehending, learning-centered practices.
Examining the Role of Reflection in ePortfolios: A Case Study
Author: Landis, Cynthia M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Role,Reflection,Case Studies,Qualitative Research,Portfolios (Background Materials),Teaching Methods,Learning Processes,Semi Structured Interviews,Reliability,Student Attitudes,Teacher Attitudes,College Students,College Faculty,Metacognition,Skill Development,Student Evaluation

Extended institutional experience with ePortfolios grounded and framed this qualitative case study guided by the research question: Why, how, and with what success is reflection, as a teaching/learning process, employed among ePortfolio projects at Indiana University-Purdue University Indianapolis (IUPUI)? Thirty-two representatives of 16 varied ePortfolio projects in degree programs, campus-wide high-impact practices, and single courses participated in 27 hour-long, face-to-face, semi-structured interviews and provided supplemental documents for review. Qualitative data analysis software enabled collaborative data coding and analysis. Researchers adopted procedures to support reliability, trustworthiness, and transferability of findings throughout the research process. The nine findings cut across stereotypical ePortfolio distinctions, revealing widely shared purposes, practices, successes, and frustrations with reflection in ePortfolios. Reflection was seldom the primary motivator for ePortfolio adoption, but its importance was quickly recognized and valued. Students' limited abilities to reflect typically surprised their instructors, who then pursued a range of strategies to help students improve their reflection skills. Faculty and student understandings of reflection had multifaceted effects on ePortfolio practice and experience. Though not easy to achieve, effective reflection practice appeared to be multi-dimensional and rewarding for students and instructors alike.
Integrating ePortfolios into Sustainability Education
Author: Habron, Geoffrey
Date: 2015-00-00
Type: Journal Articles
Subjects: Sustainability,Integrated Curriculum,Electronic Publishing,Portfolio Assessment,Portfolios (Background Materials),Minimum Competencies,Evidence,Information Sources,Content Analysis,Student Writing Models,College Students,Educational Practices,Educational Strategies,Teaching Methods

Given the importance of applied learning and skills needed in sustainability education, this study sought to explore how electronic portfolios enable students to provide a range of evidence to demonstrate their sustainability learning. Michigan State University developed an undergraduate minor on sustainability that required students to provide portfolio evidence of learning in eight required competency areas. Analysis of portfolio contents during 2011-2013 demonstrates that students most frequently addressed Ecological Integrity and Civic Engagement competencies and least often submitted evidence that addresses Personal Awareness and Aesthetic Understanding. In terms of sources of evidence, students most often submitted evidence from their required sustainability capstone and practicum courses, followed by elective academic courses and the required introductory course. Students least often provided evidence from non-curricular experiences. A major drawback to the approach was a student tendency to wait until the final semester to work on the portfolio. Given the change in pedagogy and approach from the standard institutional practice, students would have benefitted from a more structured and formal portfolio orientation program.
Teaching vs. Research: An Approach to Understanding Graduate Students' Roles through ePortfolio Reflection
Author: Svyantek, Martina V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Teacher Role,Portfolios (Background Materials),Portfolio Assessment,Professional Identity,Preservice Teacher Education,Focus Groups,Student Surveys,Alignment (Education),Student Teaching,Student Research,Student Experience,Intervention,Professional Development,Student Attitudes,Attitude Change,Statistical Analysis

In this work, we examined the problem of preparing future faculty (graduate students) regarding their development in multiple roles, focusing on students in science and engineering disciplines. The purpose of the presented research was to address the questions, &quot;Do graduate students believe that their current experiences align with the roles they will perform in their academic careers?&quot; and &quot;How do graduate students' perceptions of their professional roles change during the process of constructing portfolios?&quot; We used the theoretical lens of role identity to guide this work; academic careers are typically categorized in terms of teaching, research, and service, which can be mapped as professional identity roles. We conducted a survey and focus groups with participants working through an ePortfolio development curriculum. Our findings suggest that there is a perception of misalignment between current and future roles, and that the construction of ePortfolios can be utilized to promote reflective practices leading to changed perceptions of those roles.
Institutional Assessment and the Integrative Core Curriculum: Involving Students in the Development of an ePortfolio System
Author: Silva, Mary Lourdes
Date: 2015-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Institutional Evaluation,Core Curriculum,Student Participation,Pilot Projects,Affordances,Undergraduate Students,Private Colleges,Program Implementation,Student Empowerment,Self Concept,Psychological Patterns,Story Telling,Reflection

The majority of research on the implementation of ePortfolios focuses on curriculum, faculty development, or student buy-in. When ePortfolio systems have been described in technical terms, the focus has been on the functionality, affordances, and limitations of ePortfolio systems (e.g., TaskStream, LiveText), free web tools (e.g., Google Docs), and course management systems (e.g., Sakai). Seldom do researchers discuss the socio-political context that leads to the development of the ePortfolio design or architecture; more importantly, seldom are students involved in the decision-making process about assessment and learning. Rather, students are treated as data for the improvement of ePortfolios rather than significant stakeholders during development. Our pilot project with students as co-authors and research assistants illustrates one approach for colleges and universities interested in the implementation of an institutional ePortfolio. Our findings show that the design of ePortfolios should not be treated as neutral and unproblematic. According to our student authors, the affordances of ePortfolio design mediate their thinking and level of engagement in regards to affect and identity. Our pilot project also shows that students can and should play a larger role in institutional assessment.
Using an ePortfolio to Assess the Outcomes of a First-Year Seminar: Student Narrative and Authentic Assessment
Author: Buyarski, Catherine A.
Date: 2014-00-00
Type: Journal Articles
Subjects: First Year Seminars,Evaluation Methods,Portfolio Assessment,Electronic Publishing,Portfolios (Background Materials),Narration,Performance Based Assessment,Scoring Rubrics,Academic Achievement,Metacognition,Majors (Students),Career Exploration,Goal Orientation,Self Management,Self Evaluation (Individuals),Action Research,Qualitative Research,College Freshmen

ePortfolios have been looked to as a tool for the direct assessment of student learning. Because the evidence used for assessment is actual student work, ePortfolios provide a view of learning that is not available through traditional methodologies such as student surveys and exams. This research examined 47 student ePortfolios completed as part of a first-year seminar course. Learning outcomes were assessed using both a rubric and identification of authentic evidence in the form of words and phrases to support rubric scores. Findings indicated that the ePortfolio is a rich source of evidence from which to assess learning and the authentic evidence was closely aligned with rubric scores. Rubric scores indicated the level of learning that occurred while student narrative provided insight into the level of student thinking and depth of thought around particular topics including understanding of self and exploration of majors and careers. When coupled together, an analytic rubric and examination of student narrative as authentic evidence provided a robust methodology for assessing student learning.
A Framework for General Education Assessment: Assessing Information Literacy and Quantitative Literacy with ePortfolios
Author: Hubert, David A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,General Education,Student Evaluation,Community Colleges,Two Year College Students,Information Literacy,Numeracy,Performance Based Assessment,Holistic Evaluation,Constructivism (Learning),College Curriculum,Reflection,College Outcomes Assessment

This essay presents the findings of an authentic and holistic assessment, using a random sample of one hundred student General Education ePortfolios, of two of Salt Lake Community College's (SLCC) college-wide learning outcomes: quantitative literacy (QL) and information literacy (IL). Performed by four faculty from biology, humanities, and mathematics, the assessment underscores the benefits associated with asking students to attend to the inter-connectedness of their General Education curriculum by showcasing and reflecting on their work in ePortfolios. Using ePortfolios to assess student work invites a constructivist approach to teaching, learning, and assessment. ePortfolios contain evidence (student work and reflections) of how students are experiencing the curriculum and how they are or are not achieving learning outcomes. More important, in terms of assessment, ePortfolios promise authentic and evidence-based assessment, as well as a potential for closing the loop.
ePortfolios and Audience: Teaching a Critical Twenty-First Century Skill
Author: Gallagher, Chris W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Skill Development,Freshman Composition,Teacher Attitudes,Student Attitudes,Audience Analysis,Audience Awareness,Concept Teaching,Qualitative Research,Case Studies,Content Analysis,Teaching Methods,Instructional Effectiveness,Semi Structured Interviews

This article reports on a three-year investigation into how and to what extent ePortfolios sponsor teacher and student learning about audience in first-year writing classes at a mid-sized research university. Through interviews with students and instructors and detailed analysis of students' ePortfolios, we found that, more often than not, the audience for ePortfolios is multiple. We argue that the ability to craft compositions that successfully negotiate multiple audiences' needs and expectations is a critical twenty-first century skill, yet the concept of audience is under-investigated and under-theorized in ePortfolio research. Our study provides evidence that working with ePortfolios shifted the ways that students and instructors engaged with the concept of audience. We observed that many student ePortfolios at least gestured toward invoking multiple audiences. We further observed considerable variance in how successfully students negotiated the needs and expectations of these audiences, often experiencing a phenomenon we call &quot;audience interference.&quot; We identified three key rhetorical moves that largely determined the success of the ePortfolio in negotiating multiple audiences' needs and expectations: intentional design of structure and navigation; contextualization of content and artifacts; and flexible use of voices. We conclude by suggesting pedagogical implications of these findings.
Why ePortfolios? Student Perceptions of ePortfolio Use in Continuing Education Learning Environments
Author: Wuetherick, Brad
Date: 2015-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,College Students,Student Attitudes,Continuing Education,Nontraditional Education,Noncredit Courses,Fine Arts,Writing (Composition),Editing,Interior Design,Educational Benefits,Barriers,Computer Literacy,Research Universities,Foreign Countries,Student Surveys,Reflection,Student Experience,Use Studies,Statistical Analysis,Nonparametric Statistics

Over the past decade, there has been an increased exploration of ePortfolios in higher education across disciplines at both the undergraduate and graduate level. ePortfolios have been significantly under-explored, however, in the context of non-traditional continuing education environments within higher education. This paper explores students' perceptions of ePortfolios in a non-credit continuing education environment in three programs--Fine Arts, Writing and Editing, and Residential Interiors--unpacking some of the opportunities, challenges, and barriers associated with ePortfolio use. It concludes that continuing education students, at least in programs where traditional (hard copy) portfolios are commonplace, are positively inclined towards the introduction and use of ePortfolios, though the study still identifies two major concerns that need to be addressed--the level of computer literacy in the student body due to their variability in age and previous educational backgrounds, and the support for and portability of the ePortfolios for students and instructors.
Program-Based Assessment of Capstone ePortfolios for a Communication BA Curriculum
Author: Buente, Wayne
Date: 2015-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,Portfolios (Background Materials),Electronic Publishing,Degree Requirements,Program Effectiveness,Curriculum Evaluation,Scoring Rubrics,Honors Curriculum,College Programs,Communications,Evaluation Methods

This article details a case of using ePortfolios in the evaluation process and assessment of the Department of Communication at the University of Hawai'i at Manoa. The program is guided by seven SLOs (student learning outcomes), which are demonstrable skills or abilities that students are expected to possess before receiving their degrees. The SLO framework was implemented in our department with the intent to promote effective learning through the application of a cohesive curriculum that was designed by faculty members. In 2013, we evaluated our program to assess its successes and shortfalls through ePortfolios as an assessment tool. The assessment findings noted gaps in our curriculum, along with a need to improve specific processes, such as better alignment of learning outcomes with the assessment rubric. Overall, we found that the ePortfolios and the assessment process in our senior capstone courses ensure the value of the curriculum over time and serve as agents for cultural change within the department.
Preparedness Portfolios and Portfolio Studios: Supporting Self-Authoring Engineers
Author: Sattler, Brook
Date: 2015-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Engineering Education,Undergraduate Students,Student Experience,Career Readiness,Student Development,Self Concept,Questionnaires,Interviews

In this work, we engaged engineering undergraduate students in constructing an ePortfolio. The purpose of the research presented here was to explore the question, &quot;If and in what ways do students report experiencing the construction of a preparedness portfolio in a portfolio studio as an opportunity to develop into self-authoring individuals?&quot; The findings of this study suggest that the ways in which students reported experiencing the construction of a preparedness portfolio in a portfolio studio aligns with movement toward self-authorship, which indicates that this ePortfolio activity supports and challenges student development toward self-authorship. These findings contribute to the evidence-base for the use of ePortfolios in higher education. Furthermore, this study demonstrates the broad applicability and usefulness of self-authorship to guide educational practice through understanding (a) how this ePortfolio activity (and other ePortfolio activities) can connect to opportunities for fostering student development toward self-authorship; and (b) how self-authorship can be used to understand students' descriptions of their experience in this ePortfolio activity (and other ePortfolio activities).
Transformation Rubric for Engaged Learning: A Tool and Method for Measuring Life-Changing Experiences
Author: Springfield, Emily
Date: 2015-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Scoring Rubrics,Learner Engagement,Transformative Learning,Dentistry,Allied Health Occupations Education,Electronic Learning,Undergraduate Students,Student Experience,Focus Groups

ePortfolios and other engaged learning experiences can have extensive impact on students in many facets of their lives, such as subject-area learning, skill and competence development, perspectives on &quot;how the world works,&quot; and even students' own identities, confidence, and needs. Assessing these various impacts can be a challenge for faculty and program developers. Existing methods can determine students' attainment of competence, but very little guidance exists to help leaders determine the impact of their programs on the affective aspects of learning, such as changes in perspective and identity. This paper describes the Transformation Rubric for Engaged Learning, a tool and methodology for examining a program's impact beyond competency attainment in a systematic, replicable manner. The Rubric can be used in addition to existing program assessment methods to give a more complete assessment of a variety of programs, from reflective ePortfolios to community service projects to degree-granting programs.