EPORTFOLIO IMPLEMENTATION
AT STONY BROOK UNIVERSITY
IDENTIFYING THE BRIGHT SPOTS
PRESENTED BY
NANCY WOZNIAK, LEARNING ARCHITECT AND EPORTFOLIO PROGRAM MANAGER
SBU Use
EPORTFOLIOS AT STONY BROOK
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Student Driven
Student Owned
Form a learning and professional Community of Practice
Community of Practice Assessment FOR Learning
Facilitate integrative, reflective learning
Facilitate integrative, reflective learning
Promote lifelong learning for faculty,
staff and students
Anyone at stony brook can create an
eportfolio
Available for Alumni
Available for Alumni
EPORTFOLIO IMPLEMENTATION AT STONY BROOK
RETRACING OUR STEPS
ROUNDED NUMBERS
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20010‐11 Academic Year (Pilot) – 1200 eportfolios in system
Fall Semester – 33 faculty, 400 students, 7 programs and disciplines, 500 created eportfolios  Spring Semester ‐ 60 faculty, 550 students, 12 programs and disciplines, 700 created eportfolios created
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2011‐2012 ‐ 4200 eportfolios in system
Fall Semester –
Fall
Semester – 98 faculty, 1000 students, 15 programs and 98 faculty 1000 students 15 programs and
disciplines, 1100 created eportfolios  Spring Semester – 110 faculty, 1700 students, 16 programs and disciplines 1900 created eportfolios (65 independent)
disciplines, 1900 created eportfolios (65 independent)
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2012‐13 – 7700+ eportfolios in system
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Mid Fall Semester – 210+ faculty, 3050 students, 23 programs and y,
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disciplines, 3 programmatic implementations, 3500 created eportfolios
EPORTFOLIO IMPLEMENTATION AT STONY BROOK
RETRACING OUR STEPS
ROUNDED NUMBERS
Fall 2010
Faculty
Students
Alumni
Programs
g
ePortfolios
eP Growth
Spring 2012
33
400
0
0
500
500
60
550
0
12
700
1200
Fall 2011
98
1000
3
15
1100
2300
Spring 2012
110
1700
5
16
1900
4200
Mid Fall 2012
210
3050
4
23
3500
7700
Student Users and Created ePortfolios
eportfolio growth over semesters
8000
7500
7000
6500
6000
5500
5000
4500
Students
4000
ePortfolios
3500
eP Growth
3000
2500
2000
1500
1000
500
0
Fall 2010
Spring 2012
Fall 2011
Spring 2012
Mid Fall 2012
Leadership and Service Programmatic Pilot
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Stony Brook Undergraduate Colleges
Stony Brook Undergraduate Colleges
Website ‐ https://ucolleges.stonybrook.edu
ePortfolios at Stony Brook:
Balancing Process and Product
• Course‐based Learning portfolios
• Learning and Showcase portfolios
• Programmatic assessment FOR Learning
• External Accreditation portfolios • Internship and Career portfolios
• Teaching and Professional (Research) portfolio
• Personal Workspace and Reflection
• Capstone and Project
Collect > Select > Reflect > Connect> Project
ePortfolios at Stony Brook:
TIPS FOR COURSE ePortfolio
•Make it a Requirement in Course
•Put it in Syllabus with Expectations •Include Reflection Prompts •Encourage Media
•Make it Student‐Owned
•Encourage students to add other academic and life experiences •Use rubric for Self and Peer Assessment
•Let them present their eportfolios to class or in groups.
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Lifelong Learning
Student‐Owned Showcase ePortfolio is SBU HUB with emphasis on sustainability
Capstone
Internship
Project
Accreditation
Career
Showcase
Personal
Tea hin
Teaching
P
Program
C
Course
ePortfolios at Stony Brook:
First Year Experience
First Year Experience
•• facilitates campus involvement
facilitates campus involvement
• organizes academic planning • helps advisors and faculty to know
• helps advisors and faculty to know the the
students • supports retention ‐
• supports retention ‐ identifies at risk students
identifies at risk students
• supports evidenced‐based reflection –
academic success
academic success
• builds a campus community
• keeps survey courses uniform and on track
• keeps survey courses uniform and on track
Examples
Undergraduate Experience Course to Student Owned Showcase (Learning) ePortfolios
Angela Hortsman – Engineering
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https://stonybrook.digication.com/angela_m_horstman
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Ye Wan Wu ‐ Leadership
https://stonybrook digication com/yi wan wu
https://stonybrook.digication.com/yi_wan_wu
Todd Latchford ‐ Writing
https://stonybrook.digication.com/todd
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/
_latchford
Eda Gimenez –Environmental & Engineering
https://stonybrook.digication.com/egimenez
Emily Madsen ‐ Academic Planning with Career
https://stonybrook.digication.com/emily_madsen
Harshdeep
hd
Banwait – Career (Engineering)
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https://stonybrook.digication.com/harshdeep_banwait
Capstone, Graduate and Professional
Senior Design Project – Biomedical Engineering
https://stonybrook.digication.com/biodesign_group_5/need
Sara Kardasz – Educational Technology Graduate Program
Sara Kardasz
Educational Technology Graduate Program
https://stonybrook.digication.com/sara_kardasz
Kelsey Alexovitz – MBA 547 Course https://stonybrook.digication.com/kelseyalexovitz
Christina Agneta – REU Project and Research In Nanotechnology
https://stonybrook.digication.com/christina
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_agneta
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_reu_2012
Cynthia Davidson ‐ Teaching ePortfolio
https://stonybrook.digication.com/cdavidson
Arman Sharma ‐
Sharma Alumni Use
Alumni Use
SBU Biomedical Sr. Design
https://stonybrook.digication.com/biodesign_group_8/need
Career ePortfolio ‐ https://stonybrook.digication.com/aman
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/
_sharma
University of Toronto Grad School ‐ Clinical Engineering https://stonybrook.digication.com/aman_sharma_mhsc
ePortfolio Reflection
https://stonybrook digication com/emily madsen
https://stonybrook.digication.com/emily_madsen
I also had a very low opinion of the ePortfolio at the onset of this course. In high school, I always despised reflecting on my work‐‐the material covered in my high school classes tended t b
to be rather simple and any moderately extensive reflection, in my opinion, ended up being th i l
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mostly busy work. However, I did see the value of having a digital chronology of my classes and decided to give it a go. As the material got increasingly difficult in my classes, I found the ePortfolio to be an incredibly useful organization tool. At the end found
the ePortfolio to be an incredibly useful organization tool At the end
of the year, I found that looking over my ePortfolio for typos and grammatical errors not only helped me remember what I enjoyed about the class but also how the concepts were divided up which helped me
class, but also how the concepts were divided up‐‐which helped me formulate a study schedule for my final exams. I am incredibly happy that I was so wrong about my LDS 102 class and ePortfolios. More Model Examples
https://stonybrook.digication.com/stony_brook_eportfolio_showcase
https://stonybrook.digication.com/portfolio/directory.digi
Implementation
Making Connections and Connect to Learning Cohorts
Website ‐ http://www.lagcc.cuny.edu/connections
Stony Brook’s Campus Project ePortfolio
https://c2l.digication.com/stony_brook_university_project_eportoflio
SWITCH
HOW TO CHANGE THINGS WHEN CHANGE IS HARD
CHIP AND DAN HEATH
1.
Identify the
6 Faculty from Writing & Rhetoric, Engineering, Honors Business College and Leadership
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2.
Separate the Elephants from the Riders
Our riders are our STUDENTS
2010 PILOT YEAR – UNDERGRADUATE EXPERIENCE
STONY BROOK’S
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Writing and Rhetoric Program 
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Honors Business Program
Honors Business Program
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Faculty Director and Dean with an innovative spirit Leadership and Service (Undergraduate Colleges)
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Peter Elbow and Portfolio Process for Writing Development and Assessment
Dean of Business Program head of Program and energetic D
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P
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advising staff
Engineering
Engineering Chair creative and saw eportfolios as a way to measure the immeasurable for ABET accreditation
 Biomedical Engineering found eportfolios as a way to engage students in collaborative efforts
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Riders are our SBU Students
Student ePortfolio Consultants lead the drive to teach students and faculty about the importance of reflection in the eportfolio learning process.
faculty about the importance of reflection in the eportfolio learning process.
IDENTIFY BRIGHT SPOTS AND RIDERS WITH
EPORTFOLIOS DEFINITION LIGHTENING ROUND
 Hold Workshop Hold Workshop –
Begin with Lightening Round
Begin
with Lightening Round
 Ice Breaker ‐ What is an ePortfolio?
 Show various definitions
Show various definitions
 Ask participants to pick out one or two key words in each definition that jump out at them
o ds eac de t o t at ju p out at t e
 Share key words in a discussion
 Draw mind map from shared key words
Draw mind map from shared key words
 Get their minds off the “e” (technology) and on to the learning process
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Exercise –
next 7 slides
ePortfolio Definitions
LIGHTENING ROUND
LIGHTENING ROUND
What is an ePortfolio?
ePortfolio Definitions
A collection of purposefully organized artifacts that support retrospective and prospective reflection to d
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document, augment, and assess growth over time.
‐Helen L. Chen, Stanford University
ePortfolio Definitions
Portfolios can 1. feature multiple examples of work 2. be context rich 3. offer opportunities for selection and self‐ assessment 4. offer a look at development over time.
Hamp‐Lyons & Condon, 1998, Cambridge, 2001
ePortfolio Definitions
The eportfolio process •is a continuing evolution of the knowledge and understanding
•scaffolds tacit and explicit knowledge and understanding
•reveals the interrelationship of the individual and the institutional environment
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‐Darren Cambridge, 2010 ePortfolio Definitions
A student‐owned digital learning venue that A
t d t
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promotes authentic learning by allowing students to scaffold evidence of their learning t d t t
ff ld id
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and make connections between their courses, campus involvement, service, internships, jobs i l
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& personal interests. Nancy Wozniak, Stony Brook University
ePortfolio Definitions
A student‐owned digital learning A
d
d di i l l
i venue that h
promotes authentic learning by allowing students to scaffold evidence of their learning d
ff ld id
f h i l
i
and make connections between their courses, campus involvement, service, internships, jobs i l
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hi j b
& personal interests. Nancy Wozniak, Stony Brook University
Venue
The place where
The place where something thi happens
Integrative Learning, Reflection and Motivation
ePortfolios Are
HAPPENING
@ Stony Brook
@ Stony Brook
Goal – Learning and Professional Development ePortfolio
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p
First Year Experience >Course, Program, Showcase > Graduate, Research, Career
Partnerships
Faculty Center + Advising + Student Activities + Faculty + Career Center + local business and industry mentors
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Missing admissions, academic librarians and alumni staff Advantages of “Folio Thinking”
Emphasizes “process” over “product”
Collect > Select Collect Select > Reflect Reflect > Connect
Connect> Project
Project
Integrative Learning
Classroom<>Involvement<>Service<>Job<>Personal
AACU I t
AACU Integrative Learning ti L
i
The common thread that unites the various
that unites the various eportfolios is the use of evidenced‐based reflection.
Evidenced‐Based
Evidenced
Based Reflection Prompts
Reflection Prompts
•
•
•
•
•
•
•
•
•
•
What skills or abilities did you learn from this experience and how are you able to apply them to other courses and areas of involvement in your life (academic, career, service, campus, personal interests)?
career, service, campus, personal interests)?
What about this assignment or program was most useful to you? Can you see a relationship to what you've learned to your other courses or activities in your academic and/or professional career?
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How would you describe this course, project or program to your friends? How ld
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ib thi
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t
f i d ?H
would you describe it to a future employer?
What areas and abilities in your life were strengthened or improved by this course, assignment, project or activity?
List the ways you have grown as a result of this assignment, course, project, activity or program.
What problems did you encounter and how did you solve them?
What risks did you take and what did you discover about yourself?
What risks did you take and what did you discover about yourself?
What personal strengths and abilities did you discover and demonstrate by doing this assignment/activity or taking this course?
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If you had it to do all over again, would you? Why? What would you change?
How did this experience prepare you for your professional career and/or graduate school? How did it prepare you for life?
SELF‐DETERMINATION THEORY
•AUTONOMY •COMPETENCY •RELATEDNESS
“To be self‐determined is to endorse one’s actions at the highest l l f fl i
level of reflection. When one is self‐determined, people Wh
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experience a sense of freedom to do what is interesting, personally important, and vitalizing.” ‐Richard Ryan and Edward Deci
www.psych.rochester.edu/SDT
Self Determination Theory An Approach to human motivation and personality
Website at http://selfdeterminationtheory.org
Extrinsic
Intrinsic
eportfolio
• eportfolio as tool for reaching Tipping‐Point from extrinsic (instructor‐led) motivation to intrinsic (student‐led) self‐determined learning behaviors
• student recognizing and creating own learning experiences and opportunities for reflection in all areas student recognizing and creating own learning experiences and opportunities for reflection in all areas
of life
• student selecting, collecting, reflecting on, and connecting non‐required artifacts outside of classroom eportfolio
• natural, unstructured formation of student community and collaboration
Extrinsic Motivators
Self‐Determined Behaviors (motivators are intrinsic)
• Explicit requirements, instructions, goals, and • Autonomy
expectations from instructor
• Self‐regulated activity
• Deadlines
• Responsibility and ownership
• Grades
• Student‐led reflection and prompts
Student led reflection and prompts
• Extra Points (Rewards) and Point Deductions
• Competency
• Instructor Feedback
• Demonstrated mastery of skill or concept
• Self‐awareness of demonstrated mastery
• Peer Feedback
• Relatedness
• Feedback from experts outside of the classroom
Feedback from experts outside of the classroom
• Making knowledge connections to all areas of life • Training and Support
– academic, professional, personal
• Instructor maintains own eportfolio
• Finding social relevance in course and program • Provide examples of other student eportfolios
content and assignments
• Provide reflection prompts and rubric
•
•
•
•
Create template for required content and reflection
Student freedom with design and look of eportfolio
Student eportfolio showcases
Recognition and Rewards
Nancy Wozniak, Stony Brook University, 2010
SBU ePortfolio Implementation and Study ‐
http://stonybrook.digication.com/sbu_eportfoli
o/SBU_ePortfolio_Study
Student‐Driven Force
ePortfolio student consultants pick featured eportfolios
stonybrook.digication.com/portfolio/directory.digi
Featured eportfolios screens designed by student consultants shown on SCALA monitors in SINC sites (student computer labs) and feature on our Facebook
i
i S C i ( d
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b k , Twitter and LinkedIn Stony Brook Groups
STONY BROOK GALAXY OF STARS SHOWCASE
HELD DURING SPRING TEACHING AND LEARNING COLLOQUIUM
HTTPS://STONYBROOK.DIGICATION.COM/STONY_BROOK_EPORTFOLIO_SHOWCASE
ePortfolio consultants hold focus group sessions with SBU student eportfolio ePortfolio
consultants hold focus group sessions with SBU student eportfolio
owners and respond to student suggestions and advice.
Presence at Events
Below: ePortfolio Consultants and Fellows host table at recent Stony Brook Job Fair
•ePortfolio and Media Consultants are paid and professionally trained by The Faculty Center
•1 credit non‐paid Internship for ePortfolio and Media Consultant through Faculty Center Undergraduate College Fellows take a 3 credit, 200 level Leadership and Service course and College Fellows take a 3 credit, 200 level Leadership and Service course and
•Undergraduate
serve as TAs in LDS 101classes
•3 credit Internship Course offered through Teaching, Learning and Technology
Sustainability with ePortfolios
Sustainability with ePortfolios
Student Buy
Student
Buy‐in
in
• Establishing and controlling professional online identity
online identity
• Preparing for professional career and admission to graduate school
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• Collecting and organizing evidence of skills and abilities for internships and job searches Top Ten Skills and Abilities Employers Look for in Job Candidates
2012 NACE Job Outlook Survey
2012 NACE Job Outlook Survey
Career ePortfolio Evaluation Rubric
https://stonybrook.digication.com/stony_brook_eportfolio_showcase/What_Makes_it_Model1
1 Ability to work in a team structure 2 Ability to verbally communicate with persons inside and outside the y
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organization
3 Ability to make decisions and solve problems
4 Ability to obtain and process information
4 Ability to obtain and process information
5 Ability to plan, organize, and prioritize work 6 Ability to analyze quantitative data
7 Technical knowledge related to the job
8 Proficiency with computer software programs
9 Ability to create and/or edit written reports
9 Ability to create and/or edit written reports
10 Ability to sell or influence others
QUESTION:
How many of you How
many of you
maintain your own
maintain your own professional eportfolio?
Our data is starting to show that
The eportfolios of students taking courses and internships with faculty and staff that maintain their own professional eportfolios tend to show more self‐directed activities (non required posts and reflections) and are more likely to be updated and continued by the student after the class or internship has ended. http://eportfoliopractice.edublogs.org
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Collaborative Working Wikis on ePortfolio Use
i W ki Wiki
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Stony Brook Workshop and Training Materials
htt // t
https://stonybrook.digication.com/stony_brook_eportfolio_showcase/What_Makes_it_Model1
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Nancy Wozniak, Learning Architect and ePortfolio Manager
Stony Brook University
Stony Brook University
nancy.wozniak@stonybrook.edu
eportfolio ‐ stonybrook.digication.com/nancywozniak