e-Portfolios for Student Success

Rich RoblesUniversity of Cincinnati

e-Portfolios for Student Success

• e-Portfolio landscape at UC• UC Honors e-Portfolios• Lessons learned• Implications for practice

e-Portfolio Landscape at UC

e-Portfolio Landscape at UC

DAAP SPACE

UC Honors e-Portfolio Objectives

• Students develop a sense of identity in a digital format• Integrate curricular learning through student experiences• Establish learning map for professional and personal

development and growth• Provide another resource for student information during

academic advising• Showcase and reflect on learning opportunities through

one or more of the thematic areas of the University Honors Program (Community Engagement, Global Studies, Leadership, and Research/Creative Arts)

• Establish a comprehensive system of assessment in creating an accurate portrait of the Honors student population and measure of programmatic progress

UC Honors e-Portfolios

• Introduced in a first-year seminar gateway course (38HNRS101H) beginning in fall 2007

• Students will be required to submit a portfolio as a requisite to graduate with honors

• Used Blackboard content management system

UC Honors e-Portfolios

• Selected Nuventive’s iWebfolio product fall 2008

• Allowed for the creation of customized templates for downloading

• Stronger showcase portfolio system with the possibility for assessment and feedback

UC Honors e-Portfolios• Opened the opportunity to deploy thematic

learning outcomes through assessment• Embedded learning outcomes for each

thematic area (global studies, community engagement, leadership, research/creative arts) for experiential learning artifacts

• Offers opportunity for exportability and customized reviewer options

Lessons Learned• Keep the vision in mind- What is driving the

e-portfolio platform?• To open or not to open-source?• The “Swiss Army Knife” keeps changing; need

to prioritize features and build partnerships• Striking the balance between administrative

control and personal freedom

Implications for Practice

• Developing new ways of assessment (e.g., tagging)

• Streamline communication for formative/ summative portfolios (i.e., e-mail, rss feeds)

• The need to further build reflection as a practice and culture

http://www.iwebfolio.com/public/richrobles

http://uchonors.pbwiki.comRich RoblesUniversity of Cincinnati

Honors Program513.556.6255 | rich.robles@uc.edu