0 To 10 000 Eportfolios In 6 Easy Steps

Attended by: Dan and Gwen

Salt Lake Community College

Problem: Common freshman experience perceived as something to be "gotten through" by both faculty and students

Students are complete owners of their ePs
Everything kept on third party sites (WordPress, Yola, Weebly — these are support by the school through help pages. Students may use other sites w/o school provided assistance) (i.e. Nothing was store on university provided hardware, no software built or bought was needed)

Students give professors permission to access their sites (profs can take "snapshots")

Items that go in the eP : specific assignments or a selection from a list of assignments

They used ePs to impose cohesiveness on a pre-existing FYS that was otherwise lacking that cohesiveness

Step-by-step Questions to Focus your institutions thoughts on ePortfolios (with Salt Lake Community Colleges (SLCC) responses)

Step 1: Figure out why you want to use ePortfolios
SLCC: to prompt student reflection and coherence
to assess essential learning outcomes

Step 2: Integrate eP into the curriculum
SLCC: students choose from 3 platforms: Wordpress, Yola, and Weebly
students begin eP with first GenEd class; look at whole eP in capstone
1 section on each portfolio for each GenEd requirement; faculty teaching GenEd courses ask students to put a “signature assignment” (one that addresses learning outcomes) from the course into the eP

Step 3: Encourage student reflection
SLCC signature assignments are accompanied by reflective writing
written reflection rubric shared with faculty and students

Step 4: Promote student ownership and creativity
SLCC: students can build eP as they wish (3 platforms)

Step 5: Make it easy for faculty
SLCC: ePs are linked to Banner; a column on the class list gives direct link
YouTube video tutorials to show process

Step 5: Make it easy for students
SLCC: YouTube video tutorials to show process
workshops, brochures, etc.