Student Panel Website + ePortfolio Links

SHEILA MULLOOLY, Ed.D., M.A. TESOL Studies

My ePortfolio experience/ expertise

ePortfolio Designer: Multi-paper format Ed.D. dissertation proposal ePortfolio & final defense ePortfolio

Transdisciplinary Scholartist (scholar + artist): Integrating humanity-centric foresights praxis, arts-based research & transformative learning/teaching via ePortfolios

Teaching English to Speakers of Other Languages (TESOL) Specialist: ePortfolios in language learning, internationalized global HE, translingualism & ePortfolios

A brief history + Hyperlink to my ePortfolio/s

Completed a multi-paper doctoral dissertation using ePortfolio/s

Higher Education Futures: The Transformative Potential of using Critical Foresights Practices & Arts Based Research in our Brittle, Anxious, Non-linear, and Incomprehensible (BANI) World

https://pebblepad.com/spa/#/public/GctzZ7HncqcRngt6WGxzdcbsfy

Dr. Candyce Reynolds & Dr. Sheila MulloolyCommencement Day June 11, 2022

Where I am today & navigation tips

Three of my Ed.D. multi-paper format articles have already been published; please find abstracts and links below.
In August 2022, my third dissertation article was published in Transformative Dialogues: Teaching and Learning Journal.
Included here are: my TESOL Teaching Philosophy, abstracts to my two published articles, as well as my multi-paper with ePortfolio format Ed.D. dissertation in postsecondary educational leadership and policy.
The Mary Oliver poem will take you to the emergent conclusion and implications chapter of my doctoral dissertation.

English to Speakers of Other Languages (ESOL) Teaching  Philosophy 

A Public University FuturesCollaboratory: A Case Study inBuilding Foresightfulness andCommunity

Abstract:

What happens when a public university decides to construct a cross-disciplinary, cross-functional initiative to explore the future, build capacity to be more “future ready” and resilient, and serve as a resource for the university and broader community to help them do the same? This article presents a case study of a “Futures Collaboratory” launched at a Pacific Northwest public, urban university in the 2019 to 2020 academic year. The three intersecting goals of the effort were to: explore and cultivate interest and capacity among interested individuals across campus; develop institution-wide “foresightfulness” as a collective; and end the year in a position to make thoughtful, creative, and well-reasoned recommendations about being more future-facing as a university. The dual pandemics of Covid-19 and white supremacy proved to deepen the commitment to learn and practice futures thinking. A primary goal was to ensure that the university would benefit from efforts to democratize foresight activities while taking practical steps to navigate our own systemic volatility, uncertainty, ambiguity, and complexity. This article discusses the effort, early work, disruptions, and risks during the Collaboratory’s first year, as well as the emergent reflections, opportunities, and recommendations prepared for university leadership. Special attention is paid to the consideration of equity and social justice in the future of higher education and the tools and resources needed by the sector to build liberatory futures.

Keywords: futurism, foresight, university, systems change, planning

Abstract: The following is a review, participant-voiced poetic inquiry, and commentary on the article, “Art and Documentaries in Climate Communication: Experiencing the Reality of Climate Change and Leading the Way to Change.” Liselotte Roosen and Christian Klockner (2020) published this case study as part of a more extensive research project, Climart, funded by the Norwegian Research Council. In this review, I consider the relationships between artworks, researchers, and audience participants. I offer a participant-voiced poetic inquiry of the arts-based research project. I address the project’s goals for social/political/cultural change, its local and global contexts, and future implications.

Abstract to dissertation:

Our institutional approaches to problems in the changing global landscape of internationalized higher education are being challenged, and many scholars call for new approaches for understanding and addressing the complex problems we face (e.g., Patel, 2016; la paperson, 2017; Lee, 2021; Stein, 2019; Stein, 2020). The COVID-19 pandemic has sped up the need to make changes in how we approach our evolving problems and possibilities for human-centric transformation. This multi-paper dissertation is a call to action and proposes the use of new approaches to research and educational practice—specifically, critical futures studies (see Equity Futures (Brown, 2017; IFTF, 2019)) and arts-based research (see Barone & Eisner, 2012; Cahnmann-Taylor & Siegesmund, 2008). Design justice principles and participatory action approaches frame and motivate these possibilities. Foresights frameworks and arts-based approaches are considered in papers 1 and 2, respectively. In paper 3, this multi-paper dissertation outlines four futures-facing, arts-based, participatory methodologies that could be used in international higher education (IHE) and other educational settings to amplify student voices: design futures (Costanza-Chock, 2020; IFTF, 2021), scenario building (Dator, 1998), ethnographic experiential futures (EXF) (Candy & Kornet, 2017), and poetic inquiry (Prendergast, 2009; Reilly, 2013). The IHE Design Futures Framework I propose is outlined in paper 3 and toolkits intended for use in IHE are included. These participatory, critical, and creative methodologies are a form of jargon-free, open-access, public scholarship. They could help us re-envision and re-learn how we engage with internationalized HE in a post-COVID world by amplifying transnational, multilingual voices through design justice principles in order to re-imagine globalized HE as otherwise.

The Future of ePortfolios

By S.C.Mullooly

What does the future of transformative teaching and life-long, integrative learning need from ePortfolio praxis?

What roles can ePortfolios play in authentic, intergenerational mentorship, evidence-based educational and career readiness, and the on-going struggle for educational justice in our brittle, anxious, non-linear, and incomprehensible world?

How might systems thinking and design justice principles shape and drive the experiential learning process and associated cultural shifts? What expected and unexpected possibilities and outcomes can we collectively imagine?

What happens when we consider ePortfolio praxis ten years in the future? What roles will emerging educational technologies play? How will the complex landscape of internationalized global higher education continue to change?

The future of ePortfolios in authentic learning, growth, and assessment is unknown (i.e., not predetermined); yet, we can imagine it individually within our personal spheres of influence and collectively as an experiential network of academics.

The future of ePortfolios is shaped by the thoughts, actions, and initiatives of educators, designers, students, and platform professionals alike. Collaborating with designers to map ePortfolio thinking, use, and praxis is just the beginning of exploring the role of ePortfolios in humanity-centric education.

ePortfolio Future Scenarios 2032:

There is a future in which…

… holistic ePortfolio assessment has now replaced standard, interactive language placement testing in community college and other educational settings. ePortfolios are now used for assessment purposes in both written discourse and oral rhetoric.

… ePortfolios are widely acknowledged for their role in educational activism and transformation. They now serve as a vehicle for public interest public scholarship.

… ePortfolios are a common job application requirement. Employers expect evidence of learning transfer as documented via skill/strategy-based educational and work history.

… you are invited to write your own 2032 ePortfolio Future Scenarios. Feel like sharing your vision and thoughts? Just want to explore futures thinking or connect? Please find me at mullooly@pdx.edu.

What's next

Special gratitude to Dr. Candyce Reynolds for her introduction to the AAEEBL community, wise council, and guidance along my doctoral journey! I would also like to honor the important role Dr. Mandi Mizuta, my doctoral BFF, played and continues to play. Together with Dr. Melissa Shaquid Pirie, the first doctoral candidate at PSU COE to select the multi-paper with ePortfolio format, we fully intend to co-present and co-author about the process and experience of ePortfolio thinking and use in doctoral studies. Stay tuned!

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