Embedded Files
This is a space for you to document your ePortfolio Institute experience, from the initial proposal to your final report at the end of your semester integration.
2025-2026 ePORTFOLIO INSTITUTE
2025-2026 ePORTFOLIO INSTITUTE
ePortfolio Integration: Course and Curriculum Initiative
ePortfolio Integration: Course and Curriculum Initiative
Reflecting campus priorities to support equitable access to engaged learning for all IU Indianapolis students, the Institute for Engaged Learning (IEL) will focus the 2025-2026 academic year funding to support ePortfolio integration at the course level. The goal is to increase, improve, and sustain ePortfolios as part of the curricular structure assignments and activities in a course or series of courses. Given this priority, we seek new and veteran faculty dedicated to implementing ePortfolios in new ways or deepening/transforming their ePortfolio-engaged initiatives in credit-bearing experiences. For applications that meet these criteria, the IEL will offer support through additional funding streams, summer/faculty development session, communities of practice [CoP], and online resources.
My ePortfolio Institute Proposal Overview
My ePortfolio Institute Proposal Overview
By and large many of the practices that we carry out in W131 are the result of years of process pedagogy in the field of rhetoric and composition, but many of these, while open to new ideas and the implementation of best practices, have somewhat failed to crystalize in the form of concrete, practical answers for students when they ask what the purpose of this or that given task might be, especially as we've moved into a far more accelerated means-end market modality in higher education. Something as straight-forward as ePortfolios helps to repurpose what courses like W131 do best, teach and prepare students for academic and professional writing, but do so embracing new literacies and in a way that benefits them as a direct consequence of their work, and not by alienating who they are, nor the fundamental goals of high education for its own sake. My goals and hope, essentially, are to deliver high impact, effective, and pedagogically-sound practices with methods that are comprehensible, engaging, and more than anything else, compelling for students across disciplines.
Communication and Critical Thinking are the two core competencies that I uphold most diligently in my existing course, and that would fit best with the ePortfolio final project.
My goals as I implement ePortfolios in W131.
My goals as I implement ePortfolios in W131.
ePortfolios are the logical conclusion to the work we aim to accomplish, updated for the 21st century. Our traditional final portfolio, though comfortable in some respects, has become subject to the vagaries of AI, which means students have come to treat their papers as product rather than process, no matter how much we might armtwist them into writing one draft at a time. The students that'll follow direction and avoid AI-use are a scant minority. As such, the ePortfolio has a better chance of getting them to think more creatively, and deliberately, about what a capstone-style experience should be like. Considering my W131 is a course that emphasizes and teaches critical thinking, media literacy, and intercultural communication, the high-impact practice of introducing ePortfolio work is a natural extension so these tasks by getting them to curate and present their work in a professional, public-facing format. Plus, it's not like they can ask the AI to do it all for them, as it can't build a site for them.
In terms of questions the process addresses, first I think it answered the question of, how do we help students acknowledge their own learning within a continuous dialectical process, rather than a one-and-done series of discreet, product-based tasks? How can we prepare students for media literacy, which indeed entails the creation of media, and not just the consumption thereof? How do we make "soft skills" (a term I incidentally dislike because of how inconsequential it makes these skills sound, when in reality, they're quite significant) such as critical thinking, and communication, vislble and demonstrable—especially to themselves? And finally, how can we use eportfolio writing to stimulate legitimate reflection rather than a by-the-numbers self-assessment that has the student do little more than tick boxes in a rubric?
As for the Student Learning Outcomes (SLOs) question, the eportfolios require the students to "write and revise purpose-driven texts", "use concepts from one source to critically interpret concepts from another source", and "write reflections that evaluate your experiences," effectively connecting to all of W131's learning outcomes. Since I've integrated two NACE Career Competencies, namely Communication, "students will adapt academic work for diverse digital audiences, and create professional web content", and Critical Thinking, "students will synthesize frameworks from media literacy education, evaluate their own intellectual growth, and present evidence-based arguments"; alongside RATE (Reflect-Articulate-Translate-Evaluate)—a
Explain why you chose to integrate ePortfolios? What questions will they address? How will they connect to SLOs and The Profiles?
What expectations did you have going into this experience?
What did you wish to gain from this experience?
Old W131 Syllabus.docxOriginal Syllabus
Original Syllabus
Include your original syllabus from BEFORE implementing ePortfolios into your course.
NOTE: You may have to upload to Google Sites first, then try to add it into the 'placeholder'.
W131 Eportfolio Syllabus.docxePortfolio-Implemented Syllabus
ePortfolio-Implemented Syllabus
This is your PUBLIC FACING syllabus.
NOTE: You may have to upload to Google Sites first, then try to add it into the 'placeholder'.
My Role as Primary Investigator
My Role as Primary Investigator
Explain what you will do during this experience. If you have a Co-PI, introduce/explain that role as well. *If you have a Co-PI, you can share these Google tabs--no need to create a duplicate.
Later, you can return to this area to comment on obstacles, opportunities, and outcomes--then link to your December Progress report and Final Report.
Student Artifact 1
Student Artifact 1
Why this is a good sample from my class--which part is especially strong? Link to/feature THAT page.
Student Artifact 2
Student Artifact 2
Why this is a good sample from my class--which part is especially strong? Link to/feature THAT page.
Student Artifact 3
Student Artifact 3
Why this is a good sample from my class--which part is especially strong? Link to/feature THAT page.
Reflection on the experience
Reflection on the experience
Explain what you learned/valued during this experience. [This is a short version of what you describe in depth in the Progress Report and Final Report, which can be added to this page as PDFs -or- copied/pasted as subtabs: this is your area to manage.]
What did you learn during this experience? What do you think your students learned? How did this influence your ideas of ePortfolios as a pedagogy? ePortfolios as a tool for reflection? Did you improve on any current skills you have?
What can you take with you from this experience? Is there anything you learned that can be applied to other areas of your academic or professional life?
If you would like, you can share artifacts below. These might be assignments, rubrics, samples, classroom photos, survey results, your own ePortfolio, and more.
I circulated the pre course survey and the post course survey in my classes. Below are the results, compared to the entire cohort's results.
I circulated the pre course survey and the post course survey in my classes. Below are the results, compared to the entire cohort's results.
Fall 2025 Pre Survey Results
Fall 2025 Pre Survey Results
Class Specific Pre Survey Results
Class Specific Pre Survey Results
Fall 2025 Post Survey Results
Fall 2025 Post Survey Results
Class Specific Post Survey Results
Class Specific Post Survey Results
Dissemination
Dissemination
Institute recipients have been asked to...
Present at a Faculty Learning Community (FLC) or Community of Practice (COP) Zoom for the Institute
Share aspects of their work with peers [department chairs, program cohorts/faculty, department faculty meeting]
Response to a Call for Proposals (CFP) or Consider presenting or publishing locally, nationally, or internationally [optional]
Use the space below to highlight this.
COP Presentation
COP Presentation
Day/Date
Location
Audience
Department Peer Presentation
Department Peer Presentation
Day/Date
Location
Audience
Local, National, or International Presentation or Publishing [optional]
Local, National, or International Presentation or Publishing [optional]
Day/Date
Location
Audience
Faculty Annual Review Elements
Faculty Annual Review Elements
As you finalize your Faculty Annual Review, you are welcome to link to your Participant Page on the ePortfolio Institute website as verification of your involvement and integration of ePortfolios into your course.
You can list work you completed with ePortfolios in one area on Elements -or- you can divide your IEL experiences to cover the scope of your work in a more detailed/accurate way.
As part of the ePortfolio Institute you can document that:
AWARDED FUNDING: As a finalist/participant in the "When Done Well" ePortfolio Institute: You responded to a CPF [75% acceptance rate] and were awarded $2,500 in funding for integration of ePortfolios into your course
PROFESSIONAL DEVELOPMENT: You participated in professional development as part of the "When Done Well" High-Impact Curricular Engagement workshop series
PROFESSIONAL DEVELOPMENT: You participated in the ePortfolio Community of Practice
PROFESSIONAL DEVELOPMENT: You participated in the ePortfolio Faculty Learning Community
SCHOLARSHIP OF TEACHING AND LEARNING [SOTL]: You supported opportunities for your students to participate in a multi-year, ePortfolio study of student perceptions of ePortfolio curriculum and the benefits of ePortfolio integration into the curriculum
INVITED PRESENTATION: As an invited presenter, you presented your ePortfolio work in an IUI, Institute for Engaged Learning, COP: Zoom webinar
OPEN-SOURCE, COHORT PUBLICATION: You had the option to publish your work in an open-source ePortfolio pedagogy website which includes details of your ePortfolio integration experiences, samples of students' work, and reflection
You received an email verifying your completion of the Institute. If you need this for your annual review, a copy of this email is available on your Participant page.
If you need other information, documentation, or support related to your IEL Institute as you finish your annual review, feel free to email me.
Professional Development: Certificate of Workshop Completion
Professional Development: Certificate of Workshop Completion
IU_IEL_Workshop_Certificates_Padilla.pdfPage updated
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