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
This proposal pilots ePortfolio use across three Biology and Forensic capstone tracks: BIOL K490 (literature synthesis + poster, for students without lab placement), BIOL K493/K494 (original two-semester faculty-mentored research), and FIS 450 (original research in forensic science) — all of which culminate in a public poster presentation. Three taxonomy attributes will guide this initiative. First, "integrative learning and identity development": the capstone is the natural culmination point in the student's undergraduate career, and the ePortfolio provides explicit structure for students to connect prior coursework, lab experience, and co-curricular work to their research inquiry — making those connections visible to themselves and to authentic audiences beyond the classroom. Second, "ePortfolio-making skills explicitly taught": a Canvas-based onboarding module will cover platform use, audience differentiation, and professional curation, preserving scarce face-to-face time for research mentorship. Third, "pedagogies supporting self-directed, reflective learning": rather than documenting work only at the end, students will engage in continuous, milestone-tied reflection that mirrors the habits of working scientists and produces a professional artifact they carry forward to graduate school, careers, and LinkedIn.
This course targets two NACE competencies. "Communication" is central for these courses as students must learn not only to conduct or synthesize research, but to articulate it and to do so differently depending on who is listening. A faculty supervisor needs methodological detail; a poster audience needs a clear narrative; a graduate admissions committee or future employer needs evidence of intellectual growth and competence. Rather than producing a single document written for a single reader — the instructor — and never revisited, the ePortfolio asks students to curate and communicate their work for the audiences that actually matter to their futures. "Career and Self-Development" is equally integral. Graduate and medical school applications increasingly expect demonstrated research experience, however most undergraduates who conduct research never publish a paper. Without a publication, a line item on a CV ("Undergraduate Research Assistant") is unverifiable and undifferentiated from any other student's. The ePortfolio becomes proof of record: a linkable, curated body of work that shows what a student actually did, thought, and learned — not just claims it. This course builds that capacity deliberately, treating the ePortfolio not as a deliverable that disappears into a gradebook, but as a living professional document students own and continue to develop after graduation.
My goals as I implement ePortfolios in ---------name the course.
My goals as I implement ePortfolios in ---------name the course.
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?
Original 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'.
ePortfolio-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_Eller.pdfPage updated
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