Amy Johnson

CRUISELINE MANAGEMENT Shared Google Site:

PUBLIC FACING FOR STUDENTS TO SHARE WORK: https://sites.google.com/iu.edu/cruiselinemanagement/home

EDIT MODE FOR FACULTY + STUDENTS https://sites.google.com/d/1qypLKSBChZHp4QDpHqNhagvt4V4JmBa2/p/1U-DhBRFehUtxgn0DuUAefVH9hEB7o_7x/edit

2024-2025 ePORTFOLIO INSTITUTES

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 2024-2025 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 Grant Proposal Overview

My Cruise Line Management course and study abroad program offer a unique opportunity to enhance student learning through an ePortfolio high-impact practice aligned with IU Indianapolis's Profile of Undergraduate Success, specifically the Community Contributor attributes. I plan to redesign the course around a course-based ePortfolio that maps directly to key learning outcomes: identity development, integrative learning, and reflection. This structure naturally aligns with the Community Contributor profile, as study abroad experiences inherently foster intercultural competence and global engagement. The course follows a scaffolded approach, combining multi-week classroom learning with experiential learning abroad. Students apply theoretical knowledge in real-world settings, engaging with hospitality professionals on board and exploring career pathways in the tourism industry. Daily reflection is central to the experience. Students continuously document their learning, analyze professional encounters, and track their personal and professional growth. This ongoing reflective practice helps them integrate classroom concepts with lived experiences while developing their professional identity. Through this redesign, I aim to: • Deepen student engagement through structured reflection • Strengthen connections between theory and practice • Foster global competence and community awareness • Create sustainable assessment tools that document student growth • Enhance the quality and impact of this transformative opportunity This approach positions students as active contributors to the global hospitality community while documenting their developmental journey.

Integrating the Career and Self-Development competency into my class seems like a natural element to focus on. We already discuss career opportunities in the classroom, as it relates to the study abroad program of cruise line management. However, this opportunity helps transform students from passive observers into more well-informed professionals who actively shape their careers in hospitality, as well as other fields. The cruise and travel industry offers an ideal space for this competency. This matters because tourism, hospitality, and other disciplines graduate students to be self-directed learners who can navigate rapidly evolving global contexts. By requiring students to network with ship personnel across departments, attend presentations, and conduct crew interviews, they will build authentic knowledge and relationships while developing professional skills. This competency directly supports my redesign goals: structured reflections that deepen engagement, networking exercises connecting theory to practice, and documented self-assessments to create and track sustainable growth. Students will not only create and bring home memories, but they will also come home with actionable career plans and industry connections, while boosting their self-confidence and global understanding. This competency positions students as active contributors who understand their unique value in the global hospitality marketplace.

Adjusted Timeline: May 2026 ePortfolio Integration

My goals as I implement ePortfolios in TESM G309, Cruise Line Management Study Abroad Program.

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?

I would like to integrate ePortfolio into my study abroad course and program as a Learning and Showcase ePortfolio, where students can take their assigned activities and place them in their ePortfolio. The activities are connected to the learning objectives for the course, so in the end, students will share examples of what they learn through their activities and reflect on their program experience abroad. They will also use ePortfolio to share their final reflective presentations, in which students share their overall learning and experiences in the class and program.

I hope that students will gain an understanding of this digital technology, and be able to use this for their remaining academic programs and in preparation for professional opportunities. I expect students to fully embrace integrating their learning in this digital platform.

Spring 2024 G309 Cruise Line Management Syllabus Final 2024

Original Syllabus

Original Syllabus for TESM G 309 Cruise Line Management Study Abroad Program

TESM-T 309: Cruise Line Management

ePortfolio-Implemented Syllabus

My Role as Primary Investigator

During this experience, I aimed to create a tiered ePorfolio for my Cruise Line Management study abroad program. Since this is a credit-bearing class, we begin with 6 weeks of instruction in the classroom. We lay the groundwork for the cruise line industry as it relates to tourism, hospitality, and the marketing and selling cruises. We learn about the cruise line industry, then we travel on a cruise ship for a week. My goal of creating an ePortfolio is two-fold. I would like a Home Page to hold class and program information, such as an overview of the program, course objective, and the course learning objectives. I also would like to tie information from the cruise line industry and the Sustainable Development Goal and traveling sustainabily into this Home Page. Then, I envision individual ePortfolio subfolders for each student.

I will ask students to create a learning showcase with assignments included as they contribute to their final learning experience and reflections. During the trip, students will reflect on each day's learning experiences and then produce a final reflective journal.

SHARED GOOGLE SITE with STUDENT PAGE TEMPLATE

CRUISELINE MANAGEMENT Shared Google Site

PUBLIC FACING FOR STUDENTS TO SHARE WORK: https://sites.google.com/iu.edu/cruiselinemanagement/home
EDIT MODE FOR FACULTY + STUDENTS https://sites.google.com/d/1qypLKSBChZHp4QDpHqNhagvt4V4JmBa2/p/1U-DhBRFehUtxgn0DuUAefVH9hEB7o_7x/edit

STUDENT ePORTFOLIO SAMPLES

The link below connects to the 2026 student cohort and cruise.

PARTICIPANT LANDING PAGE: https://sites.google.com/iu.edu/cruiselinemanagement/2026-student-roster

Student work that exemplified learning outcomes and career competencies includes:

One + how and why
Two + how and why
Three + how and why

Reflection on My ePortfolio Integration Experience

As this course and program have concluded, I am very pleased with the use of the ePortfolio. Students quickly grasped how to create theirs based on the template the ePortfolio studio created, which was a big help to me and students! Students quickly embraced not only the ease of building their ePortfolio, but the creativity it offered them in embellishing it as much as they desired. I must give so much credit to the ePorfolio studio for their support in helping me with template creation. I struggled with the technology and the "building" portion of this, yet found it easy to add everything I wanted once I had the templates. It was good to use a tool like this that students really engaged with, even to the point of them wanting to copy their ePortfolio and continue to build on it and turn it into their personal electronic scrapbook, a keepsake of their learning experiences and their memories.

An important reflective question that I asked students was connecting the experience of traveling abroad as a student to a becoming a future professional. Overwhelmingly, student commented on how the use of this ePorfolio, as well as the daily and final reflections they share in their ePortfolios, is evidence of their experience that can be shared in resumes and easily pulled for job interviews. Beyond this, students also shared that the abroad experience allowed them opportunities to engage with culturally different people in different places around the world. This translates into them being better equipped at engaging with different people they will encounter professionally.

Though I am still figuring out how to create and update and edit in ePortfolio, I was able to copy this template and create a new ePortfolio for my new class and study abroad program that I am currently teaching through the end of spring and into summer. I have successfully updated the Home Page to contain course information for TESM T234 Cultural Heritage Tourism. Again with the help of the ePortfolio studio, they created subfolders to my Home Page for each student in the class, and the template, for them to begin creating. After our abroad experience, these students, too, are required to include each reflection response, and their final reflections, photos, maps, and memories here, to be shared on the last day of class (early June).

Upon completion of this course, what made the use of an ePortfolio so valuable to my course is the fact that this can be used in future study abroad presentations that I share with prospective study abroad students. The ePortfolio allows students a glimpse of the course objectives, an understanding of when the class meets, when we travel, and then, finally, what the experience might be like. In addition to this, as a published site, others from different areas of academia can see what we do in this course, and it is showcase of the work put into creating a learning experience on the sea, all through this electronic portfolio.

From an instructor's perspective, I required all students to include responses to their daily and overall reflections and then asked them to add their favorite memory from our study abroad travel. I encouraged them to add maps, photos, emojis, etc. to 'decorate' their page. Not only did students embrace this chance to share photos and favorite memories, but I will also have this to share with furture students. Students learning about this study abroad opportunity are more likely to opt in to take it after hearing from past students who were part of this experience and share their thoughts, reflections, and photos. The ePortfolio arrangement made grading their final reflections an easier experience because it was organized and streamlined and allowed me to see the personality of the individual student come through.

Overwhelming the most positive takeaway for both me and my students was their excitement in having this electronic 'scrapbook' of their experience. Several students mentioned they were going to use their copy and continue to add more photos, and embellish with more emojis, details, and memories as their keepsake from our learning and travel experiences.

Fall 2024 Pre and Post Survey Results

ALL pre grant fa 24.pdf

Pre Survey Responses, all classes

ALL post grant fa 24.pdf

Post Survey Responses, all classes

Spring 2025 Pre and Post Survey Results

sp 25 pre course results.pdf

Pre Survey Responses, all classes

sp 25 post all course.pdf

Post Survey Responses, all classes

Certificate of Completion

IU_IEL_Workshop_Certificates_Amy_Johnson.pdf

Certification of Workshop Completion

COP Presentation

May 1st, 2026 @ 12p.m.
Via Zoom
Colleagues in the Community of Practice

Department Peer Presentation

Day/Date
Location
Audience

Local, National, or International Presentation or Publishing [optional]

Day/Date
Location
Audience

Workshop Checklists

These checklists are also located on the Grant Goals, Dates, & Timeline page. Track YOUR progress by using the checklists located below. Open the drop-down to view your tasks. Add or delete your tasks by selecting and typing in the text box. Cross off individual tasks by highlighting the text and selecting the strikethrough option in the toolbar.

Workshop Day 1 Checklist

For a detailed checklist go to the Help & How To's page and scroll to the bottom.

BEFORE THE WORKSHOP

Open a WIX account
- Save/Email yourself the username & password for quick access

DURING THE WORKSHOP

Brainstorm options to integrate ePortfolios at 5 spots on my syllabus
WIX website build time:
- Create a Home page, insert text boxes and images
- Add a Subpage/Tab with a scrollable PDF
Google Sites Overview
- Learn how to navigate the grant site
Google Sites build time:
- Duplicate “Participant Template” page and add your name and WIX link

AFTER THE WORKSHOP

Take 30 minutes to explore and build on your WIX template
- Add an About Me page, photo, hyperlink, and scrollable PDF
Customize your Google Sites Participant page
- Add your WIX URL, a syllabus from your course, and a highlighted ePortfolio-Implemented version of that syllabus to your “Participant Template” page

Workshop Day 2 Checklist

During Session 2, there will be time to workshop your ePortfolio implementation plan and discuss Models vs. Templates. We will also review the updated taxonomy, ePortfolio rubrics, and some sample ePortfolio assignments.