Andrew Findley

2025-2026 ePORTFOLIO GRANT

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 Grant Proposal Overview

The Art History Survey is among the quintessential college courses viewed by some as lacking in practical or personal career utility. Moreover, large 100-level courses have limited opportunities for meaningful engagement between the student, instructor, and material. I would like to apply the taxonomy of ePortfolios to reimagine the art history survey milemarker assignment in a way that guides students through the project in a manner that 1. Scaffolds skill identification, acquisition, and demonstration, 2. Introduces the importance of community and instructor feedback and personal reflection through the academic process, and 3. Encourages students to put the skills they have learned in art history into appropriate contexts for career readiness and personal fulfillment.

It is difficult to choose a single NACE career competency that I would like students from Art History 102 to acquire. Among the options, I would emphasize the importance of Career & Self Development and Critical Thinking. The Mile Marker assignment, as currently figured, gives students a lot of room to pursue their interests in a way that also challenges them to consider why those interests guide their intellectual development. I’d particularly like to see students, many of whom love art and desire to become artists, develop a better vocabulary and process for how the history of art might guide their career development as artists. Critical Thinking is a key component to this process of examination and iteration. Above all, I’m hopeful students enrolled in the course, and especially fine arts students, might use ePortfolios to develop new modes of communication that adequately express their academic development and critical thinking skills to a broader audience.

Andy's Template for AH102 Course

My goals as I implement ePortfolios in ART-H102, History of Art 2.

Explain why you chose to integrate ePortfolios? What questions will they address? How will they connect to SLOs and The Profiles?

ePortfolios are a means of guiding students to broaden and practice translatable learned skills that will also provide them with a platform to demonstrate what they have learned and practiced as developing art historians. At each step of the project, they scaffold their art historical competencies along with repetition of tech practice, and leading them to interpreting their art historical knowledge in new outlets and venues.

What expectations did you have going into this experience?

I had no expectations going into this project, aside from working with people I deeply respect and finding new ways to engage students in research projects.

What did you wish to gain from this experience?

Going in, I hoped to learn new teaching methods to better encounter an increasinlgy digitally native generation.

History of Art 2 IUPUI Spring 2021.pdf

Original Syllabus

Always caption your artifacts!

Art History 2 Syllabus with Milemarker Assignments updated.pdf

ePortfolio-Implemented Syllabus

Always caption your artifacts!

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.

Reflection on the experience

Explain what you learned/valued during this experience.

Several aspects of this experience were valuable and educational for me, as well as the students.

As an instructor, this grant experience really pushed me to re-think the outputs, outcomes, and assignment format for this course. In many ways, Art History Survey courses are taught in a standard way that has changed very little in the last century. This is especially true of the "museum" or "analysis" assignment. Making use of the ePortfolio really helped me to refigure the assignment in a way that provided for clear, manageable parts that included visual components designed for clarity of instruction.

I learned a lot about the ways I conceived of the assignment's utility, both for the course material, as well as extended applications of it in life and work situations. Pedagogically, it was helpful to think through the assignment as I was planing it, using a bit of "design think" to establish areas where the students might have difficulty in content and mechanics.

The students also learned a fair bit, especially about themselves. Anecdotally, many of the students were rather indifferent to the training session provided. Yet, a significant portion of the class had extraordinary difficulty following the basic instructions (provided verbally, textually, and visually) for part 1 of the assignment. This proved to be helpful, as I could help guide them toward success early in the semester. In contrast to a singular assignment, this gave them ample opportunity to turn their early failures into success. Above all, the use of ePortfolios seemed to give them an opportunity to creatively approach the assignment within the general boundsaries of requirements. Many were successful in this sense and their output make it clear that they both enjoyed and developed their understanding of art historical analysis as the semester proceeded.

One thing I will certainly take away is a reminder of the changing nature and method of academic outputs students are accustomed to and are consistently forced to adopt. It is helpful as an instructor to go through that process as well.

AH102 MilemarkerMaribel (mari) Moore

Student Artifact 1

AH102 MilemarkerCLEO TUDOR-SYKES

Student Artifact 2

AH102 SP26 MilemarkerWelcome!

Student Artifact 3

3a7ea220-8b06-4348-bbc6-741119a9d0e6.pdf

Spring 2026 Pre Survey Results

Information across the full cohort, including every student that submitted after January 13th, start of semester.

Class Specific Pre Survey Results

Report disaggregated March 4th, 2026

Post Course Results for eP.pdf

Fall 2025 Post Survey Results

Information across the full cohort, including every student that submitted after August 25, start of semester.

Post Course Results for HER-H102.pdf

Class Specific Post Survey Results

Certificate of Completion

IU_IEL_Workshop_Certificates_Findley.pdf

Certification of Workshop Completion

Letter of Completion

CONGRATULATIONS on your completion of the ePortfolio Institute!

You played a valuable role in our faculty cohort; we served 130 students as part of the Spring of 2026 IEL ePortfolio Institute. Your contributions to the institute added an experiential component to student engagement, helped students become more technology-savvy, and expanded students' openness to new technologies.

Your successful integration of a High-Impact Practice into your course helps IU Indianapolis support students as they develop expertise in their chosen field/s and expand their career readiness skills. These are important steps in navigating IUI's Path to 2030 and Beyond.

VERIFICATION OF WORK COMPLETED

This correspondence serves as verification that you completed the "When Done Well" institute requirements which included:

AWARDED FUNDING: As a finalist/participant in the "When Done Well" ePortfolio Institute: You responded to a CPF [75% acceptance rate] and were awarded $1,500 in funding for integration of ePortfolios into your course
PROFESSIONAL DEVELOPMENT: You participated in full-day workshop as part of your professional development in the "When Done Well" High-Impact Curricular Engagement Institute
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, Community Of Practice: 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

Access to your COP Presentations

As part of the Institute, you presented your ePortfolios integration/optimization in your course for the previous semester. You can NOW access the entire presentation, featuring other faculty, on our shared Google Sites page.

ePortfolio COP

ACCESS YOUR STUDENTS' SURVEY RESPONSES: ePORTFOLIO SURVEY RESULTS ARE IN

As part of your contributions, you were asked to have students respond to pre/post surveys of ePortfolio use in your course. Students reported benefits from ePortfolio integrations. You can access cohort survey responses and your disaggregated student responses on your ePortfolio participant page.

With Your Help the ePortfolio Showcase Topped 1,400 Student Entries

The IU Indianapolis is officially the largest open-source repository of public-facing, student ePortfolios. In May, the Showcase topped 1,400 entries and is itself an example of engaged learning in action. Thank you for encouraging your students to participate and helping us reach this milestone.

CONTINUING YOUR WORK with ePORTFOLIOS:

Collect Surveys + Require Student ePortfolio Showcase Participation

You are welcome to continue ePortfolio surveys of your students. Our team will add these to your ePortfolio Participant page each semester that students identify you as the faculty member. NOTE: The old survey links are closing as we pilot new HICE surveys. Please stay tuned for the new and improved survey links!

Please continue to encourage students to share their work in the Engaged Learning & ePortfolio Showcase. The best way to get students to participate is through a point-bearing Canvas Assignments. The Showcase as a "public display of disciplinary competency" shows that your class meets this Essential Element of a High-Impact Practice. Students benefit from creating work that targets audiences beyond the classroom and can use their Showcase entry as a way to expand their digital footprint and to take control of their professional persona.

The ePortfolio Team is here to support your continued work with ePortfolios.

As you continue your work with ePortfolios, our IEL team is here to meet with you, to build ePortfolio tools to support your work, to help with design of research/analysis tools, to explore dissemination options, and to connect you with grant opportunities. Please email anytime to talk about your ePortfolio work or to share success stories.

We invite you to work with The Institute for Engaged Learning as you pursue other high-impact curricular practices. Please watch your email for future HIP opportunities and contact eportfol@iu.edu with any questions.

Best Regards,

Caitlin Lowenthal

Dissemination

Grant recipients have been asked to...

Present at a Faculty Learning Community (FLC) or Community of Practice (COP) Zoom for the Grant
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

May 8th, 2026 @ 11a.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

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