My Role as Primary Investigator

My goal in this experience is to identify a strategy through which students can track career development-related competencies throughout their undergraduate program, ultimately having a repository of those tasks and accomplishments available to them in their Capstone semester as they prepare resumes, cover letters, and interview responses.

Reflection on the experience

In my original attempt at integrating ePortfolios, I just had students utilize a generic template on either Google Sites or Wix, and create their own version of a reflective ePortfolio that had specific, shared components. However, students were getting more caught up in the technical pieces of building the website than actually utilizing it. In my second iteration, Tara Callahan from the ePortfolio Studio built a template to my specifications. The goal was that we would take the technique out of the assignment, allowing students to focus more on content. However, I only required students to submit their ePortfolio link a single time, at the end of the semester. In this third semester of utilization, I have divided the ePortfolio build into 3 distinct assignments, and provided feedback on the ePortfolio at each stage. This has allowed me to fully understand challenges earlier in the process, and provide more proactive feedback to students on their work along the way. Previously, I didn't know students were struggling until the final weeks of the semester.

One assumption I made was that written instructions embedded in the ePortfolio template would be enough to help students utilize the tool. I learned that that is not the case. The written instructions might be a good reminder of the content required in the assignment, but it's really important that I walk through each step with the students in class as well, to ensure that they understand the larger goal of the assignment.  When left to their own devices, students still fail to identify learning outcomes or articulate bigger-picture goals related to their professional development. 

I also learned the importance of peer review in this process. When a segment of the ePortfolio is due, I often get versions of the sites with major errors. This comes when students get "lost in the woods" on the assignment and don't ever bother to experience it as a user. Having students run their site by another person before submitting it helps them identify some of those errors. 

From a student perspective, the obvious learning comes in their ability to develop a web-based tool that is accessable to the public. For students in our health services management program, that experience is useful professionally, as they often have to think about how information is relayed to the public and how technology is functioning for users. They also get the experience of being detail-oriented in a way that isn't necessary when only writing a paper or answering exam questions. Finally, I hope students will understand the importance of seeking out resources for help. Throughout the semester, I have directed students to the ePortfolio Studio for help when they have technical questions. This is sometimes frustrating for them, as they want me to be an easy "one-stop shop" for all questions; however, I want them to fully understand the breadth of services available on our campus, and to get used to seeking out resources when they're available. 

Walking away from this experience, I have a good reminder about the importance of transparency in assignments. If students understand WHY they're doing something, they're much more likely to do it in the way that we expect or intend. I am also reminded about the importance of providing information in multiple formats, as some students liked to hear me describe the assignment, some liked to play along on their computers as I described it, and others just preferred to read the instructions. Overall, this assignment can be one that appeals to everyone, but how it's framed and supported is critical to its success. 

Certificate of Completion

Dissemination

Grant recipients have been asked to...

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

2. Share aspects of their work with peers [department chairs, program cohorts/faculty, department faculty meeting]

3. Response to a Call for Proposals (CFP) or Consider presenting or publishing locally, nationally, or internationally [optional]

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