Embedded Files
This is a space for you to document your ePortfolio Grant experience, from the initial proposal to your final report at the end of your semester integration.
2025-2026 ePORTFOLIO GRANT
2025-2026 ePORTFOLIO GRANT
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 Grant Proposal Overview
My ePortfolio Grant Proposal Overview
In EDUC-K306: Teaching Students with Special Needs in Secondary Classrooms, I aim to implement an ePortfolio project that promotes reflective and integrative learning while helping pre-service secondary educators build professional identity and demonstrate inclusive instructional practices. Aligning with the IU Indianapolis ePortfolio High-Impact Practice Taxonomy, this course will emphasize the High-Impact attributes of “Reflective and Integrative Learning” and “Documenting Learning and Growth.” Throughout the semester, students will curate artifacts such as differentiated lesson plans, co-teaching strategies, inclusive classroom reflections, and a “Philosophy of Inclusion” statement. Each artifact will be paired with critical reflection that connects their learning to NACE Career Readiness Competencies, including communication, equity and inclusion, and professionalism. By intentionally integrating ePortfolio practice, I hope to support students in making visible connections between theory and practice, content knowledge and field experiences, and their evolving role as inclusive educators.
Additionally, I will guide students in aligning their work with IU’s Profiles of Learning for Undergraduate Success, promoting lifelong learning and community contribution. Long-term, I plan to encourage Higher-Impact attributes by exploring ways students can publicly share their ePortfolios for feedback and professional networking
In EDUC-K306: Teaching Students with Special Needs in Secondary Classrooms, I will integrate the Technology competency by helping pre-service teachers explore and apply AI-driven tools to enhance inclusive instruction and decision-making. As classrooms evolve, secondary educators must be able to quickly adapt to emerging technologies and use them to increase engagement, accessibility, and productivity. Students will work with tools like MagicSchool.ai (for lesson planning, differentiation, and IEP support), Khanmigo (for AI-powered student engagement and formative assessment), and Read&Write (for accessibility and UDL-aligned supports). These technologies will be integrated into assignments where students must identify appropriate tools for specific instructional tasks and reflect on how they improve the efficiency and effectiveness of their teaching practices. Through their ePortfolio, students will document how they use these tools to manipulate information, construct ideas, and meet instructional goals. They will also reflect on how openness to learning new technology supports their professional growth and inclusive teaching values. By embedding this competency, I hope to prepare students to become tech-responsive, equity-focused educators who leverage AI not just for convenience, but as a strategic support system in inclusive secondary classrooms.
My goals as I implement ePortfolios in EDUC-K306: Teaching Students with Special Needs in Secondary Classrooms
My goals as I implement ePortfolios in EDUC-K306: Teaching Students with Special Needs in Secondary Classrooms
List and comment on goals for ePortfolio integration as they align with course goals and student outcomes. Identify one or two aspects of the IUI Profiles [PLUS] as well as two Career Competencies your students will comment on AND document learning in as part of their course experience.
My Role as Primary Investigator
My Role as Primary Investigator
Share your role. Later, you can return to this area to comment on obstacles, opportunities, and outcomes--then link to your Mid Progress report and Final Report.
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 December Progress Report and May 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 grant 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.
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.
3a7ea220-8b06-4348-bbc6-741119a9d0e6.pdfSpring 2026 Pre Survey Results
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
Class Specific Pre Survey Results
Report disaggregated March 4th, 2026
Post Course Results for eP.pdfSpring 2026 Post Survey Results
Spring 2026 Post Survey Results
Information across the full cohort, including every student that submitted after August 25, start of semester.
Class Specific Post Survey Results
Class Specific Post Survey Results
Certificate of Completion
Certificate of Completion
IU_IEL_Workshop_Certificates_O'Neal.pdfCertification of Workshop Completion
Certification of Workshop Completion
Dissemination
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
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]
June 10-12, 2026 [June 11 at 4:00]
Indianapolis, IN
AAEEBL International Annual Meeting
"From Grant to Growth: Leveraging ePortfolios to Fund Innovation"
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