Along with other high impact practices, current research from an array of the 24 campuses demonstrates that reflective ePortfolio practice correlates with higher levels of student success. Showcasing the integrative nature of student learning, ePortfolio can transform outcomes assessment.

A downloadable brochure about the Connect to Learning Project is available below

 

New!   ePortfolios and Global Diffusion: Solutions for Collaborative Education Chapter: ePorticulture: Growing A New Culture of Assessment  by Kevin Kelly (San Francisco State University, USA) and Ruth Cox (San Francisco State University)

Connect to Learning: SF State ePortfolio

SF State has been participating in a 3 year FIPSE funding Connect to Learning Project.

We'd like to share our project ePortfolio and some of the practices we are documenting.

Our SF State team has just returned from Providence, RI and the Connect to Learning Summer Institute (July 12-15, 2012.)

Savi Malik and Alycia Shada reported new inspiration about the national research and ePortfolio models that are emerging from this project. Below is a presentation from Helen Chen (Stanford)-- sharing preliminary research findings from the C2L Core Survey indicating the emerging evidence of the impact of portfolios on student engagement and learning. SF State's Metro students participated in this national survey.
 

2012.06.25 c2 l fall spring survey v3 from making_connections

This presentation outlines the new guiding Model that C2L is developing.

C2 l model of ePortfolio practices from making_connections

AACU, February, 2012

We are just back from a great time in New Orleans learning more about General Education and Assessment: New Contexts, New Cultures February 23-25, 2012 where we presented:

The Promise of e-Portfolios: Creating a New Culture of Assessment
Workshop co-facilitators will share strategies for starting and sustaining an undergraduate e-portfolio program that collects evidence of student learning. Given the chronically poor outcomes of many of today’s college students, e-portfolios can operate as a high-impact practice providing students and educators with a tool to improve academic success both within and across two-and four-year institutions. Co-facilitators and participants will discuss key steps to mapping student work to learning outcomes at course, program, and institutional levels.
Ruth Cox, ePortfolio Faculty Liaison, Faculty/Health Education, San Francisco State University; and Savita Malik, Curriculum Director and Instructor Metro Academies, City College of San Francisco

Metro Academies Chosen for Compass II Project

Great News to Wrap Up the Year!

The Metro Academies project was chosen as one of the new Compass II projects in the CSU. We included a section about our work with ePortfolios in Metro in the proposal, and plan to continue to leverage our existing work with this CSU support.  Metro Academies now has an ePortfolio reference site for students in the program. Here is a link to a sample student site in Metro.

Along with our Connect to Learning grant, Metro has become an important model project. Thanks to all of you for your on-going great work with ePortfolios this semester! 

Happy Holidays and New Year to all of our colleagues around the country.  

Ruth Cox and the SF State Team

AAEEBL ePortfolio World Summit 2011 Presentation

On July 26th, we will be presenting "Growing an ePorticulture: (Trans)planting, Sustaining, and Harvesting Evidence of Deep Learning within the Metro Academies Program."
Ruth Cox, Kevin Kelly, San Francisco State University

This interactive workshop will share strategies for planting an ePortfolio program, sustaining it, and harvesting evidence of student learning, with focus on the Metro Academies of Health a community college and university partnership program and its model of utilizing ePortfolios and high-impact practices.

Workshop themes with supporting case stories from the Metro program will include: a) successful "planting / transplanting" tips with strategies for getting started; b) maintaining ePortfolio initiatives, training and support models, and "mapping" and "tagging" artifacts to learning outcomes at different levels; and c) harvesting student work and strategies for the use of portfolios in program reviews.