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Projects

Visual Arts ePortfolios  MFA students enrolled in a Visual Arts Seminar on Theories and Practice are working with the ePortfolio Program to create professional, stand-out ePortfolios. This will be achieved with the help of Department Chair Greg Shelnutt and using Behance and the Adobe Creative Cloud software.

Career Research  Throughout 2014-15 academic year a team of researchers from the ePortfolio Program and the Michelin Career Center at Clemson University will develop a mixed methods research study to analyze the valuable and impact that a career ePortfolio has on the job search process.

The research team will provide a series of workshops related to the development of a resume, a cover letter, and an ePortfolio in collaboration with the career center and CCIT for a group of engineering students. Employers and faculty in the field will review these materials to determine the difference in quality that may or may not be present in any or all of these documents.

This study will be replicated with Health Science students beginning in the Spring of 2015.

ePortfolios in Nursing  This is an ongoing research project that began as a creative inquiry project. This group studied the current use of ePortfolios in the medical fields based on changing expectations in this field. We will continue this research to explore the use of ePortfolios in nursing. 

Faculty development research — Four members of the Clemson community (faculty and staff) are participating in 7th cohort of the International Coalition for ePortfolio Research (NCEPR). For this cohort our research is centered on the investigation of the pedagogy and practices of engaged faculty and the impact that their engagement has on student learning.  We are attempting to identify the activities that contribute to increasing faculty engagement with the ePortfolio Program. Specifically, we are trying to better understand the characteristics of engaged faculty as well as activities that lead and sustain engagement.

Emerging directions in ePortfolio research from the AAEEBL Annual ePortfolio Research Survey. Gail Ring, Director of the ePortfolio Program at Clemson University and AAEEBL Board Member, together with Aifang Gordon from Portland State University will analyze the responses from the 2014 AAEEBL Membership Survey and produce a report on the emerging directions of ePortfolio practice which will be disseminated to the AAEEBL community.

General Education Assessment and Continuous Improvement  We continue to analyze the data collected from the past 7 years of ePortfolio evidence related to general education. Our research has been focused on a number of areas. For a list of the competencies click here.

  • The Peer Review Process (forthcoming)
  • ePortfolio and High Impact Practices — Currently we are looking at the extent to which evidence from engagement classes (Creative Inquiry, Study Abroad, Service Learning) is used for the general education competencies.
  • General Education Assessment
  • ePortfolio Implementation (IJEP)

Social media  This is an ongoing creative inquiry class in which we are studying the uses of social media and the potential barriers to its use both in and out of the classroom by Clemson faculty. A survey was developed and distributed to faculty members to better understand the extent to which they use and integrate social media in a school setting. We will continue this creative inquiry class until the results have been analyzed and published.

Submit an idea!
Do you have an idea for a project in your course or discipline? Would you like to help your students to create a digital identity, document their internship experience or showcase any of the other great work they are doing? Do your students need a portfolio for their graduate school application? Would you like to do research of the role technological innovations can have in your classroom? Let us know. We are happy to help!

What we are up to:

ePortfolio pedagogy can be instrumental in building a community of learners, helping learners make connections across their many learning experiences, and promoting reflective thinking in students and teachers about how learning goals are achieved.

AAC&U Annual Meeting in January 2015
Gail Ring, Eddie Watson and Kate McConnell will present: The Future of the ePortfolio Research Agenda: Pressure Points and Opportunities.”

Gail Ring and Shane Sutherland will present on the need for Innovative ePortfolio Programs and the need for integration across the curriculum.

Past Presentations

Clemson University Distance Learning Week – November 14, 2014
You have learned how to use many innovative tools this week and you may be asking yourselves now what? How can I help my students use these tools effectively? How can I keep students engaged in course content? How do I know if my students are actually learning what I expect them to? Understanding student learning and encouraging student engagement is crucial in an online-learning environment. 

November AAEEBL Conference — AAEEBL’s mission statement: “The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL, pronounced "able") is a non-profit, professional organization whose mission is to deepen learning and to transform institutions with electronic portfolios and other learner-centered technologies online that support lifelong, 21st Century educational and career growth.”

November 10-11, 2014 in Athens, GA: Conceptions, Misconceptions, and Best Practices: The Whys and Hows of ePortfolios.

  • Presentations: Closing Key Note - Gail Ring
    Fostering Culture Change: The Recipe for a Successful ePortfolio Program
    Of course I don’t have the exact recipe, but there are some key ingredients that are essential for successful institutional implementation. These key ingredients include engaged faculty, visible and supportive administration, and a curriculum that supports learner-centered pedagogy.  In this talk I will discuss the strategies for implementing ePortfolios into an institution that leverages a combination of these ingredients based on 15 years of active study and practice in the use of ePortfolios at research 1 Universities. The potential benefits of an ePortfolio are many. Among the most important involves encouraging students to synthesize their curricular and co-curricular experiences resulting in a richer understanding of the connections between their lives, education, and paths to knowledge. This transformative experience requires engaged faculty who will scaffold students in the critical reflection essential to this process. If ePortfolios are to be sustainable, professional development opportunities need to occur that help faculty develop strategies that facilitate ePortfolio pedagogy as a high-impact practice. Equally essential is the support of an administration that values ePortfolios beyond its role as an assessment tool. Mixing these ingredients successfully fosters an ePortfolio culture that becomes integrated into the culture of the entire institution.
  • Presentations: Bob Brackett and Gail Ring. Faculty Development and ePortfolio Pedagogy — This presentation, based on the research described above will serve to describe what we have learned about the characteristics of engaged faculty as well as activities that lead to increased engagement, providing a possible model that others may follow as they implement a portfolio program on their campuses.

July 2014 — AAEEBL
Inventing the Future: Emerging Research Directions from the AAEEBL Annual ePortfolio Research Survey
Gail Ring, Clemson University; Helen L. Chen, Stanford University; Gary Brown, AAEEBL and AAC&U; Aifang Gordon, Portland State University.The AAEEBL Annual ePortfolio Research Survey has identified trends related to pedagogy, teaching and learning beliefs, implementation strategies, and platform usability.  As Alan Kay once said: "The best way to predict the future is to invent it," and we invite attendees to invent and shape the future of ePortfolios in a brainstorming  discussion around issues of shared interest, research questions, and related applications of evidence-based learning that warrant further exploration.  We value your input in the ongoing conversation about the role of ePortfolios to facilitate engaged learning at all levels.

January 2011 — AACU
Large Scale ePortfolio Implementation on a Slim Budget

Description: A critical first step for individuals and institutions that are designing an ePortfolio project is to identify both internal and external project stakeholders, such as students, faculty, technology support staff, and even prospective employers and alumni. Understanding how these different constituent groups can contribute to and also benefit from ePortfolios can inform the design of ePortfolios and how they are integrated, scaled and integrated into the culture of the institution. This session uses case studies and prompting questions to help participants identify the needs of the ePortfolio stakeholders on their own campus and brainstorm strategies to address them.

2011 — University of Delaware
Planning for Successful and Efficient Implementation

2010 — EPAC
Clemson ePortfolio Program