Students in ePortfolio-based Personal Development Plan sections had significantly higher first-year GPAs and retention than non-ePDP peers, but gains were not sustained without intensive professional development¶

Claim · All claims
Evidence · 2 studies · 2 design r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? In the 2010-2011 ePDP pilot, students in sections taught by faculty who received intensive professional development had significantly higher first-year GPAs and first-to-second-semester retention rates than students in non-ePDP sections. → epdp-pilot q2 i? The pilot-year student success results were not consistently sustained in later years when intensive professional development was not repeated. → epdp-sustain

Evidence¶

epdp-pilot¶

Kahn, S., Freeman, T., & Powell, A. A. (2021, November). IUPUI's HIP taxonomy for ePortfolio: A tool for development, implementation, and scaling (Occasional Paper No. 57). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://eric.ed.gov/?id=ED619086

q2 · i? · design · r2

Campus report of the 2010-2011 University College ePDP pilot, in which a small group of faculty volunteers completed an intensive two-week professional development program focused on reflection before teaching ePDP sections. The article reports that these students "had significantly higher first-year GPAs and first-to-second-semester retention rates" than non-ePDP peers; no effect size is printed.

"Students in sections taught by those faculty members had significantly higher first-year GPAs and first-to-second-semester retention rates than students in non-ePDP sections."

epdp-sustain¶

Kahn, S., Freeman, T., & Powell, A. A. (2021, November). IUPUI's HIP taxonomy for ePortfolio: A tool for development, implementation, and scaling (Occasional Paper No. 57). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://eric.ed.gov/?id=ED619086

q2 · i? · design · r2

Follow-up observation reported by the authors, citing Buyarski (2016): after the pilot, University College could not offer the same intensive professional development to later adopters, and the pilot-year gains were "not consistently sustained." No statistics are printed for the later years.

"But University College lacked the resources to offer a similar intensive professional development experience to the many faculty members who adopted the ePDP in subsequent years, and the student success results from the pilot year were not consistently sustained (Buyarski, 2016)."

Discussion¶

Related Claims¶

• ePortfolio produced more powerful outcomes when faculty and staff received extended intensive professional development than brief training or none — a broader claim this one bears on
• Compared with non-ePortfolio peers, students in courses requiring ePortfolios were generally more engaged, earned higher grades, and were more likely to complete and persist, per the 26-institution project evidence — a broader claim this one bears on
• Faculty contact relates to retention: part-time instruction lowers odds, interaction frequency raises intent to stay — related
• First-year seminars populated by major or advisor show higher retention than unconnected seminars — related
• First-year seminar participation is associated with higher retention and graduation rates — related
• The ePortfolio social pedagogy ecosystem appears to be an effective way for students to integrate deeper learning and document developing information literacy competencies as self-assessment — related
• Colleges adopted new technology platforms to increase efficiencies, but face challenges sustaining their use after the grant ends — related
• First-semester transfer students taking one general education course persisted at rates 15-20% lower than similar non-takers, an effect absent when the course was taken in a later term — related
• Follow-up or post-implementation contact by change agents relates most strongly to adoption success; without it adoption falters — related
• Philanthropic Studies case: ePortfolio moved from a capstone-only final project to full curricular integration across four required courses over a decade — related