Philanthropic Studies case: ePortfolio moved from a capstone-only final project to full curricular integration across four required courses over a decade¶

Claim · All claims
Evidence · 1 study · design r2 · q1
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 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? In the Philanthropic Studies B.A. program, ePortfolio began in 2013 as a capstone replacement for paper portfolios and was later integrated across the first-year seminar, pre-internship course, internship course, and capstone, letting students develop ePortfolio making skills and integrative learning over time. → case-integration

Evidence¶

case-integration¶

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

q1 · i? · design · r2

Single-program case study of the IUPUI Philanthropic Studies B.A. The authors describe the 2013 capstone launch as an elementary level that "did not emphasize structural and design elements," typical of early-stage ePortfolio projects, followed by curricular changes in 2016-2017 and 2017 that spread ePortfolio across four courses; no outcome statistics are printed.

"The first-year seminar, the pre-internship course, and the internship course, along with the capstone, created the foundation for fully integrating ePortfolio as a central pedagogy in the Philanthropic Studies curriculum."

Discussion¶

Related Claims¶

• Public capstone ePortfolio showcases gave students an authentic audience and renewed energy and focus for integrative work — related
• 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
• 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
• ePortfolio produced more powerful outcomes when faculty and staff received extended intensive professional development than brief training or none — related
• 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 — related