Eportfolios was designed as a three-year pilot project, and is currently ending the second year of the
pilot project. The mission of ePortfolios:
ePortfolios enhances linkages between professional preparation, academic
coursework, and technological applications by supporting students, courses, and
project advancement through tutoring, project evaluation, and inter-departmental
We are advocating for two things during Year Three: the continuation of funding for the AAA-level
pilot project. Since this project was designed as a three-year pilot, it is critical that the level of funding
for Year Three be maintained so that we can accomplish what we set out to do. This project design is
based on the best available models for eportfolios in professional schools and colleges, and in fact,
extends the models in a much more comprehensive and flexible design. Secondly, we would like to
offer to the campus a year long pilot project composed of School of Journalism, College of Education,
and AAA to share resources across our schools for the purposes of moving the conversation about a
campus-wide eportfolios solution forward.
Year Two Goals and Accomplishments
• Mentor additional faculty in the development and use of ePortfolios.
• Continue workshops and trainings in design and applications specific to ePortfolios.
• Expand ePortfolios applications to other graduate student courses.
We added Nancy Cheng, Architecture Faculty, to the project and she worked with the ePortfolios and
SSIL to develop a course project gallery where she could house student projects from her studio
course. This served as a model for the hybrid/project gallery space of the website plan. (see Nancy’s
assessment). We offered workshops in ePortfolio development to AAA students through PODS.
During the 2006-2007 academic year, ePortfolio tutors assisted students for approximately 140 hours in
web hierarchy and architecture; design elements and design tools; and in the development, design,
technical tools, and uploading of their ePortfolios onto a web server. Students learned the basics of
design and design tools like Adobe’s Illustrator, InDesign, and Photoshop, which provide students to
prepare ePortfolio designs, images, and documents. Students used 7 lab hours, uploading, and
updating their ePortfolios. However, students used the majority of the Lab Tutor Sessions to learn and
practice web development software tools such as Macromedia Dreamweaver and Fireworks for a total
of 43.5 hours.
Ad hoc group
Focus: Platform for ePortfolio (web development); Organizational system (PODS);
Interdicsiplinarity (ad-hoc group)
First, e wanted to focus this year on identifying an effective vehicle to disseminate ePortfolios
throughout AAA. We were fairly confident in the system and organizational structure we had
established, but needed to find ways to meet the needs of the interdisciplinary school. We have
focused ePortfolios on finding solutions to meet specific and local needs. So, we began the research
and development phase for developing a platform and system flexible and responsive to the different
disciplinary standards in a school that houses programs from Public Policy to Architecture and Digital
Arts. We began conversations with web developers across campus. We began conversations with SSIL
in December 06 on working with us to develop our multi-functional eportfolio website. Ultimately, we
only successful with one level of the development process, and this was the Architecture project gallery
for Nancy Cheng’s ARCH 384 site. At the same time, Andre Chinn was piloting PLONE in the School
of Journalism, and as a result of conversations with the ad hoc group, we determined that this open
source content management system would be better suited to the multi-functional and flexible system
that we conceived. This research and development process is the basis for what we have proposed for
Secondly, We ascertained the best delivery mechanism for ePortfolio was through PODS, rather than
through identifying faculty in individual departments and programs. To this end, we continued
planning with PODS on delivering workshops in ePortfolio development, sharing resources, and
aligning our program strengths and goals. With PODS, we presented ePortfolios at the Spring AAA
Career Fair and Board of Visitors, to a very favorable review. Additionally, we again offered
ePortfolio development workshops to AAA students through PODS during Spring term.
One additional AAA faculty added to project from Architecture
Millrace Lab tutoring and project support continues.
Students enroll in Internship I (AAD 604), and begin to develop ePortfolio
Students enroll in Advanced Information Design and Presentation (AAD 585).
Web R&D Begun
Campus-wide ePortfolio ad hoc group begins
EPortfolio tutoring continues
Web R & D with SSIL begins
Campus-wide ePortfolio ad hoc group continues
Planning for PODS workshops
Planning for Career Fair and BOV
Spring 2008 AAD graduate students continue to develop ePortfolios.
Project Planning for Year Three
EPortfolio presentation at the campus IT Symposium
Students enroll in Internet Media (AAD 585) and develop ePortfolio websites.
Student and GTF support continues.
PODS ePortfolio intensives
Additional AAA students added to ePortfolio.
Interactive ePortfolio presentation at AAA Career Fair
Met with Columbia College, Chicago, ePortfolio group
Proposal for interdisciplinary ePortfolio initiative, 2007-2008
Planning for campus-wide and international communication and development
We met and exceeded each of the goals stated above within AAD and AAA, and are
beginning to look at the possibilities of extending ePortfolios to other departments on
campus, such as the School of Journalism and the College of Education.
The goals of the three year pilot project were:
II. Problems in execution and department/school support
III. Restate Goals and Revised Goals
Year Three Continue to expand AAA departments
involved, and other schools on campus.
Increase visibility of eportfolios through conference
presentations and workshops.
Explore feasibility of expanding eportfolios to include
undergraduate fine and performing arts students and
We received funding from the Ed Tech committee as a multi-year project. At the end of Year One, we
submitted extensive program evaluation materials, in addition to the re-application materials requested
by the Educational Technology Committee. The recommendations from the Ed Tech Committee for
Year Two were:
In response to the Ed Tech Committee’s request, and in line with our Year Two goals, we focused on
establishing vehicles for extending ePortfolios throughout AAA; began conversations with School of
Journalism and the College of Education about partnerships across campus in ePortfolio applications,
continued to research applications for ePortfolios in other colleges and universities, and began the
development phase for a comprehensive ePortfolio website and database. We have been in an
extensive research and development phase for a comprehensive website and database that will function
in three ways: full public student professional eportfolios, hybrid public/private space that is course-
based where students and faculty post and archive course projects, is searchable, and which has project
collaboration functions; and a fully private site to track student learning throughout their academic
career. Our vision and proposal is based on the best models currently available, and is designed to
address the unique composition of the professional schools involved. We have put into place a system
that can be expanded upon to meet the deliverables of each of these goal sets.
Our goals for Year Three:
1. To offer ePortfolios to all AAA students. We will do this through:
a. The development of a comprehensive website and database using the open-source
content management system now being piloted by School of Journalism, PLONE. In
order to accomplish this, we need dedicated human resource time from AAA web
developer, Ed Parker, to work with Eric Schiff and Andre Chinn during the Summer of
07. the website will allow students to create and manage their eportfolio accounts, for
faculty to establish course gallery sites (which can be used to communicate with
alumnis), and will include a searchable database that will serve to connect students and
faculty with the professional community and alumnis. Each department will have a page
with these various functionalities that can be activated according to faculty, student, and
b. PODS – students will be offered courses and workshops in tools development,
eportfolio content, and eportfolio development throughout the year. Eportfolio tutors
are available for one-on-one supplemental tutoring to enhance workshops and classes,
and to optimize the chances of students successfully posting their eportfolios. PODS
would work with ePortfolios to work with the BOV and alumns to connect the website
through a Professional Advisory Board, similar to portfolio review process now in place.
c. Digital Media Task Force may be used as a vehicle to update faculty, and to solicit input
on department-specific issues relative to epotfolio. This would be part of our pilot-
phase during Year Three, and include extensive program evaluation across departments.
Based on the recommendations from Ed Tech, and our research and conversations across, we propose
the following the Year Three of the pilot project:
Dedicated resources and priority from the Dean’s level in AAA to offer eportfolios to all
faculty and students. We have identified three primary vehicles for delivery:
Students: PODS and ePortfolio tutors
Faculty: Digital Media Task Force