faculty presentation on ePortfolio

2012 - Present: ePortfolios and Outcomes Assessment

The CTL plays a key role in supporting the College’s assessment process. Our ePortfolio team assists faculty and students with the depositing of assessment artifacts, and with collecting the materials needed for faculty engaged in the Periodic Program Review process mandated by CUNY. Our professional development seminars include activities that assist faculty in developing assignments that help students develop core competencies. The ePortfolio staff also work closely with faculty to customize ePortfolio templates for particular programs, such as Business, Fine Arts, Nursing, Occupational Therapist Assistant, and Physical Therapist Assistant. These major-specific templates offer students an easy way to demonstrate their proficiency with regard to program more.

2012 - Present: ePortfolios and Advising

LaGuardia’s team-based advising approach to student success fosters collaboration between Student Affairs (SA) advising professionals (academic, career and transfer advisors) and Faculty. The integration of the ePortfolio into the daily practice of SA professionals has further strengthened this relationship in a way that promotes student completion by focusing on the elements included in the Graduation Plan modules.

Our joint venture has allowed faculty and staff to collaborate by providing students with a holistic advising experience through joint advising events and classroom interactions. In an effort to expand and further solidify our collaborative efforts, the next step was to bridge classroom technology with advising. The use of ePortfolio during advising sessions was explored as required in the First Year Seminar (FYS).

The ePortfolio Office and the Advising, Career and Transfer Offices also recently collaborated in developing the Strengthening Advisement and Integrative Learning for Advanced Students Pilot Program. The Program aims to:

  1. Strengthen the advisement process leading up to and culminating in Capstone courses, building on the integrative Graduation plan modules developed for the First Year Seminar ePortfolios.
  2. Build connections with advising teams, by developing a knowledge-base to determine what student service and advising support can be offered students through the Capstone Studio Hour at specific points in the semester.
  3. 3. Design ways to help students integrate their learning experiences and make visible the connection with the Core Competency Framework, particularly integrative learning as manifested in the students’ capstone ePortfolios.

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2010-2012: A New ePortfolio System, Middle States, and National Leadership

The college moves to a new ePortfolio system, Digication migrating its legacy ePortfolios to the new platform.  Students begin wide-spread authoring in Digication in Fall 2010.

The college partners with Digication to build an ePortfolio Assessment Database to allow for seamless collection of student artifacts and the ability to read and score that work on-line.

The college community focuses on preparing for Middle States.

The college conducts its first on-line reading and scoring of student artifacts for the assessment process in all core competency areas and produces the Benchmark Assessment report.

 A FIPSE grant helps to establish a national ePortfolio research project with participation from 22 national ePortfolio leader campuses to establish best national practices in ePortfolio. Campuses include:  Boston University, Pace University, the University of Delaware, Queensborough Community College (CUNY), Hunter College (CUNY), Rutgers University, Indiana University-Purdue University Indianapolis, Salt Lake Community College, Johnson & Wales University, San Francisco State University, LaGuardia Community College (CUNY), School of Professional Studies (CUNY), Lehman College (CUNY), St. John’s University, Long Island University, SUNY Empire State, Manhattanville College, Three Rivers Community College, Northwest Connecticut Community College, Tunxis Community College, Norwalk Community College, and Virginia Tech.

The Making Transfer Connections Title V grant allows LaGuardia to work with with two senior CUNY colleges (Queens and Lehman) and three community colleges (Queensborough, Bronx and LaGuardia) in a partnership designed to facilitate the use of ePortfolio as a pathway to successful transfer.

Making Connections is a co-sponsored of the 2011 AAEEBL Conference. LaGuardia faculty and staff led or presented at 14 of the conference's 120 sessions. Colleges who partner with LaGuardia's Making Connections Center presented an additional 38 sessions.

Over 12,000 students create new ePortfolios.

Over 21,000 new student artifacts are uploaded to the ePortfolio Assessment Database.



Established ePortfolio professional development programs continue to explore ePortfolio pedagogies.

The ePortfolio Staff creates protocols for migrating to the new system.

Extensive faculty and staff training enables everyone to prepare for a new system.

The Digication ePortfolio Platform is piloted at LaGuardia in Spring 2010.

The Assessment Committee continues to lead wide-spread depositing in all competencies.

LaGuardia hosts the “Shifting the Paradigm: ePortfolio, Learning and Change,” the second annual Making Connections Mini-Conference.

Making Connections is a co-sponsored of the 2010 AAEEBL Conference.

The total LaGuardia students who have created ePortfolios exceeds 35,000.

Over 10,000 students create new ePortfolios.

Over 7,600 new student artifacts are uploaded to the ePortfolio Assessment Database.


2008-2009: Growth and Development

The ePortfolio Mini-Grant program is established, offering programs and departments financial support to implement innovations and changes based on their Periodic Program Reviews. 7 mini-grants to programs throughout the college developing and improving assignments for assessing student work and utilizing ePortfolios

New ePortfolio professional development programs include: The Engaged ePortfolio and ePortfolio Mini-Grants

The ePortfolio Staff leads exhaustive user testing and trials for several ePortfolio platforms.  The college eventually selects Digication as its new platform.

Over 9,000 students create new ePortfolios.

Over 5,600 new student artifacts are uploaded to the ePortfolio Assessment Database.


2007-2008: Making Connections and Capstone

The Assessment Committee and the ePortfolio program oversee the beginning of wide-spread depositing of student artifacts from programs and majors across the college.

Supported by a third Title V for Project RISE (Re-Invigorating the Second Year Experience), the college begins to explore ePortfolios as a capstone experience at the college.

A faculty-led capstone research team examines best practices in capstone experiences and prepares a white paper for consideration by the Academic Dean and the Departmental Chairs.

The Rethinking the Capstone Experience seminar, including ePortfolio as a central, integrative component of capstone education, is launched.

New faculty professional development seminars include: Capstone, CUNY-wide ePortfolio and ePortfolio in the Professions.

The ePortfolio Staff begin an extensive research process for a new ePortfolio platform.

The Making Connections National Resource Center is established at LaGuardia Community College to share practice and generate knowledge, advancing teaching and learning at LaGuardia and colleges worldwide.

LaGuardia hosts its first ePortfolio Conference, Making Connections, with 600 faculty from 70 universities in 30 states and 5 countries.

Supported by a FIPSE Grant, the “Making Connections ePortfolio Seminar Program,” works with 30 NYC-area higher education institutions as they movee forward with their campus ePortfolio implementations, including:  Borough of Manhattan Community College (CUNY), Brooklyn College, Bronx Community College (CUNY), City College (CUNY), College of St. Rose, College of Staten Island (CUNY), Empire State College, Hostos Community College (CUNY), LaGuardia Community College (CUNY), Lehman College, Long Island University, Manhattanville College, Medger Evers College (CUNY), Molloy College, Montclair State University, New Community College (CUNY), New School University, Northwestern Connecticut Community College, Norwalk Community College (CUNY), Pace University, Pratt Institute, Queens College (CUNY), Queensborough Community College – Education, Queensborough Community College – Nursing (CUNY), Rutgers State University of NJ, School of Professional Studies (CUNY), St. John’s University, Stony Brook University, Three Rivers Community College, Tunxis Community College, Vaughn College of Aeronautics and Technology, York College (CUNY)

Over 8,000 students create new ePortfolios.

Over 3,000 new student artifacts are uploaded to the ePortfolio Assessment Database.


2006-2007: Focus on Student Learning & Hallmarks of Excellence

ePortfolio continues widespread implementation in programs and individual courses.

The new ePortfolio Leadership Colloquium provides opportunities for faculty to deepen their own work and engage in advanced discussion around ePortfolio.

The ePortfolio and documentation of student learning and student retention play key roles in the college’s receipt of the 2006 MetLife Community College Excellence Award and the 2007 Bellwether Award for Instructional Innovation awarded by the Community College Futures Association.

LaGuardia explores moving its ePortfolio platform to Open Source (OSPI), but ultimately decides against it.

Over 6,000 students create new ePortfolios.


2005-2006: Expanding the ePortfolio

The Assessment Committee completes rubrics for Oral Communication and Information Literacy.

ePortfolio Seminars including the First Year Academy and ePortfolio Explorers are offered through the Center for Teaching and Learning.

The Human Services Program and the Fine Arts Program build ePortfolio into their requirements.

The Accounting and Managerial Studies Department work with the Assessment Committee to pilot-test the assessment of longitudinal bodies of student work collected through ePortfolio system.

5,000 students create new ePortfolios.


2004-2005: ePortfolio Takes Root

The first ePortfolio Studio, a special lab dedicated to ePortfolios, staffed by student ePortfolio Consultants, and equipped with cutting edge software and hardware is created.

ePortfolio and Studio Hour continue to grow in the First Year Academies program.

The faculty First Year Academy seminar for professional development continues.

The Center for Teaching and Learning launches the first of what will become many ePortfolio-centered professional development programs called ePortfolio Explorer.

Our first ePortfolio Scholars cohort, a group of student ePortfolio practioners who spend a semester in extra-curricular meetings and ePortfolio development, is a success.

The first Student ePortfolio Showcase, an opportunity to present student ePortfolios to the college community, is launched.

The Assessment Committee completed the rubric for Critical Literacy (Reading, Writing and Critical Thinking) and held workshops exploring the use of student work for program assessment. Early data analysis showed the ePortfolio helped students deepen their engagement with key learning goals, such as critical thinking, writing, and synthesis of new knowledge.

More than 2,000 students create ePortfolios.


2003-2004:  First Year Academies Launched

The ePortfolio project is piloted as part of the College’s First Year Academy program, designed to create learning communities that connect basic skills courses.

Faculty are supported in curriculum design and ePortfolio in the First Year Academies through a year-long professional development seminar.

 A non-credit Studio Hour, facilitated by student ePortfolio Consultants and LaGuardia graduates,was added to provide tutorial support for students as they learned how to build their ePortfolios. 

The college moved from a provisional ePortfolio system to its first commercial vendor.

The Assessment Sub-Committee begins to design rubrics for the college’s core competencies.

LaGuardia is a founding member of the Inter/National Coalition For Electronic Portfolio Research.

An additional 360 student ePortfolios are created.


2002-2003: Pilot Year

Using a provisional system, twenty-two faculty members from across the college take part in a year-long process of development and classroom testing of ePortfolio processes.  

Faculty tested the use of ePortfolios in key areas identified by the college's assessment plan. 

Just over 800 ePortfolios created.


2001-2002:  Beginnings

A Title V grant supports ePortfolio exploration at the college.

A faculty-led research team studies the issues related to the ePortfolio and plan the pilot program for Fall 2002.  

The Senate Sub-Committee on Assessment initiates discussion about faculty-led program assessment and ePortfolio. 

By the end of the year the Faculty Research Team issues a working paper, with recommendations for implementing ePortfolio, and the Senate had unanimously approved an Assessment Plan that incorporated the use of student work gathered through ePortfolio.