In Spring 2013, the HDFS ePortfolio cohort was formed. Since that time, we have worked diligently to successfully integrate ePortfolios into our undergraduate curriculum. Below you will find the process we followed. Use the titles to connect to further information.
Our first step in becoming involved with the ePortfolio Project was education. Our initial goals were to increase our knowledge and understanding of ePortfolios and to brainstorm strategies for integrating ePortfolios into the HDFS curriculum. In order to accomplish that goal, we attended several trainings and meetings offered by the Auburn University ePortfolio Project. The HDFS ePortfolio cohort met at least monthly to share information gained from meetings, and read and discuss articles and book chapters regarding ePortfolios.
After reviewing rubrics provided by the ePortfolio Project, our cohort created an HDFS-specific rubric. We had weekly meetings to discuss and revise criteria. We evaluated ePortfolios as a team, and independently. We met to discuss our evaluation scores and review problems with understanding the criteria. We continued to evaluate ePortfolios independently followed by group discussion. Using our rubric along with our supporting document, we achieved an inter-rater reliability of 0.88.
We soon realized that with several different raters, evaluation criteria would need to be defined specifically. As a result of these discussions, we created a supporting document to accompany our rubric that included clarifications and definitions. The document is provided to students to assist them in their ePortfolio development.
We knew that successful ePortfolio development would require students to incorporate a diverse array of artifacts. After reviewing syllabi from all HDFS undergraduate courses, potential artifacts were identified. Potential artifacts included class reflections, projects, papers and presentations that are typically assigned in HDFS courses. A curriculum roadmap was created based on the artifacts identified to provide students and faculty with direction toward developing and collecting artifacts already available across the curriculum.