INTEGRATION OF THE EPORTFOLIO INTO THE HDFS INTERNSHIP
In Fall 2015, we integrated the ePortfolio into our capstone course HDFS 4920 - Internship in HDFS - through the creation of an ePortfolio specific assignment. Students who had been introduced to and started the ePortfolio in HDFS 2030 were required to present a final professional ePortfolio by the end of the course. Through the use of the HDFS Curriculum Road Map and the other supporting documents, HDFS seniors modified their original ePortfolio to clearly communicate their professional goals and to reflect how their experiences and academic work as undergraduates prepared them for success post-graduation. Use this link to view the Senior ePortfolio Project assignment.
INTEGRATION OF THE EPORTFOLIO INTO OTHER HDFS CLASSES
We understood that successful ePortfolio development would require on-going work by our undergraduates across courses. In addition to providing students with a ‘Road Map’, we hosted a workshop for our faculty Fall 2014 to facilitate understanding of the ePortfolio and to encourage thinking about how they can add or revise assignments in their courses to promote on-going ePortfolio development. One outcome of this workshop was the creation of an ePortfolio syllabus statement that was incorporated into HDFS undergraduate syllabi Spring 2015. To see the HDFS faculty workshop presentation click here:
Implementation of the ePortfolio into the HDFS Undergraduate Curriculum
INTEGRATION OF THE EPORTFOLIO INTO HDFS 2030 - PROFESSIONAL DEVELOPMENT AND ETHICS
In order to effectively integrate ePortfolios into the Human Development and Family Studies curriculum, we started with the HDFS 2030 – Professional Development and Ethics – class as a place where students can learn not only how to create an ePortfolio, but also how to identify a target audience, communicate a professional goal and select relevant artifacts. One objective of the HDFS 2030 course is for students to develop the strategies and skills needed for a successful job search. The creation of an ePortfolio supports that goal. After revising the HDFS 2030 syllabus to incorporate the ePortfolio, we met as a team to discuss requirements for grading ePortfolios and the support required, both inside and outside the classroom, for successful integration. We brought in speakers from the ePortfolio Project, reserved class days as “ePortfolio Project Work Days” and offered one-on-one assistance as needed. The description and requirements of the ePortfolio Final Project are listed here:
HDFS 2030 STUDENT EPORTFOLIO EXAMPLES
One year later, by Spring 2016, 63% of HDFS Undergraduate faculty have integrated an eportfolio-specific assignment into their course requirements. Seventy-five percent of faculty have incorporated the ePortfolio statement into their syllabi, as follows:
Since we first implemented the ePortfolio work in our department Fall 2014, a total of 225 ePortfolios have been created by students in HDFS 2030. Of the 225 ePortfolios, 135 have been created by majors and 90 by non-majors, which means we are not only growing the ePortfolio in HDFS, but we are providing students from other departments with the opportunity to begin their ePortfolio work as well.
"The HDFS department supports the Auburn University ePortfolio initiative. As a result, HDFS majors are required to develop an ePortfolio that identifies their professional goals and incorporates examples of learning, classwork and/or experience that demonstrates progression toward those goals. You are encouraged to consider how your experience in this class relates to your professional goals and how your work in the course might be included in your ePortfolio. All assignments from this course may be useful for your ePortfolio. For more information about ePortfolios see http://wp.auburn.edu/writing/eportfolio-project/"
HDFS 2030 STUDENT COMMENTS
 |  |  |  |
|---|---|---|---|
 |  |  |  |