Academic Courses

Description

Student Enrollment

BSAD 220

1-credit internship and career preparation class that provides an introduction to the critical skills required for successful career planning and job searching. Building a professional ePortfolio is offered as an extra credit option for students.

Spring 2012 – 160 students, 4 sections

Honors Business Seminar

The SBA Honors Program is a transformational experience designed to provide highly qualified, motivated SBA students, who care about making the world a better place, an opportunity to deepen their mastery of business and learn from each other in a stimulating environment. Students were exposed to ePortfolios as a tool for professional development and self-branding.

Spring 2012 – 7 students, 1 section

COMM 382

3-credit integration/practicum course in the School of Communications. ePortfolios are used as a repository of student work with the intention of providing a framework for students to build a professional portfolio.

Fall 2011 – 9 students, 1 section

CPSY 224

2-credit course that introduces the process of career/life planning. It encourages students to combine self-knowledge with information about human development, the world of work, and the global community. ePortfolios were used as a tool for evaluation and professional development.

Spring 2012 – 56 students, 3 sections

PHIL 162

3-credit service-learning Social & Political Philosophy core course in the B.A. Philosophy program. ePortfolios are used to stimulate and document students’ reflections on course material and service-learning experiences, with the goal of encouraging reflective practice and starting the process of building a professional portfolio.

Fall 2011 – 38 students, 2 sections

Spring 2012 – 20 students, 1 section

PHIL 188

3-credit core course that examines the nature, causes, and possible future development of human culture and civilization in the B.A. Philosophy program. ePortfolios are used to stimulate and document students’ reflections on course material and experiences, with the goal of encouraging reflective practice and starting the process of building a professional portfolio.

Spring 2012 – 21 students, 1 section

UNIV 101

Graduation requirement for all incoming first year students during their first semester. ePortfolios are used primarily for evaluating student learning and providing instructor feedback, with the goal of conducting program assessment over time, with the goal of initiating a 4-year, developmental "Loyola Experience" ePortfolio that continues throughout students' time at Loyola.

Fall 2011 – 2,000 incoming freshman, 100 sections

Spring 2012 – 58 students, 3 sections

UNIV 290

3-credit seminar course that explores the theory and practice of community-based service and leadership through service-learning. ePortfolios are used for reflection, and as a way to share learning and resources with fellow students and  community partners in a public format. Students are required to create an ePortfolio about their experience and non-profit organization as a final project.

Fall 2011 - 32 students, 1 section

Spring 2012 – 36 students, 1 section

Academic Courses

Description

Student Enrollment

UNIV 291

3-credit seminar course offered to students in Loyola’s upperclass Learning Community that focuses on urban community-based research through service-learning. ePortfolios are used to evaluate student learning and provide instructor feedback throughout the semester, and as a final project to encourage students to build a professional portfolio.

Fall 2011 – 20 students, 1 section

UNIV 390

3-credit seminar course focuses on organizational leadership through an internship or advanced student employment experience.  ePortfolios are used to evaluate student learning and provide instructor feedback throughout the semester, and as a final project to encourage students to build a professional portfolio.

Fall 2011 – 8 students, 1 section

Spring 2012 – 20 students, 1 section

UNIV 391

3-credit internship seminar course that offers undergraduate students the experiential opportunity to engage in research with a faculty mentor, while building a foundation of research methods and identifying and applying the real-world implications of research. ePortfolios are used to evaluate student learning and provide instructor feedback throughout the semester, and as a final project to encourage students to build a professional portfolio.

Spring 2012 – 8 students, 1 section

UNIV 392

3-credit internship seminar designed for students in an Orientation Leader role. ePortfolios are used to evaluate student learning and provide instructor feedback throughout the semester, and as a final project to encourage students to build a professional portfolio.

Summer 2012

ELPS 429

3-credit special topics course in the M.Ed. Higher Education program, with a focus on High Impact Learning in Theory and Practice. ePortfolios are used to evaluate student learning and provide instructor feedback throughout the semester, and as a final project to encourage students to build a professional portfolio.

Spring 2012 – 13 students, 1 section

SCPS 200

The Introduction to Degree Completion course in the School for Continuing and Professional Studies, designed to give every student access to a bridge to university resources while helping newly admitted students re-acclimate to an academic environment. ePortfolios will be used as a space for students to earn credit by demonstrating prior learning acquired in the professional world.

Summer 2012

Student

Development Program

Description

Students Engaged

Key Experiences,

Division of Student Development (Initiative in Progress)

A co-curricular initiative to incentivize students to identify, document/archive, and reflect on experiences that have contributed to value development in the areas of: diversity, knowledge, service, justice, and faith. ePortfolios will be used as a space for students to submit evidence of transformative experiences/value development, to evaluate evidence using rubrics and peer review methods, and to assess division objectives and learning outcomes.

Spring 2012 – 18 students in the pilot initiative

Assessment Programs

Description

Student Enrollment

Asian Nursing Cohort

The Master of Science in Nursing (MSN) program includes a cohort of students in Vietnam who complete the program via distance learning.  To gauge student performance on program goals and learning outcomes, students will submit certain documents from their coursework and professional documents such as CVs. The use of ePortfolios facilitates the collection of these portfolios given the distance between students and the program coordinator.

14 students, 1 cohort

Doctor of Nursing Practice Program

All students in the Doctor of Nursing Practice (DNP) program are required to develop and complete a portfolio across their 6 semesters in the program. Each semester, students are required to submit materials that are relevant to the student learning outcomes for the course.  Students are able to update and replace work as they progress through the program, with the end goal that the final portfolio will represent their best work and most updated professional documents.  Students are also able to solicit formative feedback from the program coordinators as they submit documents.

24 students, 1 cohort 

History Program

Capstone graduation requirement for all undergraduate History majors.  Students are required to upload four documents prior to graduation: a paper that uses primary sources, a bibliography, an evaluation of an argument, and a research paper.  The students are encouraged to submit their best work from across their undergraduate career, not just from their senior year or certain courses.  Students are also encouraged to store their completed assignments in TaskStream to facilitate the process of submitting their assignments for assessment. The History department then randomly selects student ePortfolios to assess student progress on the program’s student learning outcomes.

334 students. All undergraduate History majors

RN to BSN Program

The RN to BSN program is a one year, completely online program.  Students maintain an ePortfolio that allows them to document their previous work, education, and professional development experience in nursing.  This portfolio is evaluated by the program coordinators and used to determine how many credit hours the student may receive for their previous work and education experience.  This ePortfolio usage will expand to the RN to MSN program in Spring 2012.

21 students, 1 cohort

Writing Program

Students are randomly selected from the pool of all students enrolled in UCWR 110, The Core Writing Seminar, to submit a paper as part of their ePortfolio assessment.  The UCWR 110 instructors evaluate these papers to assess performance on writing program student learning outcomes.

1,004 students, All undergraduate students in the Core Writing Seminar