Forum on Education Abroad 2017

Connecting the Dots: Integrating Learning Abroad and Career Skills through ePortfolios

Paloma Rodriguez, Ann Hubbard & Helena Kaufman Presenters

ANN HUBBARD GARY RHODES PALOMA RODRIGUEZ Associate Director, Director of Off-Campus Vice president, Undergraduate Academic Programs, Studies, Carleton College UF International Center, AIFS Study Abroad University of Florida 3 4 5

What Why How

of eportfolios as integrative tool 6

What is an ePortfolio? 7 Raise your hand if…

1 You mentor students in the development of eportfolios 2 You have an eportfolio yourself 3 Your campus has an eportfolio initiative 4 You are mostly unfamiliar with eportfolios

What is an eportfolio?

A Product A Practice ▸Website ▸Reflection ▸A Platform ▸Connecting learning ▸A Technology ▸Metacognition ▸Documention ▸Deep Learning ▸Artifacts ▸Digital Archive ▸Identity Development ▸Showcase ▸ Student Engagement ▸Capstone ▸Visibility ▸ High Impact Practice 10 Definition

A selection of purposefully organized artifacts that supports learning, reflective practice, and self-presentation, as well as documentation and assessment of student learning over time and across varied learning experiences. (IUPUI) Who uses eportfolios?

Appalachian State University Salt Lake Community College Auburn University Journalism CUNY Salve Regina University Baruch CUNY Kapi'olani Community College Southern New Hampshire University Bloomsburg University Kingsborough CUNY Southern Utah University Borough of Manhattan CUNY LaGuardia Community College Stanford University Boston University CUNY Staten Island CUNY Brandeis University Lane Community College Stonehill College Bridgewater College Law CUNY Stony Brook University, SUNY Bronx College CUNY Lehman CUNY Texas Christian University Brooklyn CUNY Loyola of Chicago Texas Woman's University Brown University MIT The George Washington University Bryant University Macaulay CUNY Tufts University Cal State University Fresno Manhattanville College Tunxis Community College Carleton University, Canada Middlesex Community College UFS CUNY Central Piedmont Community Molloy College University of Alaska College Medgar Evers CUNY University of Cincinnati Central CUNY Mercy College University of Georgia Central Michigan University Montgomery College University of Guelph, Canada 1. What percentage(over 10 million) of US collegeof students students in the have US Centre For Recording Achievement Mount Ida College University of Kansas 54% City College CUNY Naropa University University of Laverne Champlain College Nebraska Wesleyan University University of Michigan developedused an eportfolios eportfolio inin atat leastleast one one course? course Clemson University NYC Coll of Tech CUNY University of North Carolina Columbia University Guttman Community College CUNY Greensboro a) 14% College of Saint Elizabeth Northeastern University University of Nottingham Dartmouth College Northwestern Connecticut University of Notre Dame Davenport University Community College University of Queensland b) 23% Deakin University, AU Norwalk Community College University of Virginia (2,800,000) of students in the US DePaul University Old Dominion University University of Washington 14% Dominican University Otterbein University University of Waterloo c) 54% Edith Cowan University, AU Pace University Utah Valley University used eportfolios in 2 courses or more Embry-Riddle Pennsylvania State University Vaughn College Empire State College SUNY Pepperdine University Virginia Tech University d) 73% Emory and Henry College Point Loma Nazarene University Washington State University Everest College Plymouth State University Wentworth Institute of Technology Ferrum College Prairie View A&M University Westminster College Georgetown University Pratt Institute York CUNY Graduate Center CUNY Portland State University Harvard University Queens CUNY Data retrieved from the EDUCAUSE 2014 Survey of Undergraduates and Technology by Hostos CUNY Queensborough CUNY Trent Batson Ph.D., AAEEBL (Association for Active Experiential Evidence Based Learning). Hunter University CUNY Queensland University of Indiana University Purdue University Technology Indianapolis Radford University John Jay CUNY Richard Stockton College Johnson & Wales University Roger Williams University Saint Francis University 12

Why using eportfolios? 13

“Learning occurs, not necessarily as Reflection a result of the experience itself, but as a result of reflecting on the experience and testing it against further experience and the experience of others.”

Rodgers, C. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking. Teachers College Record. 104.4 Identity Development, Metacognition, Self-Authorship . Who am I? . How do I know? . How do I relate to others?

Braskamp et al. 2012

Through their eportfolios students reflect on their role in constructing reality, on their goals, on their learning journey, on their relationship with others, and ultimately on their place in the world. Career

Integration Research Blog

Events Student Clubs

Travel Volunteering Skills/ Hobbies Integration Deep Learning

Asian Corner is a learning community for those interested in engaging in discussion about Asian culture.

I liked this discussion because it reinforced an experience I had while in Beijing this summer. While visiting I saw that…

A fellow student with family from India that attended this discussion told us that…. It was really interesting to hear from someone in person with this view.

In class we’ve contrasted marriage as economic contract arranged by outside parties carrying certain expectations of roles versus emotional choice prioritizing individual desires.

It’s one thing to consider these practices abstractly and without context. However, speaking to a peer, hearing first hand their beliefs, and being able to ask them questions is a far more meaningful way to understand the perspective of someone different. 17 Authentic Audience ▸ Visible and Social shareable Pedagogy ▹ Student engagement ▹ Purpose

▸ Collaborative space • Feedback from faculty and peers 18 ▸High Impact Practice

1. First-Year Seminars and Experiences High 2. Common Intellectual Experiences 3. Learning Communities Impact 4. Writing-Intensive Courses Practice 5. Collaborative Assignments and Projects 6. Undergraduate Research 7. Diversity/ Global Learning 8. Service Learning, Community-Based Learning 9. Internships 10.Capstone Courses and Projects 11.ePortfolios

High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, by George D. Kuh (AAC&U, 2008) San Francisco State University Retention and Success

Eynon, B., L. M. Gambino, and J. Török. 2014 “What Difference Can ePortfolio Make? A Field Report from the Connect to Learning Project.” International Journal of ePortfolio 4 (1). http://www.theijep.com/pdf/IJEP127.pdf Data and other resources can be found online at the Catalyst for Learning site: http://c2l.mcnrc.org/evidence/evidence-1/ How are eportfolios used in International Education? Coursework Study Abroad Programs Global Certificate Programs

Blog/ Essays Journal/ Reflection

Capstone Project 21

What potential do eportfolios hold for education abroad? 22

• Reflection • Development of Intercultural Competence Key elements • Integration • Making Connections • Career development

• Social Pedagogy • Visibility • Purpose & Engagement

• Assessment • Holistic • Window into student learning over time 23

ePortfolios for Career Development Do Employers value ePortfolios?

Are employers are willing to use eportfolios for hiring purposes?

80 % of employers say that, when evaluating a job candidate, it would be very or fairly helpful for them to have access to an electronic portfolio.

Hart Research Associates. 2015. Falling Short? College Learning and Career Success. Washington, DC: Association of American Colleges and Universities. Full report available at http://www.aacu.org/leap/public-opinion-research/2015-survey-falling-short. AIFS AIFS Alumni Outcomes Survey

▸Conducted in 2012 ▸1600+ responses from 1990-2010 program alumni ▸Responses on impact of AIFS programs categorized into: • Cultural Understanding & World View • Professional & Career Development • Personal Growth & Values Cultural Understanding & Worldview

My participation in an AIFS Program contributed to:

Agree Stongly Agree

Developing awareness 40 43 83%

Interest in global issues 40 44 84%

98% Knowledge about another culture 28 70 Personal Growth & Values My participation in an AIFS Program contributed to:

Agree Stongly Agree

Importance of developing skills & talents 37 31 68%

Ability to take initiative 34 53 87% 96% Ability to be independent 26 70 Professional & Career Development

Agree Strongly Agree

My ability to formulate career goals & clarify 45% 33 12 professional aspirations

Developing my ability to understand an 68% 44 24 organization's culture

My ability to adapt in diverse workplace 45 35 80% environments What do Employers Seek?

What Do Employers Say?

31 Attributes employers seek: ▸Leadership ▸Ability to work in a team ▸Written communication skills ▸Problem-solving skills Important ▸Strong work ethic ▸Analytical/quantitative skills attributes ▸Technical skills & skills, as ▸Verbal communication skills per ▸Initiative ▸Computer skills employers ▸Flexibility/adaptability ▸Interpersonal skills Job Outlook 2015, National ▸Detail-oriented Association of Colleges & Employers (NACE) ▸Organizational ability ▸Strategic planning skills ORAL COMMUNICATION 85% Proportion of U.S. employers who say they would be more

WRITTEN COMMUNICATION 82% likely to consider hiring a recent college graduate if INTERNSHIP 60% they have had these skills/experiences

CURRENT ON GLOBAL TRENDS 25% Falling Short? College Learning and Career Success, Hart Research FOREIGN LANGUAGE 23% Associates/AAC&U, 2015

STUDY ABROAD 13%

Intercultural Transferable Skills Skills Intercultural Cultural self-awareness Competence Adaptability Transferable CultureSkills -general Initiative knowledge Perspective-taking Self-management Culture-specific knowledge Empathy Time-management Curiosity Flexibility Customer skills Tolerance of ambiguity Problem-solving Suspension of judgment Resolve conflict Trooboff, S., Vande Berg, M., Rayman, J. (2007). “Employer Attitudes toward Study Abroad” Frontiers: The Interdisciplinary Journal of Study Abroad, v15 p17-33 “In short, studying abroad is not, in and of itself, a way to get a job.”

Recommendations 1- Develop study abroad programs that build desired skills (i.e. team work)

2 - Carry out research on student learning abroad in order to collect data that will help convince employers that specific types of study abroad do in fact provide students with opportunities to develop or enhance desired learning outcomes

3 - Give students training in how to present what they have learned … in ways that employers will appreciate. ExampleePortfolios for Ann?as a place to articulate skills

S • Situation

T • Task

A • Action

R • Results 37

ePortfolio Implementation: Strategies and Challenges Curriculum Integration & Integrated Learning Establishing The ability to learn across context (in different situations) Connections between: and over time (prior knowledge + new knowledge) and to be motivated to learn this way (Reynolds & Patton, 2014) • on-campus courses • off-campus studies Integrative Learning = learning skills + reflective judgment • co-curricular activities • community engagement Theory Practice • student employment Discipline Practice • internships • fellowship Knowledge Engagement Meta-literacy • personal development Process Product • reflection & metacognition Integrated Learning & Campus Collaboration

Career Your Idea! Your Idea! Center

Marketing Academic DepartmentCurricular Disability Resource Departments Initiatives Center

Off-Campus Library OffStudies-Campus Studies

Career Resource Center Multicultural Student Center Language Information Center Technology

College Your Idea! Your Idea! Administration Why Reflection?

Articulation Reflection Self-Assessment Integration

How What How Much Artifacts • Photos or digital stories Reflection Prompts • Short videos (2-3 minutes) • What metaphor would you use to describe your Carleton College or audio recordings education? What is a common thread that runs through your • Documented field research experiences, especially as evidenced by the artifacts collected in experiences, a growing your eportfolio? language fluency, or • What are the most profound experiences you had? Why? Have you cultural immersion used skills or knowledge gained in one class or an out-of-class moments context to help you succeed in another? How do these experiences • Course or independent connect, especially as you compare the in-classroom and out of research assignments classroom settings? What do they add up to? (essays, reports, visual • Global Citizen Graduation Requirement stipulates that: essays) • Fellowships with links to Carleton students will be effective citizens and leaders and make a relevant resources or difference in this world only if they are equipped to navigate foreign evolving and new learning cultures, be conversant in foreign languages, and acquaint goals themselves with multiple cultures and societies that are different • Songs, videos, quotes, from their own. articles, blogs, websites, or books that inspired, guided Do you believe that you have truly fulfilled this requirement? Why or or informed your why not? Is global citizenship something you aspire to? Why or experiences why not? How? 42 Prompted Reflection (adapted from assignment by Prof. Heather Hall, Anthropology Study Abroad Program leader, Santa Fe College)

Perspective Ability to evaluate competing perspectives on global issues Awareness of one’s own values and culture Cultural Self-Awareness Critical Thinking Awareness of global issues Critical thinking skills New perspective on the U.S. and its role in the world Research & Data Collection Personal Growth & Skills Connect Learning Self-reliance Connections Problem-solving Tolerance for ambiguity Learning Awareness Flexibility

Career Goals & Personal and Social Responsibility Interest in community service/involvement In what way has this experience helped you define your career path? Neighborhood Exercise Describe-Interpret-Integrate experiences and course of study • A photo that communicates something about the neighborhood you visited that is less accessible to a casual tourist

• A short one-page essay that explains why you selected the photo – what do you want the photo to express and why? What questions about these places are you left with?

The mural is the protagonist of this photo . . I chose to frame it with important context. The trees . . . interestingly parallel the tree/earth figure in the mural. The clothes hanging out to dry . . . describe the area as residential. . The crane . . and the building under construction . . . offer a striking contrast to the organic quality of the mural and its pro-Earth message, perfectly describing the tension cities face between conserving the natural/ authentic and furthering industrial development/modernization.

Almirante Reis is a place that has benefitted from both a thriving radical street art scene and a push toward renovation and sanitization, toward cleaning up the less desirable aspects of a working class neighborhood with a history of drug use and crime. The arrival of diverse immigrant communities stimulated the economy and brought many desirable changes, which is why it’s considered a success case of “gentrification.” Despite this, the area has maintained its authentic feel and is a home for many small businesses and artists. 44 Implementation Challenges

Sustainability Audience

How to make the eportfolio Should the eportfolio have a well-defined sustainable? audience – such as employers – or can it be • Student motivation successful in a blended format that combines • Institutional support personal reflection, academic accomplishments, and transferable career skills?

Choice Training & Advising

How much choice should students have How to best combine technical training (use of in designing the content of their the specific software or platform) with content eportfolios and how much should be training and advising? determined by institutional goals? 45

Resources Getting Help

Campus Units Organizations

AAEEBL Teaching Career & Resource Leadership • ePortfolio professionals Learning center AAC&U th Student • ePortfolios are the 11 High Academic Programs Technologies Life Impact Practice • Integrative Learning VALUE Rubric • Field Guide to ePortfolio- April Institutional Nursing ePortfolios 2017 47 AAC&U VALUE Rubrics 48

http://c2l.mcnrc.org/ Websites

Free Online Journals &Publications

Books Learn More One Stop http://gclc.net

Career Integration ePortfolios 50 Field Guide to ePortfolio ePortfolios for Internationalization: Meeting the Needs of the Emergent Global Learner, by Beata M. Jones, John Regan, and Paloma Rodriguez in T. Batson, K. Coleman, H. Chen, C. E. Watson, T. Rhodes, and A. Harver (Eds.), The Field Guide to ePortfolio, Washington, DC: American Association of Colleges and Universities, in press.

Case Studies:

ePortfolios in Global Certificate Programs: Field Guide to ePortfolio • ePortfolios for Global Learning at Florida International University by Eric Feldman In press • ePortfolios in Global Certificate Programs: a Vehicle for Comprehensive Internationalization by Paloma Rodriguez ePortfolios in Education Abroad: • ePortfolios for Study Abroad: Carleton College by Helena Kaufman A Collaborative Project of • Making Meaning in the Modern Age: ePortfolio Use in Education Abroad by Ann AAEEBL, AAC&U, IJeP and Hubbard & Angela Manginelli EPAC • Cultural Pathways through Eastern Europe ePortfolio by Beata M. Jones

https://www.aacu.org/eportfolios/fieldguide 51

List of Resources

Check conference website or leave your business card with us 52 References • Braskamp, Larry A., David C. Braskamp, Kelly C. Merrill, and Mark E. Engberg. (2012). Global Perspective Inventory (GPI): Its Purpose, Construction, Potential Uses, and Psychometric Characteristics. https://gpi.central.edu/supportDocs/manual.pdf. • Eynon, B., & Gambino, L. M. (2017). High impact eportfolio practice: A catalyst for student, faculty, and institutional learning. Stylus Publishing, LLC. • Hart Research Associates. (2015). Falling short? College learning and career success. Washington, DC: Association of American Colleges and Universities. Retrieved from https://www.aacu.org/leap/public-opinion-research/2015-survey-results • Jones, Beata M., Regan, John, and Rodriguez, Paloma, “ePortfolios and Internationalization: Meeting the Needs of the Emergent Global Learner,” in T. Batson, K. Coleman, H. Chen, C. E. Watson, T. Rhodes, and A. Harver (Eds.), The Field Guide to ePortfolio, Washington, DC: American Association of Colleges and Universities, in press. • Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, DC: American Association of Colleges and Universities. Can be retrieved from: https://www.aacu.org/leap/hips • Light, Tracy Penny, Helen L. Chen, and John C. Ittelson. (2011). Documenting learning with ePortfolios: A guide for college instructors. John Wiley & Sons. • National Association of Colleges and Employers.(2015). Job Outlook 2015. National Association of Colleges and Employers (NACE). • Peer Review, Advancing Equity and Student Success through Eportfolios, Summer 2016, Washington, DC: Association of American Colleges and Universities. • Reynolds, C., Patton, J. (2014). Leveraging the ePortfolio for Integrative Learning. Stylus Publishing, LLC. • Rodriguez, Paloma (2016). “Global Certificates: Bringing Intentionality and Ownership to Comprehensive Internationalization” in Raby, Rosalind & Valeau, Edward (Eds.) International Education at Community Colleges: Themes, Practices, Research, and Case Studies. New York: Palgrave. • Trooboff, S., Vande Berg, M., Rayman, J. (2007). “Employer Attitudes toward Study Abroad,” Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 17-33. Retrieved from: http://files.eric.ed.gov/fulltext/EJ878375.pdf 53

So now 1. What are some ideas I want to what? remember? 2. What is my vision now? 3. What requires further explanation or exploration? 54 THANKS!

Paloma Rodriguez, [email protected] Ann Hubbard, [email protected] Helena Kaufman, [email protected]