1 00:00:00,720 --> 00:00:03,530 Welcome to Digication Scholars Conversations. 2 00:00:03,630 --> 00:00:05,530 I'm your host, Kelly Driscoll. 3 00:00:05,840 --> 00:00:11,479 In this episode, you'll hear part two of my conversation with Abby Crew, Assistant 4 00:00:11,479 --> 00:00:16,120 Dean of Academic Planning, Assessment and Improvement, Curriculum Review and 5 00:00:16,120 --> 00:00:18,980 Innovation at Colorado Mountain College. 6 00:00:19,534 --> 00:00:24,724 More links and information about today's conversation can be found on Digication's 7 00:00:24,775 --> 00:00:26,964 Twitter, Facebook, and Instagram. 8 00:00:27,415 --> 00:00:31,375 Full episodes of Digication Scholars Conversations can be found on 9 00:00:31,384 --> 00:00:34,164 YouTube or your favorite podcast app. 10 00:00:34,885 --> 00:00:41,045 I was curious, so I know Digication's had a long history in supporting 11 00:00:41,285 --> 00:00:48,654 Outcomes-based assessments, um, many institutions have approached it in, 12 00:00:49,135 --> 00:00:53,925 you know, whether they're collecting work within individual courses or 13 00:00:53,934 --> 00:00:57,474 more of a kind of cohort approach. 14 00:00:57,814 --> 00:01:03,795 Very often, they may be, you know, sampling from pools of work and 15 00:01:03,795 --> 00:01:07,484 presenting it to, uh, you know, kind of. 16 00:01:07,679 --> 00:01:11,310 committee based review sort of process where there's a group of reviewers that 17 00:01:11,310 --> 00:01:13,410 are going through and looking at the work. 18 00:01:13,429 --> 00:01:19,149 And with the introduction of KORA courses, there'll be more 19 00:01:19,149 --> 00:01:24,629 functionality for performing assessments within the actual courses. 20 00:01:24,650 --> 00:01:31,660 And I was curious if your institution is planning, um, To use both kinds 21 00:01:31,660 --> 00:01:37,370 of approaches or one or the other, what, what might your plans be? 22 00:01:37,810 --> 00:01:39,050 We're not really sure yet. 23 00:01:39,080 --> 00:01:44,809 Um, I did just email your tech support folks and Jeff yesterday because what 24 00:01:44,809 --> 00:01:50,890 we would like is a template, a universal template to, um, roll out for all CMC 25 00:01:50,900 --> 00:01:54,140 users where the assignments are preloaded. 26 00:01:54,230 --> 00:01:57,530 Um, the about me section to introduce yourself and then the knowledge 27 00:01:57,530 --> 00:01:58,810 involvement and application. 28 00:01:59,145 --> 00:02:02,515 that have the AAC&U rubrics already overlaid on them. 29 00:02:02,835 --> 00:02:08,624 Um, so, previously we were embedding Digication in each Canvas course, and 30 00:02:08,625 --> 00:02:14,184 we hadn't yet figured out how to do that more program level, institution 31 00:02:14,184 --> 00:02:19,014 level, uh, assessment, but I think we're getting someplace now, uh, 32 00:02:19,014 --> 00:02:21,095 with the new KORA build that we can. 33 00:02:21,095 --> 00:02:21,144 Yeah. 34 00:02:21,525 --> 00:02:25,304 We can overlay the template with the assignments for all CMC users. 35 00:02:25,304 --> 00:02:26,304 So that's exciting. 36 00:02:26,405 --> 00:02:30,364 Um, and we'll see, we'll see what we learn from there and how we need to 37 00:02:30,375 --> 00:02:31,855 iterate and improve in the future. 38 00:02:31,875 --> 00:02:34,104 So we haven't tried it yet, but that's the, that's the idea. 39 00:02:34,384 --> 00:02:34,655 That's the plan. 40 00:02:35,005 --> 00:02:36,461 That's the plan. 41 00:02:36,461 --> 00:02:37,704 That's the plan, right? 42 00:02:38,325 --> 00:02:38,515 Yes. 43 00:02:39,255 --> 00:02:39,475 Yes. 44 00:02:40,025 --> 00:02:42,924 And, um, I, I think it'll be fun. 45 00:02:42,924 --> 00:02:45,834 You know, whenever we're working with institutions, you know, there's 46 00:02:45,835 --> 00:02:49,195 always the kind of, um, Initial plan. 47 00:02:49,195 --> 00:02:55,185 And for many, it's the first time that they've ever had this amount 48 00:02:55,295 --> 00:03:00,835 of kind of data right at their fingertips that they're able to assess. 49 00:03:00,895 --> 00:03:04,224 There's been a kind of long history of. 50 00:03:04,560 --> 00:03:10,000 You know, certain individuals being charged with tracking down, uh, evidence 51 00:03:10,060 --> 00:03:17,730 of student learning and not having a way to just kind of directly access, um, you 52 00:03:17,730 --> 00:03:22,079 know, evidence of what students have done, already have it mapped to various learning 53 00:03:22,090 --> 00:03:27,719 outcomes and, and have the tools for different reviewers to be able to access 54 00:03:27,809 --> 00:03:33,585 it, whether they're doing it right within their, courses or maybe after a semester 55 00:03:33,585 --> 00:03:39,295 or academic year, um, for more program or institutional level kinds of assessments. 56 00:03:40,385 --> 00:03:47,994 And, um, I was, you know, kind of curious in your discussions with faculty members, 57 00:03:48,045 --> 00:03:50,864 kind of going back to those initial. 58 00:03:51,235 --> 00:03:59,805 for reflection questions that you gave them, um, as they were kind of envisioning 59 00:03:59,875 --> 00:04:07,355 what they might hope to see from their students, were they always kind of 60 00:04:07,375 --> 00:04:16,334 thinking about the The outcome first and then what students create, or were faculty 61 00:04:16,334 --> 00:04:20,904 members kind of thinking, well, we have, you know, these signature assignments 62 00:04:20,905 --> 00:04:27,275 or these kind of core experiences that students have, and then thinking about. 63 00:04:27,599 --> 00:04:30,809 You know, what outcomes do really align with these? 64 00:04:30,859 --> 00:04:35,559 I know in some conversations we have with institutions, they've just drafted 65 00:04:35,570 --> 00:04:41,649 new general education outcomes and, um, or maybe there's certain professional 66 00:04:41,649 --> 00:04:46,750 practice programs that have specific standards that they have to work toward. 67 00:04:46,780 --> 00:04:52,930 So I was curious in your, um, kind of work with faculty, you know, and they 68 00:04:52,930 --> 00:04:55,839 may have approached it in different ways, but how are they kind of, um, 69 00:04:56,000 --> 00:05:00,010 Even getting to the point where they could clearly see, you know, what it 70 00:05:00,010 --> 00:05:04,409 was that they wanted to collect from the students, or, you know, what did they 71 00:05:04,409 --> 00:05:09,150 want to know about what the students were creating that they might not have had 72 00:05:09,150 --> 00:05:13,050 a kind of means or tool to do before? 73 00:05:13,920 --> 00:05:15,949 Both, I will say. 74 00:05:16,190 --> 00:05:20,710 Um, through our, our four question, um, authentic assessment. 75 00:05:21,745 --> 00:05:29,265 Um, protocol faculty are asked to reflect on the outcome that they're assessing, 76 00:05:29,325 --> 00:05:33,905 the artifact that they used, and then how they knew, um, kind of what the 77 00:05:33,905 --> 00:05:37,555 students did or didn't do, kind of what their benchmark or expectation were. 78 00:05:37,885 --> 00:05:39,885 And then improvements in the future. 79 00:05:39,885 --> 00:05:44,685 And so the evidence that we've created or that we've collected to answer that 80 00:05:44,685 --> 00:05:52,614 question is that, um, improvements, uh, answers to the improvements question are 81 00:05:52,624 --> 00:05:55,565 both, I need to scrap that assignment. 82 00:05:56,375 --> 00:06:00,185 And, I need to better articulate how this assignment aligns 83 00:06:00,185 --> 00:06:01,455 with this learning outcome. 84 00:06:01,674 --> 00:06:07,374 So, like, we have received answers both end, um, which is great. 85 00:06:07,384 --> 00:06:12,324 And so, also, I, I really do rely heavily on the work of Mary-Ann 86 00:06:12,354 --> 00:06:16,434 Winkelmes, I'm not, Wyn, I'm not saying her name correctly, I'm, I apologize. 87 00:06:17,640 --> 00:06:21,580 But she has the framework for transparency and teaching and learning. 88 00:06:21,590 --> 00:06:26,160 And so we share that with all of our faculty to help them think through. 89 00:06:26,620 --> 00:06:30,770 The assignments that they're creating and how they align with the student learning 90 00:06:30,780 --> 00:06:36,510 outcomes, um, both at the course level and at the institutional level, um, so 91 00:06:36,510 --> 00:06:39,370 that either they can change some of the language in their assignment or they can 92 00:06:39,370 --> 00:06:40,880 tweak part of their assignments as well. 93 00:06:42,110 --> 00:06:42,669 That's great. 94 00:06:42,669 --> 00:06:47,079 And when you're having these conversations, is it something that, um, 95 00:06:47,079 --> 00:06:51,979 family members are doing kind of remotely and then coming back and reporting on it? 96 00:06:51,999 --> 00:06:57,750 Or is it something that's done more in Collaboration with each other. 97 00:06:59,310 --> 00:07:00,290 Again, both end. 98 00:07:00,310 --> 00:07:07,730 So we have 11 campuses across like 200 square miles in mountainous 99 00:07:07,750 --> 00:07:13,490 Colorado with passes and canyons and everything in between. 100 00:07:13,780 --> 00:07:17,463 So, um, our organizational structure is a little different. 101 00:07:17,463 --> 00:07:21,969 Uh, we often don't have any full time faculty in some of our departments. 102 00:07:21,969 --> 00:07:25,509 Uh, large two thirds of our classes are taught by adjuncts. 103 00:07:25,740 --> 00:07:28,219 Um, many in area high schools as well. 104 00:07:28,340 --> 00:07:33,289 So when we are able to come together, uh, as a faculty body, 105 00:07:33,289 --> 00:07:37,419 it's really, uh, a special experience because so often we are an N-of-1. 106 00:07:37,580 --> 00:07:45,210 Um, and we do try to share our information as broadly as we can, which includes, um, 107 00:07:45,240 --> 00:07:51,360 roadshows and a lot of effort on our part and also virtually in leveraging, um. 108 00:07:51,825 --> 00:07:54,095 virtual meetings to bring folks together. 109 00:07:54,105 --> 00:07:56,385 So kind of all of the above. 110 00:07:57,220 --> 00:07:57,570 Yeah. 111 00:07:57,580 --> 00:07:59,500 Both on the campus and within the department. 112 00:08:00,250 --> 00:08:00,770 That's great. 113 00:08:00,780 --> 00:08:06,549 And it sounds like, and this may be a big part of your role too, that there seems to 114 00:08:06,559 --> 00:08:14,909 have been this kind of, um, culture that's been created where faculty members do feel 115 00:08:14,920 --> 00:08:23,235 comfortable sharing that they may not have all of the answers at the, at the onset. 116 00:08:23,305 --> 00:08:31,454 So there's still this kind of open dialogue about, you know, what, what 117 00:08:31,495 --> 00:08:37,405 assignments they may have that are working assignments that they have that. 118 00:08:38,160 --> 00:08:43,549 Maybe aren't working yet or that they had high hopes for, but need to be 119 00:08:43,669 --> 00:08:48,100 tweaked in order to get the kind of results that they're looking for. 120 00:08:48,690 --> 00:08:52,600 And I was curious, you know, is that something that's always been 121 00:08:53,240 --> 00:08:57,989 kind of in existence since you've been at Colorado Mountain College? 122 00:08:57,989 --> 00:09:03,780 Or do you feel like it's something that maybe is starting to emerge because of the 123 00:09:03,839 --> 00:09:07,600 conversations that have been happening? 124 00:09:07,985 --> 00:09:14,694 around the general education outcomes or institution outcomes and maybe 125 00:09:14,735 --> 00:09:18,724 some of the changes that have been happening as a result of more 126 00:09:18,725 --> 00:09:21,395 integration of the high impact practices. 127 00:09:23,045 --> 00:09:26,035 I think that all change starts with relationship building. 128 00:09:26,205 --> 00:09:30,485 Um, and I have been at Colorado Mountain College for 12 years. 129 00:09:30,525 --> 00:09:35,285 Um, and I am in year two of my brand new eight title. 130 00:09:35,520 --> 00:09:36,820 Eight word title. 131 00:09:36,920 --> 00:09:43,900 So, um, prior to, um, this position that I am in now, I 132 00:09:43,900 --> 00:09:45,400 was an adjunct faculty member. 133 00:09:45,400 --> 00:09:46,520 I was also department chair. 134 00:09:46,520 --> 00:09:52,480 So, I had an understanding of the inner workings of the institution. 135 00:09:52,480 --> 00:09:56,750 I also had relationships with many of the faculty as department chair. 136 00:09:56,850 --> 00:10:04,339 So, um, I think that their, like, COVID also changed pedagogy in so many 137 00:10:04,339 --> 00:10:07,900 ways where You know, there was trust building and there was vulnerability 138 00:10:07,900 --> 00:10:11,930 and there was a disclosure of like, I have no idea what I'm doing. 139 00:10:11,939 --> 00:10:13,329 Can we all help each other? 140 00:10:13,329 --> 00:10:14,740 And the students feel the same way. 141 00:10:14,750 --> 00:10:15,709 And so I think. 142 00:10:16,175 --> 00:10:20,445 That when we are able to model vulnerability and we're able to show 143 00:10:20,445 --> 00:10:27,125 up in these ways that, that cultivate trust and, and it's safe to, to fail 144 00:10:27,125 --> 00:10:31,915 and to iterate and improve, um, then we all learn and grow and our students and 145 00:10:31,964 --> 00:10:36,194 really our own professional practice, um, is to benefit from it, right? 146 00:10:36,214 --> 00:10:36,724 So. 147 00:10:37,764 --> 00:10:41,514 It's, I would say it's not new, I would also say it's based on a long 148 00:10:41,524 --> 00:10:43,764 history of relationship cultivation. 149 00:10:46,685 --> 00:10:51,884 And I was curious too, so in your own teaching, uh, you mentioned 150 00:10:51,884 --> 00:10:54,134 that classes just started yesterday. 151 00:10:54,184 --> 00:10:57,704 But thank you for, you know, spending time with me right at 152 00:10:57,704 --> 00:10:59,114 the beginning of the semester. 153 00:10:59,614 --> 00:11:04,599 Um, so I was curious, is that something that yokind of u speak 154 00:11:04,660 --> 00:11:09,849 to when you're working with your students also or maybe, you know, 155 00:11:09,849 --> 00:11:15,869 is that something that informs your approach as a, as an educator as well? 156 00:11:16,579 --> 00:11:17,069 For sure. 157 00:11:17,069 --> 00:11:21,689 And as I shared earlier, I always think of the hair club for men 158 00:11:21,959 --> 00:11:26,020 quippy title, like I'm not just the president, I'm a user too. 159 00:11:26,229 --> 00:11:30,229 Um, so when I kind of wear the admin hat of like, you should 160 00:11:30,239 --> 00:11:31,579 have ePortfolio in your class. 161 00:11:31,579 --> 00:11:32,499 Here's how awesome it is. 162 00:11:32,870 --> 00:11:34,780 Here's how I used it in my class, right? 163 00:11:34,780 --> 00:11:39,690 Like I, in my new role, I have the privilege of teaching one 164 00:11:39,690 --> 00:11:43,580 class a semester and they are my very favorite classes to teach. 165 00:11:43,810 --> 00:11:47,549 Um, and I get to try out new things and see what fails and hear from 166 00:11:47,550 --> 00:11:52,320 students about how to improve my instruction and or tweak an assignment. 167 00:11:52,410 --> 00:11:53,480 Um, and that. 168 00:11:53,940 --> 00:11:56,830 I think goes a long way because I am, I'm in it. 169 00:11:56,930 --> 00:12:00,590 I'm like in it with the faculty doing what the faculty, what 170 00:12:00,590 --> 00:12:02,370 I'm asking them to do as well. 171 00:12:02,440 --> 00:12:04,290 So we can all learn and grow together. 172 00:12:06,689 --> 00:12:12,089 And so what are some of the things that have happened in, with your students as a 173 00:12:12,089 --> 00:12:15,319 result of using ePortfolios in your own? 174 00:12:15,635 --> 00:12:16,285 Teaching. 175 00:12:17,175 --> 00:12:22,285 So I've had students, um, really excited to share their learning with 176 00:12:22,334 --> 00:12:25,814 their family and friends outside of the space of the classroom. 177 00:12:25,845 --> 00:12:29,795 Um, I have students doing just remarkable projects and here is a platform 178 00:12:29,795 --> 00:12:31,135 for them to celebrate their work. 179 00:12:31,135 --> 00:12:31,644 So. 180 00:12:31,975 --> 00:12:33,055 Uh, that's been fun. 181 00:12:33,305 --> 00:12:36,815 I haven't yet heard of a student getting a job from ePortfolio, 182 00:12:36,815 --> 00:12:38,425 but just wait, I know it's coming. 183 00:12:38,435 --> 00:12:42,874 Uh, our business faculty are super excited to integrate ePortfolio in all 184 00:12:42,875 --> 00:12:45,395 of their internship classes this fall. 185 00:12:45,455 --> 00:12:48,814 So I know that it will go far and wide in job placement as well. 186 00:12:48,815 --> 00:12:50,649 I just don't have the data on that yet. 187 00:12:51,050 --> 00:12:52,190 Check back with me next year. 188 00:12:52,710 --> 00:12:55,270 Oh, yeah, we should chat again. 189 00:12:55,470 --> 00:13:01,180 Um, and we have some other really great conversations that'll be published soon 190 00:13:01,240 --> 00:13:06,319 uh, about internship specific kinds of work that are happening at other 191 00:13:06,400 --> 00:13:11,989 campuses as well, so we should definitely um, stay in touch on that front. 192 00:13:12,569 --> 00:13:19,275 Um, and I was curious if there was anything that Maybe surprised you, um, 193 00:13:19,365 --> 00:13:24,944 in what some of your students might have shared within their e portfolio, 194 00:13:24,954 --> 00:13:34,265 whether it was, um, maybe some kind of challenge that they had had or, and 195 00:13:34,275 --> 00:13:37,984 you don't have to talk about, you know, specific students, but was there, have 196 00:13:37,984 --> 00:13:44,725 there been any kinds of reflections that Made you kind of step back and say, oh, 197 00:13:44,825 --> 00:13:50,335 wow, you know, this is something that you know, you hadn't really anticipated 198 00:13:50,435 --> 00:13:58,335 but that the the students kind of brought into their story about their Experience 199 00:13:58,335 --> 00:14:04,745 whether it was something happening at the institution or or outside Not yet is my 200 00:14:04,745 --> 00:14:10,305 answer to that question And the reason I think it's not yet happened is because 201 00:14:10,474 --> 00:14:17,075 my classroom Um, I strive to cultivate a space of belonging, and so I invite, 202 00:14:17,075 --> 00:14:20,605 we started class yesterday with students sharing the story of their name, and so 203 00:14:20,605 --> 00:14:22,874 that's just how we kick off a semester. 204 00:14:22,875 --> 00:14:24,485 That's our icebreaking activity. 205 00:14:24,765 --> 00:14:32,505 Um, and so, students have reflections almost weekly, and so by the time 206 00:14:32,515 --> 00:14:38,614 they are, um, uh, Um, experiencing the Digication platform, I have a pretty 207 00:14:38,614 --> 00:14:40,084 solid relationship with my students. 208 00:14:40,084 --> 00:14:45,925 So I've not yet had a surprise, that's not to say that it won't happen, um, but 209 00:14:45,925 --> 00:14:47,745 weekly I am surprised by my students. 210 00:14:47,745 --> 00:14:52,545 And so because I think they have, um, a multitude of opportunity to 211 00:14:52,545 --> 00:14:56,924 share of themselves throughout this semester and not just in this like 212 00:14:56,924 --> 00:15:01,134 culminating ePortfolio experience, um, I've not yet been surprised. 213 00:15:01,135 --> 00:15:03,125 But I, again, I'm sure it'll happen at some point. 214 00:15:03,660 --> 00:15:07,680 Yeah, but that's really interesting because you have the, this kind of 215 00:15:07,680 --> 00:15:13,780 reflective process built in weekly that you are learning quite a bit about 216 00:15:13,789 --> 00:15:17,930 them as the semester kind of unfolds. 217 00:15:18,090 --> 00:15:19,570 So that makes a lot of sense. 218 00:15:20,319 --> 00:15:25,470 Um, what are some of the kinds of reflective prompts that 219 00:15:25,470 --> 00:15:27,870 you use in your own teaching? 220 00:15:28,050 --> 00:15:31,840 And so very quick reflective prompts at the end, like our exit 221 00:15:31,850 --> 00:15:33,610 ticket is the muddiest point. 222 00:15:33,980 --> 00:15:36,770 What, what made absolutely no sense this week. 223 00:15:37,439 --> 00:15:40,880 Um, and so we'll start class the following week with the muddiest point. 224 00:15:41,189 --> 00:15:46,030 Um, and I'll do a word cloud, uh, with Mentimeter of like aha moments, 225 00:15:46,030 --> 00:15:47,750 like what stuck with you from the day. 226 00:15:47,770 --> 00:15:52,270 And so even just those like super quick reflective activities. 227 00:15:52,784 --> 00:15:57,264 Um, helps me stay connected to the students and also the 228 00:15:57,274 --> 00:16:00,135 content and my pedagogy, right? 229 00:16:00,135 --> 00:16:05,194 Like in those two very short prompts, I'm able to assess a lot about the student 230 00:16:05,194 --> 00:16:08,104 learning, my delivery of the information. 231 00:16:08,505 --> 00:16:13,095 And, um, sort of the, the impact of that content on the students. 232 00:16:14,285 --> 00:16:14,915 Yeah. 233 00:16:15,025 --> 00:16:15,285 Yeah. 234 00:16:15,285 --> 00:16:18,994 I can imagine, you know, if you're finding that a majority of the students 235 00:16:19,035 --> 00:16:24,674 had a similar muddiest point, but it's good to know that then so that 236 00:16:24,734 --> 00:16:27,275 you can come in and support them. 237 00:16:27,414 --> 00:16:28,094 Absolutely. 238 00:16:28,115 --> 00:16:31,220 And I will always say like, if it's one or two students, That's kind of 239 00:16:31,220 --> 00:16:32,610 on you, but we'll meet in the middle. 240 00:16:32,650 --> 00:16:34,170 If it's everybody, that's on me. 241 00:16:38,650 --> 00:16:40,060 All good information. 242 00:16:40,069 --> 00:16:40,409 Right. 243 00:16:41,020 --> 00:16:42,300 All good information. 244 00:16:42,640 --> 00:16:43,010 Yeah. 245 00:16:43,010 --> 00:16:47,069 And so when they're sharing these kinds of reflections, is it something 246 00:16:47,069 --> 00:16:51,890 that they're, um, sharing openly with each other or are those things 247 00:16:51,900 --> 00:16:54,510 that are just shared with you? 248 00:16:54,520 --> 00:16:56,510 How are you kind of approaching that? 249 00:16:56,834 --> 00:16:57,754 A little bit of both. 250 00:16:57,814 --> 00:17:02,364 Um, so in WebEx, they can, um, drop in the chat a muddiest point 251 00:17:02,374 --> 00:17:04,415 that is connected to their name. 252 00:17:04,464 --> 00:17:07,165 Um, also in the Mentimeter, it is anonymous. 253 00:17:07,265 --> 00:17:13,675 So I will, um, I will vary, uh, how I solicit that feedback. 254 00:17:13,704 --> 00:17:16,994 Uh, it is helpful for me to be able to connect with the students 255 00:17:17,194 --> 00:17:18,624 one on one and know who you are. 256 00:17:18,964 --> 00:17:20,555 They are, if I can support them. 257 00:17:20,565 --> 00:17:27,784 Um, Also, sometimes students don't, don't feel safe or secure, um, and would 258 00:17:27,784 --> 00:17:30,175 share more in an anonymous, uh, venue. 259 00:17:30,185 --> 00:17:31,844 So, like a Padlet, too, we can do. 260 00:17:31,955 --> 00:17:36,354 I, I employ, um, a number of different technologies in my room to solicit 261 00:17:36,425 --> 00:17:38,784 feedback, both anonymous and identified. 262 00:17:39,525 --> 00:17:39,925 Great. 263 00:17:41,065 --> 00:17:44,835 And we haven't touched on this too much, but you mentioned that, um, 264 00:17:44,845 --> 00:17:49,914 there's advisors that are involved with the ePortfolio as well. 265 00:17:49,985 --> 00:17:51,575 Could you describe that a little bit? 266 00:17:51,925 --> 00:17:52,465 Sure. 267 00:17:52,465 --> 00:17:56,465 I, I, this is all theoretical and ideation. 268 00:17:56,485 --> 00:18:00,685 And again, check back with me in a year when we have, uh, I have an article 269 00:18:00,985 --> 00:18:04,215 sort of percolating in my brain and I need the data to be able to write it. 270 00:18:04,635 --> 00:18:12,535 Um, about how integrating ePortfolio at the level of an advisor, um, helps 271 00:18:13,115 --> 00:18:17,555 engagement with ePortfolio, helps advisors support their students, and 272 00:18:17,555 --> 00:18:23,035 helps students make connections between classes, um, and beyond classes. 273 00:18:23,044 --> 00:18:27,695 So, I really see it as a rich opportunity for engagement, and I will say. 274 00:18:28,080 --> 00:18:32,240 Um, there is one scholar at IUPUI who's doing this right now, Rachel 275 00:18:32,240 --> 00:18:36,890 Swinford, um, and I have brought it up at the AAC&U ePortfolio Institute. 276 00:18:37,485 --> 00:18:42,475 And it's kind of a burgeoning field to engage student services in ePortfolio. 277 00:18:42,925 --> 00:18:44,555 And to me, it makes all the sense in the world. 278 00:18:44,865 --> 00:18:50,884 So, um, we are looking at holistic advising, um, and kind of reimagining 279 00:18:50,894 --> 00:18:55,524 our advising as they align with our academic and career communities. 280 00:18:55,524 --> 00:18:59,195 We are just now becoming a guided pathway institution. 281 00:18:59,245 --> 00:19:02,645 And so all of these changes are kind of the perfect storm. 282 00:19:02,970 --> 00:19:07,300 to add this tool to help support and capture student learning. 283 00:19:07,650 --> 00:19:14,060 Um, so again, like we, we haven't seen it take off yet, but we 284 00:19:14,060 --> 00:19:17,330 have a lot of interest and excitement, which is wonderful. 285 00:19:17,330 --> 00:19:21,852 That's like first level of change is you need some interest and excitement. 286 00:19:21,852 --> 00:19:28,250 Um, and then we'll, we'll sort of have a soft scale up of implementation. 287 00:19:28,490 --> 00:19:29,330 Um, and then. 288 00:19:29,625 --> 00:19:33,735 We'll evaluate how it's going and, um, iterate on improve 289 00:19:33,795 --> 00:19:35,375 and improve as we go along. 290 00:19:35,515 --> 00:19:39,675 So, um, again, in, in my brain, it makes all the sense in the world. 291 00:19:39,675 --> 00:19:43,324 And I just created a, an assignment sheet that I'm happy to share out with you. 292 00:19:43,325 --> 00:19:46,484 And it, it kind of walks students through semester by semester. 293 00:19:46,484 --> 00:19:51,530 And so prior to meeting an advisor, Uh, inviting students to create their 294 00:19:51,560 --> 00:19:59,270 ePortfolio, to populate their About Me section, um, their pictures, artwork, 295 00:19:59,350 --> 00:20:04,120 um, I'm looking at my assignment sheet right now, under the course tab. 296 00:20:04,129 --> 00:20:07,559 They can list the courses that they want to take, any co curriculars that they're 297 00:20:07,560 --> 00:20:09,830 involved with or want to be involved with. 298 00:20:10,210 --> 00:20:13,740 Any achievements that they're coming to us with, and then this is just 299 00:20:13,740 --> 00:20:18,110 an opportunity for an advisor to get to know their advisees, um, on a 300 00:20:18,110 --> 00:20:22,800 deeper level and allow their advisees to share of themselves in like a 301 00:20:22,810 --> 00:20:24,820 really, I think, kind of special way. 302 00:20:25,229 --> 00:20:28,649 And so then upon the completion of their first semester, the invitation 303 00:20:28,649 --> 00:20:32,370 is to upload an artifact of their work that aligns with the Institutional 304 00:20:32,370 --> 00:20:35,840 Student Learning Outcome of Knowledge and then explain how and why that 305 00:20:35,840 --> 00:20:39,979 artifact, uh, demonstrates one of the competencies within knowledge 306 00:20:39,979 --> 00:20:41,560 involvement and application. 307 00:20:41,855 --> 00:20:45,375 Um, and I kind of walk through those instructions semester by semester. 308 00:20:45,385 --> 00:20:49,835 So the advisor and the ePortfolio is that through thread for 309 00:20:49,845 --> 00:20:51,675 an entire student experience. 310 00:20:51,685 --> 00:20:53,254 So it's like a living curriculum. 311 00:20:53,975 --> 00:20:58,635 And the other thing that I love is that it allows for growth in real time. 312 00:20:58,705 --> 00:21:02,875 So a student can leave for semesters later and look back at 313 00:21:02,875 --> 00:21:04,365 who they were when they came in. 314 00:21:04,365 --> 00:21:06,095 And that timestamp is like. 315 00:21:07,020 --> 00:21:08,780 demonstrable growth, right? 316 00:21:08,780 --> 00:21:11,990 Like, I have a five year old who grows every night, and this is 317 00:21:11,990 --> 00:21:16,700 like an 18 year old's trajectory or a 44 year old's trajectory. 318 00:21:16,929 --> 00:21:20,889 Um, and they can say like, yeah, that was worth my time and money. 319 00:21:20,889 --> 00:21:23,680 Look how much I've changed because of this experience. 320 00:21:23,680 --> 00:21:25,580 Like, that's, that's kind of awesome. 321 00:21:25,600 --> 00:21:26,499 And that's what we hope for. 322 00:21:27,070 --> 00:21:27,469 Yeah. 323 00:21:27,550 --> 00:21:28,110 Yeah. 324 00:21:28,260 --> 00:21:29,610 Well, that's wonderful. 325 00:21:29,610 --> 00:21:34,879 And I do think, you know, in terms of going back to relationship building 326 00:21:34,929 --> 00:21:41,999 again, that the, for the advisor to have all of that information about the 327 00:21:41,999 --> 00:21:49,470 student, you know, maybe even before they have some of those first conversations. 328 00:21:51,225 --> 00:21:58,735 I think would just make the, it's so much more meaningful on both sides. 329 00:21:59,375 --> 00:22:03,464 Um, I know very often that students have very little kind 330 00:22:03,465 --> 00:22:07,654 of face time with their advisors. 331 00:22:08,014 --> 00:22:16,515 And, you know, if they can get certain things kind of, Embedded into their 332 00:22:16,535 --> 00:22:20,085 conversation before they're even together. 333 00:22:20,125 --> 00:22:23,345 I mean, I think it could just go so much further. 334 00:22:24,305 --> 00:22:27,715 And that is my hope that it's less of a transactional experience and 335 00:22:27,715 --> 00:22:29,754 more of a transformative experience. 336 00:22:29,765 --> 00:22:34,805 Um, it also allows for kind of the affinity groups, um, especially 337 00:22:34,805 --> 00:22:37,525 within our pathways right now are advising models really. 338 00:22:37,755 --> 00:22:40,615 campus based, and so there's some limitations with that. 339 00:22:40,615 --> 00:22:42,345 There's some assets to that as well. 340 00:22:42,575 --> 00:22:47,194 Um, but this opens up an opportunity for students to find other students 341 00:22:47,195 --> 00:22:51,055 who have similar trajectories and or different ones and can leverage, 342 00:22:51,275 --> 00:22:54,294 um, strengths and weaknesses within those affinity groups too. 343 00:22:54,295 --> 00:22:55,555 So it's just another way. 344 00:22:55,840 --> 00:22:58,820 to get to know our students and to celebrate all their accomplishments. 345 00:22:58,930 --> 00:23:00,010 They're amazing. 346 00:23:00,120 --> 00:23:01,930 They impressed me every single day. 347 00:23:02,480 --> 00:23:02,950 Every day. 348 00:23:03,020 --> 00:23:03,540 Yeah. 349 00:23:03,610 --> 00:23:05,140 Oh, I feel that too. 350 00:23:05,170 --> 00:23:09,670 Whenever we're looking at these ePortfolios that they've created, 351 00:23:09,680 --> 00:23:12,560 it's just incredibly inspiring. 352 00:23:12,980 --> 00:23:18,960 And, um, I was curious if you could share a little bit about how Um, your 353 00:23:18,960 --> 00:23:21,960 institution approaches the pathways. 354 00:23:22,180 --> 00:23:28,480 Every institution has a, a somewhat unique kind of story to tell in that, that area. 355 00:23:29,059 --> 00:23:34,930 So we are part of, uh, well, our director of student services said that 356 00:23:34,930 --> 00:23:37,860 he started 20 years ago with this, but I'm not really sure about that. 357 00:23:38,730 --> 00:23:42,230 We have a board of trustees resolution as of last year, which was really 358 00:23:42,230 --> 00:23:43,880 exciting to move the work forward. 359 00:23:44,170 --> 00:23:48,160 Um, so we have seven academic and career communities, and what we were trying 360 00:23:48,160 --> 00:23:53,129 to do within those academic and career communities was, um, align kind of the 361 00:23:53,130 --> 00:23:54,539 stackable credentials, if you will. 362 00:23:54,539 --> 00:23:59,439 So we have certificate programs that share kind of a common core that's 363 00:23:59,440 --> 00:24:03,460 scaffold into an associate's programs that feed into a bachelor's program. 364 00:24:03,500 --> 00:24:06,150 So students can explore. 365 00:24:06,390 --> 00:24:11,340 with guardrails and not waste time, credit, or money in their exploration. 366 00:24:11,350 --> 00:24:14,220 So that was our approach to our guided pathways. 367 00:24:14,220 --> 00:24:19,654 And And we have, um, we have a model set up right now, and certainly we 368 00:24:19,664 --> 00:24:24,634 will, um, continue to examine and improve upon the alignment that we 369 00:24:24,634 --> 00:24:28,975 have both within the academic and career communities and between them. 370 00:24:28,985 --> 00:24:31,894 And so we're looking in our GenEd core right now as well. 371 00:24:32,164 --> 00:24:38,175 There's many institutions that are in that same position, and that's part 372 00:24:38,175 --> 00:24:41,585 of why this work is so important. 373 00:24:41,975 --> 00:24:44,595 And I think it's bringing a lot. 374 00:24:44,660 --> 00:24:51,490 into the light that needs to be reviewed for the benefit of the 375 00:24:51,540 --> 00:24:54,300 students and the institution. 376 00:24:54,330 --> 00:24:57,140 So it's all part of the process. 377 00:24:57,299 --> 00:25:01,409 You know, I think that, you know, I would like to say the majority 378 00:25:01,449 --> 00:25:06,610 of institutions are well meaning and there to serve students. 379 00:25:06,760 --> 00:25:09,820 And, um, and along the way, sometimes these things get 380 00:25:09,830 --> 00:25:13,610 created and may not have the. 381 00:25:13,805 --> 00:25:18,004 Level of attention that they deserve and it's important to just kind of 382 00:25:18,004 --> 00:25:23,055 have those conversations and keep, you know, moving the, the institutions 383 00:25:23,064 --> 00:25:27,984 forward and innovating in the, the way that your institution is continuing 384 00:25:27,995 --> 00:25:30,764 to do, uh, under your leadership. 385 00:25:31,214 --> 00:25:34,454 I think it's a, you know, a very honest and open. 386 00:25:35,350 --> 00:25:40,399 The conversation that a lot of institutions, um, need 387 00:25:40,399 --> 00:25:42,370 and, and, and should have. 388 00:25:42,669 --> 00:25:47,600 So it's, it's like you change one thing and then you realize all the other things 389 00:25:47,600 --> 00:25:49,510 that kind of need improvement as well. 390 00:25:50,000 --> 00:25:54,629 I mean, we started with painting a closet and we went to a bathroom remodel, 391 00:25:54,680 --> 00:26:00,000 you know, like it is, uh, I know that well, that is what this feels like. 392 00:26:00,575 --> 00:26:06,295 And honestly, I think that some of that, um, cascade effect is brought 393 00:26:06,295 --> 00:26:10,565 to light because of Digication and because of those aha moments that we're 394 00:26:10,575 --> 00:26:15,064 having when we see things structurally that, that could also benefit student 395 00:26:15,075 --> 00:26:17,165 success and equitable outcomes. 396 00:26:17,165 --> 00:26:19,604 And so like, how can we turn a blind eye to that? 397 00:26:19,625 --> 00:26:22,774 That, you know, now we are seeing it in a way we never did before. 398 00:26:22,774 --> 00:26:24,545 So we're grateful for that vision. 399 00:26:25,195 --> 00:26:29,225 And somewhat exhausted about the work that is before us as well. 400 00:26:30,605 --> 00:26:33,965 I thought we fixed that problem and here's another one to be addressed. 401 00:26:35,334 --> 00:26:37,725 Oh, that sounds really familiar in my world, too. 402 00:26:40,414 --> 00:26:40,774 Uh huh. 403 00:26:41,214 --> 00:26:49,095 But it does, it does keep us You know, being active, creative, and, uh, really, 404 00:26:49,095 --> 00:26:54,315 you know, working toward that, um, common goal to, to make education better, make 405 00:26:54,315 --> 00:26:59,235 the student experience better, and, um, hopefully make their experiences 406 00:26:59,354 --> 00:27:02,155 better in their communities and. 407 00:27:02,350 --> 00:27:07,450 Um, you know, without sounding too lofty and, you know, improve the world. 408 00:27:07,660 --> 00:27:09,770 I don't, I don't think that's too lofty. 409 00:27:12,870 --> 00:27:14,119 There's work to be done. 410 00:27:14,239 --> 00:27:16,400 Thank you so much, Abby. 411 00:27:16,420 --> 00:27:20,409 I, I really appreciate, uh, you. 412 00:27:20,850 --> 00:27:26,080 Joining me today and, you know, sharing everything that your 413 00:27:26,130 --> 00:27:31,729 institution is working towards around ePortfolios and reflective 414 00:27:31,740 --> 00:27:34,169 pedagogy, high impact practices. 415 00:27:34,169 --> 00:27:40,200 You're doing so many wonderful things and I would love to, uh, set 416 00:27:40,200 --> 00:27:44,690 up a time, you know, a year from now, um, to kind of get a pulse on. 417 00:27:45,155 --> 00:27:50,154 You know, how things expanded, you know, in, so are you starting year 418 00:27:50,154 --> 00:27:53,164 two or this is going to be the beginning of year three, isn't it? 419 00:27:53,235 --> 00:27:54,654 We are starting year two. 420 00:27:55,105 --> 00:27:56,325 Just starting year two. 421 00:27:56,395 --> 00:27:57,855 Gosh, you've done so much already. 422 00:27:58,145 --> 00:28:00,735 So yes, we should talk again in a year. 423 00:28:01,480 --> 00:28:06,890 And, um, and then we can follow up with listeners on, uh, everything that you 424 00:28:06,890 --> 00:28:12,710 were able to accomplish and using some of the new course and assessment features 425 00:28:12,729 --> 00:28:15,350 that are available in Digication KORA. 426 00:28:15,799 --> 00:28:18,290 And, um, all of the. 427 00:28:18,870 --> 00:28:22,450 Wonderful ePortfolios that your students are going to be continuing 428 00:28:22,730 --> 00:28:29,500 creating as your, um, kind of implementation expands at the campus. 429 00:28:29,500 --> 00:28:36,540 And I'm really excited about this, um, incorporation of the advising. 430 00:28:36,549 --> 00:28:40,949 I've also always felt like it has such a wonderful fit within, 431 00:28:41,100 --> 00:28:44,899 you know, any kind of student support, student services oriented. 432 00:28:45,170 --> 00:28:49,020 areas within the campus that has a lot of value. 433 00:28:49,020 --> 00:28:53,549 I think anytime students are able to share their story and lend to that kind 434 00:28:53,549 --> 00:28:58,050 of relationship building in different parts of the institution, the better. 435 00:28:58,799 --> 00:29:02,539 So thank you again for, for joining me today, Abby. 436 00:29:02,779 --> 00:29:03,629 And you are welcome. 437 00:29:03,629 --> 00:29:04,379 Thanks for having me. 438 00:29:05,010 --> 00:29:06,090 Talk to you soon. 439 00:29:07,855 --> 00:29:08,325 Bye. 440 00:29:08,925 --> 00:29:11,095 This concludes our conversation. 441 00:29:11,315 --> 00:29:15,675 To hear our next episode, be sure to subscribe to Digication Scholars 442 00:29:15,675 --> 00:29:21,265 Conversations on YouTube, iTunes, Spotify, or your favorite podcast app. 443 00:29:22,095 --> 00:29:26,965 The Digication Scholars Conversations series is brought to you by Digication, 444 00:29:27,465 --> 00:29:32,185 a technology platform powering the most innovative ePortfolio programs 445 00:29:32,285 --> 00:29:34,514 in K-12 and higher education. 446 00:29:35,245 --> 00:29:39,405 Our website can be found at Digication.com. 447 00:29:39,425 --> 00:29:42,315 If you enjoyed today's conversation, please like, 448 00:29:42,475 --> 00:29:44,484 subscribe, and 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