Mid Year

The University of Oregon
School of Architecture & Allied Arts : Arts and Administration Program

March 2006
Mid-Year Report ePortfolio

ePortfolio
Year one: 2005-2006
Mid-Year Report

Lori L. Hager, Ph.D.
Project Director

Arts & Administration Program
School Of Architecture & Allied Arts
The University of Oregon

1

ePortfolio
Project Participants

Project Director
Lori L. Hager, Ph.D.
Assistant Professor, Arts and Administration
University of Oregon, School of Architecture and Allied Arts

Curriculum and Information Architecture Advisor
Eric Schiff
Adjunct Instructor, Arts and Administration Program

Graduate Teaching Fellow
Allison Bryan
Masters Program, Architecture

ePortfolio Tutors
Erin Walrath
Digital Arts Undergraduate Program
Colin Williams
Digital Arts Undergraduate Program

Faculty Liaison
Kartz Ucci,
Assistant Professor, Digital Arts

Professional Outreach and Development for Students (PODS)
Kassia Dellabough

Technology Advisors
Tom Matney, Head
Media Services
JD Hauger
Streaming Media Manager,
Media Services

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ePortfolio
Table of Contents

Pages 4-7 Introduction & Summary

Pages 7-20 Quarter-End Report, Fall 2005

Page 21 Eportfolio Development in
Arts & Administration

Page 22 PODS ePortfolio Intensives

Page 23 Appendix

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Introduction and Summary
ePortfolios enhances linkages between professional preparation, aca-
demic coursework, and technological applications by supporting students,
courses, and project advancement through tutoring, project evaluation,
and inter-departmental collaboration.

Introduction

This report documents and assesses the first term implementation of
ePortfolios, beginning fall quarter 2005, through winter term 2006. This re-
port presents a brief overview of the project, a more extensive quarter-end
report from fall quarter that addresses each
of the project goals as stated in the original
grant proposal, briefly illustrates ePortfolio ap-
plications in the Arts and Administration Pro-
gram and the AAA Professional and Outreach
Development for Students (PODS), and finally
provides sample assessment and documenta-
tion materials in the appendix.

ePortfolios is a three-year initiative supported
through a grant by the University of Oregon
Education Technology Committee. Directed
by Dr. Lori Hager, professor in the Arts and Ad-
ePortfolio Project Website ministration, ePortfolios connects the profes-
eportfolio.uoregon.edu sional development (AAD 604-606, Internship)
series with the technological applications (In-
formation Technology, AAD 583-585) course
series. Graduate students in AAD create and post their
ePortfolios at the end of their first year, which they manage throughout their
graduate studies.

The Ed Tech-supported initiative allows ePortfolios to expand into other AAA
departments, offering workshops and tutors to undergraduate and gradu-
ate students to design, develop, and publish their ePortfolios in support of
internships, research, and career advancement.

During Winter term, ePortfolios joined with the new AAA PODS (Professional
Outreach and Development for Students) under the direction of Kassia Del-
labough, to offer a series of workshops in designing and developing eP-
ortfolios as part of the Career Intensives Workshops. In addition to three
sequential instructional workshops in design and web development, each
participating student will be offered the opportunity to post their ePortfolio
on the dedicated server, and have access to one-on-one sessions with the
ePortfolio tutors for development and maintenance.

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Also during Winter term, Kartz Ucci, professor of Digital Arts joined the proj-
ect. She will advise on web development and planning, as well as offer
a workshop on ePortfolios during the summer term, 2006. During the ac-
ademic year, 06-07, we expect to add additional AAA faculty and their
students to the project, giving them access to workshops, tutors, and the
freshly designed ePortfolio project website and searchable database.

Program Evaluation

A rigorous program evaluation and documentation plan has been imple-
mented since the project began in September 2005. From the moment stu-
dents were interviewed for project positions, we have evaluated and cre-
ated systems in order to streamline operations. All applicants went through
the same interview process, and were screened through the same ques-
tions. We selected a very qualified team from a highly skilled pool of ap-
plicants. Our two ePortfolio tutors are both upper-level Digital Arts students,
and have skills in digital editing, design, and website development, (as well
as the patience required to teach the tools). Our GTF is a second-year
master’s student in architecture, and comes with experience in project de-
velopment and design.

In the appendix, you will find evidence of systems and processes we have
put into place to constantly assess and improve our team’s ability to reach
project goals (Appendices A, B, C, D). Each week our tutors work with
graduate students in design tools, and multimedia applications in support
of coursework and ePortfolio development for a total of 40 hours a week.
Each time a student accesses the tutors, students log in, designate the
length of the session, and what they hope to accomplish, and then at the
end of the session, they fill out an evaluation of the session. At the end of
the week, each tutor fills out a weekly assessment of their sessions. These
evaluation materials were then summarized in graph form, which allows us
to evaluate and demonstrate the effectiveness of the program structure so
far (see Appendix C for session evaluation materials).

Winter term, our GTF worked with the tutors and with PODS to develop and
deliver a series of three workshops sessions in conjunction with PODS Career
Intensives. These sessions reached across academic programs, to include
students from Landscape Architecture, Interior Architecture, Architecture,
Public Planning Policy and Management, Digital Arts, and Art. These ses-
sions were also evaluated and analyzed for program improvement (see
Appendix D).

For Spring quarter, plans are in place to present ePortfolios at the AAA Ca-
reer Fair in May. We will have an interactive demonstration booth that will

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run a 5-minute ePortfolio Project video created by our team, and allow
people to interact with the project website and student ePortfolios. The
goal is to bring visibility to the project and the student ePortfolios, and to
create a system for feedback from professional colleagues in the arts ar-
eas. ePortoﬂio tutors will continue to work with AAD graduate students and
PODS students to develop and publish ePortfolios.

We expect to add, at minimum, 15 more students to the project website by
Spring, 2006. In the summer, Kartz Ucci, will be working with approximately
10 students in ePortfolio development. So, by the end of June this year we
should have between 40 to 45 ePortfolios from various disciplines posted on
the project website (We began the fall with 4 completed ePortfolios).

Next Year

We are currently in conversation with PODS, the Architecture Program, Digi-
tal Arts, the College of Education, and the School of Journalism to further
connections with ePortfolios. We will strengthen our connections with the
AAA PODS, and expect that by the third year, ePortfolios and PODS will
share webspace and resources. The Architecture Program is interested in
utilizing the project to assist students to create and post ePortfolios, and we
expect to continue to expand next year throughout AAA departments. We
will begin conversations with other universities piloting ePortfolios across the
country and with arts organizations to build capacity and assess our proj-
ect website. We expect to increase the visibility of the student ePortfolios
during fall quarter, when we re-design the website and create a database.
Conversations about cross-disciplinary collaborations with Education and
Journalism, and with Media Services, have just begun, and reveal the high
demand that ePortfolios have for students and faculty across academic
disciplines. I believe that next year will be a very exciting year for the devel-
opment of ePortfolio applications on the University of Oregon campus.

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Quarter - End Report
Context of the project

Portfolios have long been used as teaching and learning tools, and in
professional development in Schools of Education and Fine Arts Colleges.
However, with the emergence of new technologies, eportfolios are revolu-
tionizing how students across disciplines manage information and learning,
and prepare for professional careers. Interest in the use and applications
of eportfolios is growing in the U.S., however few universities and university
systems are making comprehensive use of the technological applications
of eportfolios in student academic and professional preparation. This Ed
Tech supports the pilot project development of eportfolios in the UO School
of Architecture and Allied Arts.

Professional Applications

Electronic portfolios (eportfolios) serve two primary purposes: to promote
student-centered learning and reflection and in professional preparation
and resume development:

“An eportfolio is a web-based information man-
agement system that uses electronic media and
services. The learner builds and maintains a re-
pository of artefacts, which they can use to dem-
onstrate competence and reflect on their learn-
ing” (Tosh 2005).

Eportfolio applications for students across the arts
disciplines are obvious. The ability to represent
work in all the mediums, including word docu-
ments, video clips, and digital images allow stu-
dents a repository of research, evaluations and
ePortfolio Website feedback from teachers and employers, and
Projects 2005 an opportunity to self-reflect and represent how
they construct meaning from their academic
learning and professional experiences.

In AAD, graduate students are required to create and manage eportfolios
beginning their first year. The Arts and Administration Program emphasizes
the professional preparation of arts managers, and to this end students fo-
cus not only on academic learning, but gaining experience in theory ap-
plications through professional work. Most AAD graduate students choose
experiential learning opportunities as an integral component of their pro-
fessional preparation. Additionally, they are required to synthesize and an-
alyze their Internship component within academic theories and larger

7

issues in the field. An eportfolio provides students
with a repository to document and reflect upon
why these experiences are significant and the
impact that they have on their academic and
professional growth. They also provide students
with an artifact storage system for project port-
folios, which in the arts will often include visuals,
anecdotes, video, and written materials gener-
ated from multiple community projects. So the
eportfolios allow students to manage, represent,
and archive multidimensional learning in the
arts.
ePortfolio Website
Resources
Another application of eportfolios include its use
as a learning tool. Universities who employ ep-
ortfolios integrate them into coursework and stu-
dent learning: “With eportfolios the pedagogy shifts from a course-driven
focus to a student-centered approach placing emphasis for learning firmly
on the student” (Tosh 3). Students document and legitimize their learning
choices through a record in their eportfolios. At the University of Minnesota,
for instance, they are using eportoflios for:

• “Creating a system of tracking student work over time, in a
single course, with students and faculty reflecting on it.
•Aggregating many students’ work in a particular course to
see how the students as a whole are progressing toward learning
goals.
•Assessing many courses in similar ways that are all part of
one major and thus, by extension, assessing the entire program
of study.
•Encourage continuity of student work from semester to
semester in linked courses” (Batson 2005).

A third application of eportfolios is as an employment tool. Students create
and manage web-based resumes that they can disseminate to employers
online. The eportfolio allows students to represent a much broader range
of skills and experiences, and to provide examples of their work, than would
be possible in hard copy. Professional organizations need to be able to
connect with academic institutions in professional preparation strategies,
and one way to do this to provide a searchable database of student eport-
folios for arts organizations and students to manage the Internship search
process, and for employment purposes.

Though MFA students have long used portfolios to document their work, the

8

Arts Management field has typically lagged behind other arts disciplines in
technological applications. This initiative supports the piloting of eportfolios
within AAD, with the goal of expanding its applications through the AAA
Career Center, and eventually campus-wide.

Project Goals

This report will document and evaluate the first quarter implementation rel-
ative to the pilot year project goals for the purposes of program improve-
ment. It is anticipated that the fall and winter quarter reports will contrib-
ute to and inform the final report, which will be submitted in May 2006, as
stated in the grant requirements.

The goals of the first term implementation as written in the grant are as fol-
lows:

“The Digital Media Task Force is requesting funds for the first year of a three-
year initiative to infuse eportfolio production into A&AA. In the first year
this funding would pilot the use of eportfolios in the Arts and Administration
Program and extend to the Department of Architecture, Landscape Archi-
tecture, or Art. One faculty member from each unit will gain eportfolio ex-
pertise and technological assistance to integrate eportfolio development
into their teaching within the professional program associated with their
department or program. Following the first year it is anticipated that the
Digital Media Task Force will seek additional funding from the Education
Technology Committee to expand the project through out A&AA.”

The original grant proposal further specifies the following goals for the first
year of the pilot project implemenation:

First Year Implementation, 05/06: Pilot Project

Participants: One faculty member each from the Arts and Administration
Program (Lori Hager) and the Department of Architecture, Landscape Ar-
chitecture or Art (to be identified) and working in consultation with Tom
Matney, Director of Media Services

Purpose:

•To assess different available eportfolio models and standards to
determine whether any currently available models are appropriate
for the A&AA learning environment.

9

•Provide appropriate training to faculty and students in eportfolio
development.

•To document and evaluate the pilot for the purposes of program
improvement.

•To pilot an eportfolio site

Training and Mentorship:

•Media Services has agreed to expand the Apprentice Program
(see Appendix) to this eportfolios project. Two Media Services
apprentices will be trained and assigned to the eportfolio project
during Year 1. Apprentices will act as liaisons between
participating faculty and Media Services, and will provide addition
al services as needed (such as in streaming video, etc) and will act
as “tutors” during lab hours for student eportfolio development.

•Media Services workshops (see Appendix) will be available for
students and faculty in design and applications of eportfolios

•Lori Hager, AAD, will receive training in eportfolio design and
development from Media Services over the course of the summer.
Training will allow Hager to develop a model eportfolio to use as an
example for teaching, and the technology and applications that
students will develop during the project.

•One Department of Architecture, Landscape Architecture or Art
faculty will be added during Year One, and will be mentored by
Hager and Media Services.

•AAA will provide computer lab space, software, and time speciﬁ
cally for eportfolio students and faculty.

Documentation and Evaluation

•During the summer, Dr. Hager and Media Services will work
together to draft an evaluation and documentation plan that will
include research on current models and use trends, long range
planning, and procedures for soliciting input from participants at all
stages. “

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ePortfolio ��

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This report
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will address each of the project implementation goals point-by-
point, reﬂecting on what has been accomplished thus far, what has sup-
� ported and hindered implementation, and suggestions for future action
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and revisions to the project schedule, goals, and partners.
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Assessment

�� Goal Set 1 - Context and Standards
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determine whether any currently available models are appropriate
for the A&AA learning environment.
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Over the summer, representatives from AAD and Media Services met in or-
der to clarify the mission of the project, assess the existing UO support struc-
tures, and to strategize a timeline
ePortfolio graphed results for implementation. One of the pri-
mary issues was whether the avail-
able server space was adequate to
��
support project needs, and wheth-
er AAA IT staff, or Media Services
�� staff, could provide the time and
expertise necessary to develop
�� and maintain the eportfolio project
website. The group examined exist-
�� ing models, including open source
software, and eportfolio software
utilized by other universities such as
�� University of Minnesota, University of
British Columbia, and others (a full
��results for all Fall 2005 session assessment
Above: Combined summary assessment relative to UO
evaluations.
��
applications will be included in the
�� ﬁnal report). Because the project
��
was intentionally starting relatively small, it was determined that we would
��
use the existing models developed in AAD for eportfolios, and that Media
Services would contribute the time in support of creating the project web-
page, which would house project information and the student eportfolios.
As we added additional AAA departments and faculty, we would continue
to assess software requirements. Given the relative time and resource con-
straints, we kept in mind that this was a pilot, and that we would re-assess
the website and software issues once implementation had begun.

At that time, project participants included Hager, Matney, and Hauger. It
became obvious that Eric Schiff, instructor for the AAD technology series,

11

would be a critical addition to the project team. We transferred funds al-
located for Hager’s release time in support of Schiff’s services as an advi-
sor to the project, and as AAD Information Technology course instructor.
Schiff’s participation has become a key ingredient in the progress of the
project.

Subsequent meetings during the summer brought Jonesey and Ed Teague
into the discussions in order to determine the level of participation of the
AAA staff. It was also determined that it made sense to purchase a dedi-
cated server for the project in order to have the space available to the
project from the beginning.

Goal Set 2 - Training

•Lori Hager, AAD, will receive training in eportfolio design and
development from Media Services over the course of the summer.
Training will allow Hager to develop a model eportfolio to use as
an example for teaching, and the technology and applications
that students will develop during the project.
•Provide appropriate training to faculty and students in eportfolio
development.
•One faculty member from each unit will gain eportfolio expertise
and technological assistance to integrate eportfolio development
into their teaching within the professional program associated with
their department or program.

Media Services did not have the staff during the summer to dedicate the
time to providing Hager with the training or web development support.
Consequently, Hager contacted JQ Johnson and was given 10 hours of
support in web development from an advanced CET student worker. Hag-
er was not able, in the time given, or in the expertise of the student worker,
to establish a working eportfolio. She anticipates working with the current
eportfolio tutors and GTF to supplement, and will attend Schiff’s course as
time allows. This continues to be an issue. We recognize that the existence
of an exemplary eportfolio which can be used as a model, and which can
be added to as we develop standards and other guidelines, would be an
extremely useful teaching tool. Hager and Bryan (the GTF) are working to
resolve this challenge.

Assessment: We have skilled project personnel, who with the dedicated
time, can assist faculty participants in the development of their eportfolios.
If we use Hager as an example, we can expect faculty to come in with a
variety of skills levels, and most with little expertise in web development.
This experience has shown us that if faculty training and development of

12

eportfolios remains a goal of the project, signiﬁcant project personnel re-
sources will need to be dedicated and planned for in the future. Another
complication was that Hager’s buy-out time for the eportfolio project takes
place over the course of the year (The department bought out her over-
sight of AAD 409/609 over the course of the whole academic year). So fall
quarter was spent on implementation including hiring, evaluation materi-
als, structures, etc. It should be kept in mind that as we add other faculty
to the project, and if training continues to be one of the strategic goals,
efforts will need to be made to support faculty training and development
time. This is a goal that has yet to be met.

Goal Set 3 - Evaluation and Assessment Measures

•To document and evaluate the pilot for the purposes of program
improvement.

Once eportfolio tutors and GTF were hired, we set about establishing lab
hours in the Millrace Computer Lab that would be convenient for students
in both Schiff’s course sequence, as well as Hager’s Internship series. We
determined that the most valuable use of the tutor time would be in stu-
dent support of: 1.) Schiff’s course in graphic design; 2.) Hager’s Internship
course which required that AAD graduate students add their internship
materials to their eportfolios, which were developed during Schiff’s Spring
05 course.

We worked with Millrace Lab Director, Mary Bradley, for the use of the com-
puter lab for eportfolio students. Tutors provided lab support to 30 gradu-
ate students over the course of the quarter (see appendix C). Once lab
hours were established, we implemented a thorough assessment of the lab
sessions from both the student and the tutor perspectives. It was expected
that each student would complete an assessment at the end of each ses-
sion. This was, for the most part, successful--though some students refused
to ﬁll out the assessments. The summary of the assessments are provided in
the appendix (C).

Assessment: The assessments provided us with information about student
lab and tutor usage, and content of these sessions. We also monitored tu-
tor skills relative to course and student needs. For the most part, students in
Schiff’s class utilized the tutors for course support. Second-year AAD gradu-
ate students utilized tutors to assist them in advanced problem-solving rela-
tive to the website they had already created. Consequently, 12 out of 15
students were able to complete the additions to their eportfolios this fall
(this represents 100% of students who had completed Schiff’s course series.
3 students opted to take the web development class in their second year).

13

This is a 70% improvement over eportfolio completion rate of students last
year (who did not have tutors assisting them to add their internship materi-
als and update websites).

The evaluations and assessments have given us useful information for set-
ting lab hours and assessing what students are utilizing the tutors to assist
with. As a result, we are adapting our training and expectations, and con-
stantly monitoring lab time usage so as to make the most effective use of
the tutor and student’s time.

Weekly meetings provided additional opportunities to assess tutor comfort
level, skill level, and to address any issues that may have arisen. Minutes
were kept at each meeting.

We will also submit an end-of- year report that includes both quantitative
and qualitative information for fall and spring terms, and which will be in-
cluded in the ﬁnal report.

Goal Set 4 - Project Website

•To pilot an eportfolio site

JD Hauger, a new Media Services staff member who brought experience
with eportfolios with him from University of Puget Sound, developed the
project website. After assessing Hager’s ability to interact with web devel-
opment programs and the evaluative needs of the project, Hauger used
Word Press, a blog software program, to create the project website. Word
Press allows one person to add content and maintain the website. It also
allows communication via the blogs, which was an important component
according to Hager and Schiff. We wanted a means of communicating
between courses, and of soliciting evaluative comments from colleagues
at peer institutions.

The primary responsibilities of the GTF hired for the project were to assist with
project implementation and evaluation, to maintain the project website,
and to facilitate communication between Schiff, Hager, Media Services,
and additional AAA faculty and students.

Assessment: The website required that any php level changes be done by
Hauger. Consequently, as the GTF began to try and add content, difﬁcul-
ties with Word Press arose. Since it is primarily a blog program, and not a
website development program, we could not plan on using it the same as
a web development program such as dreamweaver. Consequently, we
had to ask JD to set aside time to work with Allison on familiarizing her with

14

the Word Press environment. We also had to contact JD each time we en-
countered a problem that only he could correct. This resulted in a process
that was overly time-intensive and bulky.

The project website, which includes project information and student eport-
folios, is up and running. WordPress, the current front end to the web site,
is a single-user weblogging software. It does not allow multiple people to
create and maintain web sites.
Though it took longer than we thought it would due to complications with
communicating about the server and Word Press, it is functional and will
serve the purposes of the project for the time being.

A&AA Computing Services does not have staff resources to create indi-
vidual user names and passwords on the server, especially as the server
scales up. We need some sort of open source community web site creation
software. The web site creation software should allow a GTF, for example,
to create user names and passwords for eportfolio creators. Features de-
sired for this software:
- administrative access to create and manage user accounts
-users have their own space, preferably with a quota
- optional features: commenting/bulletin board capabilities, users
can create their own accounts (with administrator veriﬁcation)
It is anticipated that we will re-evaluate the function of the website toward
the end of
the implementation year.

Goal Set 5 - Media Services Apprentice Program and workshops

•Media Services workshops (see Appendix) will be available for stu
dents and faculty in design and applications of eportfolios
•Media Services has agreed to expand the Apprentice Program
(see Appendix) to this eportfolios project. Two Media Services
apprentices will be trained and assigned to the eportfolio project
during Year 1. Apprentices will act as liaisons between participating
faculty and Media Services, and will provide additional services as
needed (such as in streaming video, etc) and will act as “tutors”
during lab hours for student eportfolio development.

This goal has not yet been met. Media Services does not have a formal ap-
prentice training program, or the staff to provide it. The tutors were hired by
Hager, and trained by both Schiff and Hager. We are hopeful that we will
still be able to work toward this goal. Communication with Media Services
is an essential element of project development. The conception of the role
of apprentices is still a good one. More input from Media Services in terms

15

of how we could work together to accomplish this, would facilitate a more
positive outcome for this goal.

Assessment: Media Services, through JD Hauger, has contributed the web-
site design and maintenance. Communication with Media Services about
how to interact with their apprentices and our tutors in trainings and work-
shops still need to be addressed. These will need to be developed, and so
will be time and labor intensive. Efforts are underway to work with Media
Services to either contribute these efforts, to modify expectations.

Goal Set 6 - Additional AAA Faculty and Departments

•One Department of Architecture, Landscape Architecture or Art
faculty will be added during Year One, and will be mentored by
Hager and Media Services.

After assessing the availability of training and support for faculty on the
project, Hager invited Kartz Ucci, to join the project as the additional AAA
faculty. As part of the Digital Arts program, Ucci is currently working with
students on eportfolios, and so can ﬁt right into the goals of the project.
Additionally, Ucci will bring important skills and perspective to the develop-
ment of the project, and future planning. Ucci will bring graduate students
into the project on an ad hoc basis, provide an intensive weeklong ep-
ortfolio course during dead week in the summer, and advise on program
improvement and standards-development.

Additionally, preliminary conversations have taken place with Kassia Del-
labough in her role as coordinator for AAA Career Services. Dellabough
has expertise in career training and placement, distance learning, and
portfolio development. We anticipate that Dellabough will bring addition-
al graduate students into the project through PODS, and will contribute im-
portant expertise in portfolio and standards development. The relationship
between Career Services (PODS) and eportfolios will also be explored.

Goal Set 6 - AAA contributions

•AAA will provide computer lab space, software, and time speciﬁ
cally for eportfolio students and faculty.

Jonesey has set up our server, and agreed to maintain it, and keep the soft-
ware updated. Mary Bradley contributes space in the Millrace Computer
Lab.

16

Assessment:
A&AA Computing Services does not have staff resources to create individ-
ual user names and passwords on the server, especially as the server scales
up. It is anticipated that it will be necessary to add a website administra-
tive position for next year so that we can post on the server, and manage
the website.

Review of 2005-2006 ePortfolio Work
Eric Schiff

I was asked to join the ePortfolio project shortly after the grant was award-
ed. I began working with Lori Hager in June, 2005, developing activities and
tasks necessary to implement the basic tenets of the grant – to give AAD
graduate students the necessary skill and guidance to create, post and
manage an online portfolio... an ePortfolio.

While I was not originally named as a participant in the grant project, I be-
came one of the core faculty members from the onset of the award. Lori
and I met with faculty and staff from Media Services and AAA computer
support through the summer to determine technology delivery parameters
and evaluate resources needed to launch the project with AAD graduate
students Fall term, 2005.

Initially, remuneration for my services was not specified, but eventually
was set at a flat project fee of $3000.00 to be paid out over a period of 6
months. I agreed to this because of my commitment to the project and my
understanding of the financial limitations of the original grant amount.

(Note: The current project fee does not reflect an accurate or usual hourly
consultant rate for this kind of work My pay requirement listed in the job
description for 2006-2007 is based on less than half of my lowest hourly con-
sulting fee – reserved for work with non-profits.)

The flat fee remuneration included many hours of summer work, and sub-
sequent time and work that has and will be ongoing through spring term,
2006. I stopped logging hours in September when it became apparent that
the level of my involvement would go far beyond the agreed upon re-
muneration. My role became more defined and the level of involvement
became greater and necessary as the project evolved. Activities that took
place from September to now, mid-February, have included short term
and long range planning, creating job descriptions, interviewing and hir-
ing a GTF and two project assistants, developing ePortfolio specific training
materials for the assistants and GTF, developing ePortfolio standards, meet-

17

ing weekly as a project team, meeting with key school and administrative
personnel, and preparing instructional materials for workshops.

I am committed to the ePortfolio project and look forward to continuing in
my role with working with Lori and other team members next year.

GTF Fall Report – 2005-6
Allison Bryan

The position of ePortfolio GTF became active in the second week of the
Fall Term, 2005. This was a retroactive contract, so much of the first couple
weeks of this position were spent researching ePortfolios and familiarizing
myself with the concept of the ePortfolio. I went to both Lori Hager and Eric
Schiff’s classes in order to introduce myself to the students and get a grasp
on where they were coming from, and what type of work they were doing.
Because Lori’s Internship Class had upcoming presentations, I became fa-
miliar with what they were trying to accomplish in order to provide sufficient
help to the students.

The next couple of weeks I met frequently with the Internship II students
by appointment only. Many of them had technical questions concern-
ing their websites, such as links not working, etc. Lori Hager and I met very
often, sometimes several times a week in order to brainstorm about where
this project was going, and what needed to be done to get it there. The
ePortfolio team met weekly in order to recap the week.

A large part of my efforts this term was spent working with Lori and Media
Services learning wordpress, as well as trying to sort out the kinks in the web-
site. It was very important that I gained administrative access to the ePort-
folio server in order to achieve these goals. This took much more time than
we had bargained for, thus, the website remained stagnant for a portion of
the term. When I was finally given admin access to the server, I was able to
update the necessary content, and add image links to the AAD students’
ePortfolios in time for their Internship Presentations.

A good deal of time was spent researching rubric systems for the ePortfolio
standards system. On a regular basis, I was compiling data from student
evaluation sheets, as well as tutor evaluation sheets. When all of this data
was compiled, I was able to make line graphs and charts recording all of
the information.

Lori Hager and I met a few times with Kassia Dellabough, the director of
the PODS program within the AAA. (Office of Professional Outreach and
Development for Students). During these meetings, we spoke about the

18

potential of ePortfolio collaborating with PODS in order to teach a series of
workshops on the ePortfolio process during the Winter Term of 2006. These
workshops would be taught by Erin Walrath, Colin Williams (ePortfolio tu-
tors), and myself.

Assessment:
As the team settled into more of a routine, things became more produc-
tive. Communication improved immensely; fewer emails were sent and
when things needed to be discussed they were placed on the agenda for
the weekly meeting. I think that it became clearer to everyone what their
job responsibilities were, thus making it easier for everyone involved.

Summary and Evaluation

The purposes of the first term implementation and pilot portion of eportfo-
lios during the first year are to:
•Research, design, and plan pilot and model from existing models
and in application to the UO environment.
•To provide appropriate training to support staff, students, and
faculty in eportfolio development.
•To document and evaluate the first term implementation for the
purposes of program improvement.
•To pilot an eportfolio site for graduate students currently involved
in eportfolio development (namely AAD).
•To access different available models and standards to determine
whether any currently available are appropriate for the UO
learning environment.

Project Implementation Year One

Staff and faculty training.
Research and documentation.
Pilot eportfolio site with existing courses.
Explore the establishment of standards related to eportfolios.
Assessment and documentation

Summer 2005
Project Planning
ePortfolios website design and content developed

Fall 2005
Project website deployment.
GTF and student assistants begin tutoring, course, and

19

project support.
First Year graduate students begin Information Design and
Presentation (AAD 583).
Second Year student complete Internship III , present
ePortfolios and incorporate Internship materials.
ePortfolios/Internship presentation ArtsNW.
Project evaluation implemented.

Winter, 2006
One additional AAA faculty added to project.
PODS ePortfolio intensives
Additional AAA graduate students added to project.
Millrace Lab tutoring and project support continues.
Evaluation continues.
Students enroll in Internship I (AAD 604), and begin to
develop ePortfolio content materials.
Students enroll in Advanced Information Design and
Presentation (AAD 585).

Spring, 2006
AAA faculty and graduate students continue to develop
ePortfolios.
Project Planning for Year Two.
Grant Applications for Year Two.
Students enroll in Internet Media (AAD 585) and develop
ePortfolio websites.
Student and GTF support continues.
Final Report and evaluation.
Presentation to Ed Tech Committee.

Year Two Planning

A quarter-end report will be generated at the end of Winter quarter, and
with this fall report, will be combined for the annual report at the end of
Spring quarter. Already conversations are beginning about future direc-
tions for ePortfolio. At minimum, we expect to:
• Continue to expand to other AAA departments.
• Work with IMG or independent consultant, to re-design the website
and include a searchable database (Planning during Spring 2006, with im-
plementation during Fall 2006).
• Enhance linkages with PODS through workshops, tutoring and ePort-
folio posting.
• Explore connecting ePortfolio to other programs and colleges on
campus, through OSPI (Open Source Portfolio Initiative), or some other.

20

AAD Student ePortfolio Development
In the Arts and Administration Program, ePortfo-
lios connects the professional development se-
ries (AAD 604-606, Internship) with the Informa-
tion Design and Multimedia course series (AAD
583-585). AAD graduate students are required
to create and manage ePortfolios beginning
their first year. The Arts and Administration Pro-
gram emphasizes the professional preparation
of arts managers, and to this end students fo-
cus not only on academic learning, but gain-
ing experience in theory applications through
professional work. Most AAD graduate students choose experiential learning op-
portunities as an integral component of their professional preparation. Addition-
ally, they are required to synthesize and analyze their Internship component within
academic theories and larger issues in the field. An ePortfolio provides students
with a repository to document and reflect upon why these experiences are signifi-
cant and the impact that they have on their academic and professional growth.
They also provide students with an artifact storage system for project portfolios,
which in the arts will often include visuals, anecdotes, video, and written materials
generated from multiple community projects. So the eportfolios allow students to
manage, represent, and archive multidimensional learning in the arts.

Left top: Two different ex-
amples of Arts & Adminis-
tration Student ePortfolios.
The work shown here is pre-
sented in very different for-
mats, yet both are success-
ful in relaying the necessary
information: Resume, Work
Samples, Research, Profes-
sional Statement, etc.
Left bottom: Two different
examples of ePortfolio in-
ternship pages. Both of
these sites achieve the goal
of portraying their internship
experiences online. This al-
lows perspective employers
to get a glimpse of their pre-
vious employment.

21

ePortfolio Workshops
At the beginning of the Winter Term 2006, the ePortfo-
lio Project team began teaching workshops in collaboration
with the AAA Professional Outreach Development for Stu-
dents (PODS). The workshops were taught in a series of three,
beginning in early February and ending in early March. A sig-
nificant amount of material was covered in these workshops:
ePortfolio design basics, graphic and web development
software, File Transfer Protocol and much more.

Eligible students were those participating in the PODS
Intensive Portfolio Development Class. Interested Students
took a survey and were chosen based in their technical abil-
ity as well as academic department. Workshop students will
be posting their ePortfolios on the ePortfolio Project server
Above: Students work at upon completion.
the Mill Race Computer
Lab during the ePortfo-
lio Workshops.

Have you thought of the benefits of having an Have you thought of the benefits of having an

ePortfolio� ePortfolio�
ePortfolio�� Winter 2006: February 11th, 18th & March 4th
ePortfolio��
Winter 2006: February 11th, 18th & M

� - An on-line ePortfolio of your own work and Workshop Outline
� - An on-line1:ePortfolio of your own workImages and Workshop Outline
Session Need: Portfolio Ideas, Sketch Books, Digital Session 1: Need: Portfolio Ideas, Sketch Boo
experience posted on www.eportfolio.uoregon.edu. experience posted on www.eportfolio.uoregon.edu.
Design Basics Design Basics

�� - Free workshops with instruction from the �� - Free workshops with yourthe web? from the
What works on
How to organize instruction
ePortfolios.
What works on the web?
How to organize your ePortfolios
ePortfolio Project team. � - Learn how to orga- ePortfolio Project team. � -web.
Root Folders Learn how to orga-
Image sizing for the
Root Folders
Image sizing for the web.
nize and maintain your ePortfolio. � - Learn nize and maintain your ePortfolio. � - Learn
Homework: Begin prepping images, Org Chart, Content Checklist Homework: Begin prepping images, Org C
basic design and concepting strategies for inter- basic design and concepting strategies for inter-
net application. � - Employers access to view net application. � - Employers access to view
Session 2: Session 2:
Adobe PhotoShop for the Web. Adobe PhotoShop for the Web.
your personal work. � - Have fun while learning your personal work. � - Have fun while learning
The Tool Bar The Tool Bar
something new. something new. Templates for the Web.
Adobe Illustrator Adobe Illustrator for the Web.
Templates
Image Placement Image Placement
With the emergence of new Alignment With the emergence of new Alignment

Workshops technologies, electronic port-
folios (eportfolios) are revolu- Workshops Text/Image Manipulation
technologies, electronic port-
Macromedia Dreamweaver for the Web. are revolu-
Creating a Site.
folios (eportfolios)
Text/Image Manipulation
Macromedia Dreamweaver for th
Creating a Site.
tionizing how students across tionizing how students across
Images Images
disciplines manage informa- disciplines manage informa-
Tables Tables
Sat. February 11th tion and learning, and prepare Sat. February 11th tion and learning, and prepare
Links Links
for professional careers. The for professional careers. The
Sat. February 18th University of Oregon Educa- Sat. February 18thTables
University of Oregon Educa-
Tables
Frames Frames
Sat. March 4th tional Technology supports Sat. March 4th Begin ePortfolios. tional Technology supports
Homework: Homework: Begin ePortfolios.
the School of Architecture the School of Architecture
10:00 am - 1:00 pm and Allied Arts to pilot the 10:00 am - 1:00 pm
Session 3: and Allied Arts to pilot the Session 3:
Mill Race 1 Computer Lab. eportfolio project during the Mill Race 1 Computer Lab. help Session.eportfolio project during the
Working Working help Session.
2005-6 school year in the ePortfolios are in process.school year in the
2005-6 ePortfolios are in process.
In Collaboration with PODS. School of Architecture and In Collaboration with PODS. School of Architecture and
Allied Arts. Allied Arts.

Left: A flyer example that was given to PODS intensive students. Right: A flyer
showing a the tentative workshop outline.

22

ePortfolio
APPENDIX

Table of Contents:

Appendix A - General Project Info
Project Description
Project Timeline
Appendix B - Project Participants
GTF Announcement
Tutor job announcement
Faculty Participant
PODS Partner Agreement
Appendix C - Lab tutoring
Session Evaluations
Tutor Assessment
Summary of evaluations
Lab Schedule
Appendix D - PODS ePortfolio workshops
PODS ﬂyer
Workshop outline
Technical Checklist
Illustrator Guide
Dreamweaver Hints
Batch Conversions
Participant Evaluation Summary
Techincal Checklist Graph (Full Group)
Techincal Checklist Graph (Accepted)

23

Appendix A
ePortfolios Project Description

Portfolios have long been used as teaching and learning tools, and as professional
development in design/planning professions, Schools of Education and Fine
Arts Colleges. However, with the emergence of new technologies, electronic
portfolios (ePortfolios) are revolutionizing how students across disciplines
manage information and learning, and prepare for professional careers.

The UO Educational Technology supports the AAD/AAA ePortfolio project
through a grant initiative for the 2005-2006 academic year. The result of the
first year pilot project will be the implementation of an eportfolio website
where graduate student eportfolios from two AAA departments will be
housed, standards developed and evaluated, and course support for eportfolio
development implemented.

Eportfolio applications for students across the arts disciplines and design/
planning professions are obvious. The ability to represent work in all the
mediums, including word documents, video clips, and digital images allow
students a repository of research, evaluations and feedback from teachers and
employers, and an opportunity to self-reflect and represent how they construct
meaning from their academic learning and professional experiences.

ePortfolios provide students with a repository to document their pre-
professional experiences, and an artifact storage system for scholarly and
community projects. Artifacts include visual materials, narration, animation,
video footage, and text.

ePortfolios are also fast becoming essential to professional advancement.
Students create and manage web-based resumes that they can disseminate to
employers online. The ePortfolio allows students to represent a range of skills
and experiences and examples of their work.

In AAD, graduate students create and manage ePortfolios beginning their
first year. The Arts and Administration Program emphasizes the professional
preparation of arts managers, and to this end, students focus not only on
academic learning, but gaining experience in theory applications through
professional work. This ePortfolio project initiative enhances linkages between
professional preparation coursework (Internship series) with Multimedia and
Design coursework (AAD 583-585) by supporting student, course, and project
advancement through tutoring, project evaluation, and inter-departmental
collaboration.

ePortfolio Project Timeline
Year One, 2005-2006

AAA/AAD ePortfolios
An Educational Technology supported initiative between AAA/AAD and Media Services.
Project Partners
Lori Hager, AAD
Eric Schiff, AAD
Doug Blandy, AAA
JD Hauger, Media Services
Tom Matney, Media Services

ePortfolio Project Timeline, 2005-2006
Summer 2005
Project Planning
ePortfolios website design and content developed

Fall 2005
Project website deployment.
GTF and student assistants begin tutoring, course, and project support.
First Year graduate students begin Information Design and Presentation (AAD 583).
Second Year student complete Internship III, present ePortfolios and incorporate
Internship materials.
ePortfolios/Internship presentation ArtsNW.
Project evaluation implemented.

Winter, 2006
One additional AAA faculty added to project.
Additional AAA graduate students added to project.
Millrace Lab tutoring and project support continues.
Evaluation continues.
Students enroll in Internship I (AAD 604), and begin to develop ePortfolio content
materials.
Students enroll in Advanced Information Design and Presentation (AAD 585).

Spring, 2006
AAA faculty and graduate students continue to develop ePortfolios.
Project Planning for Year Two.
Grant Applications for Year Two.
Students enroll in Internet Media (AAD 585) and develop ePortfolio websites.
Student and GTF support continues.
Final Report and evaluation.
Presentation to Ed Tech Committee.

Appendix B
GTF Announcement
eportfolios
Fall, Winter, Spring, 2005-2006
.25 FTE

ELIGIBILITY

Required: University of Oregon graduate students pursuing a masters or doctoral degree in
Architecture and Allied Arts are eligible to apply. Must be able to work in a team environment with
a desire to assist others to develop skills in graphic design/web and presentation media. Leadership
experience and/or experience in instruction or tutoring, with experience working on collaborative/
group projects and/or research. Background/interest in the arts and nonprofits required. Skills and
experience working in graphic design and website development, and knowledge of: Adobe PhotoShop,
Illustrator, Power Point, Dreamweaver, imovie, digital editing tools, streaming media, and web
development (HTML, CSS). Must be familiar with the design and implementation of research and
evaluation.

Desired: Skills and experience in flash, animation, and server/network protocols (ftp, SSH).

PROJECT DESCRIPTION

eportfolios is a pilot project in the Arts and Administration Program and the College of Architecture and
Allied Arts designed to assist graduate students in the design and development of digital portfolios.
The project is looking for a quarter-time GTF to work 10 hours a week in project instruction, research,
and evaluation.

GTF RESPONSIBILITIES

The GTF will serve as primary liaison between Media Services, AAA faculty, and graduate students
in the eportfolios project. He/She will be responsible for working directly with AAA faculty, Media
Services, and AAD/AAA graduate students in the research, design, development, and evaluation
of eportfolios, and will assist in the effective communication and dissemination of project goals in
classroom and professional applications.

GTF will act as teaching assistant in the AAD courses related to eportfolio development. The GTF will
also provide additional expertise in one-on-one tutoring for graduate students and project faculty, act
as liaison between faculty in different programs, and will assist with developing and implementing
evaluation and documentation, and in the drafting of the final report. Additionally, GTF may assist
with design and delivery of workshops for students, faculty and staff in various digital media
technologies.

Application Procedures

Please submit by email or in hard copy, a letter of interest and current resume to Dr. Lori Hager, Arts
and Administration Program, 5230 University of Oregon, Eugene, OR 97403, or to lhager@uoregon.edu

Application review will begin September 16, 2005. The position will remain open until filled.

Digital/Media Arts Tutor for eportfolio project
Student Assistant Position Announcement
Academic year, 2005-2006

Project Description:
eportfolios is a pilot project in the Arts and Administration Program and the College of Architecture and
Allied Arts designed to assist graduate students in the design and development of digital portfolios. The
project is looking for 2 student assistants with high degrees of communication and collaboration skills as
well as technical skills and experience in digital editing and presentation media.

Student Assistant will assist eportfolio graduate students during lab and classroom instruction hours for
a total of 20 hours a week. Must be available between the hours of 4pm - 8 pm Tuesday and Thursday,
and Friday 10-12 (with some flexibility), and others to be determined for a total of no more than 20 hours
weekly.

Primary Responsibilities: Student Assistant will work approximately 20 hours a week as primary contact
for eportfolio project participants in the computer lab. Student Assistant will serve as tutor to students
on class projects related to eportfolios, and assist project participants to enhance use of various software,
provide technical, creative, and visual design support for student digital media and web production
projects. Work collaboratively with students to develop, maintain and update eportfolio web pages and
projects, and maintain project website. Responsibilities may also include assisting in the development of
project materials and presentations, and assisting in workshops as needed.

Qualifications

Required:
Ability to work in a team environment, desire to assist others to develop skills in graphic design/web
and presentation media. Background/interest in the arts and nonprofits. Strong skills and experience
in graphic design and website development, and knowledge of: Adobe PhotoShop, Illustrator,
Dreamweaver, imovie and other digital editing tools, streaming media, and web development (HTML,
CSS).

Desired: Skills and experience in flash, animation, power point, and server/network protocols (ftp, SSH).
Some experience in leadership and/or instruction/tutoring. Prefer student enrolled in AAA degree
program.

Application Procedures

Please submit by email or in hard copy, a letter of interest and current resume to Dr. Lori Hager, Arts and
Administration Program, 5230 University of Oregon, Eugene, OR 97403, or to lhager@uoregon.edu

Application Deadline: Open until filled. Details of position can be found at the UO Career Center website
at http://uocareer.uoregon.edu/.

DRAFT

Partnership Agreement, Faculty
ePortfolio project
YEAR ONE, 2005-2006
January 9, 2006

OBJECTIVES:

- In the ﬁrst year this project would pilot the development of eportfolios
with students in the Arts and Administration Program and the Department
of Architecture, Landscape Architecture or Art.

- In the ﬁrst year this funding would pilot the use of eportfolios in the
Arts and Administration Program and extend to the Department of
Architecture, Landscape Architecture, or Art. One faculty member from
each unit will gain eportfolio expertise and technological assistance
to integrate eportfolio development into their teaching within the
professional program associated with their department or program.

Faculty responsibilities (general):

- Participate in ePortfolio weekly project meetings.
- Assist in project development, evaluation, and dissemination.
- Provide oversight for graduate students in ePortfolio development.
- Provide a quarterly summary and evaluation of participation and
contribution in the project.
- Assist with next year’s project planning, drafting next year’s project
timelines, review and revise assessment materials, assist in presentation
of materials, and in drafting the grant application narrative for the next
year.

Appendix C
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Appendix D
Have you thought of the benefits of having an Have you thought

ePortfolio� ePo
� - An on-line ePortfolio of your own work and � - An on-line
experience posted on www.eportfolio.uoregon.edu. experience pos
�� - Free workshops with instruction from the �� - Free work
ePortfolio Project team. � - Learn how to orga- ePortfolio Pro
nize and maintain your ePortfolio. � - Learn nize and mai
basic design and concepting strategies for inter- basic design a
net application. � - Employers access to view net applicatio
your personal work. � - Have fun while learning your personal
something new. something new
With the emergence of new

Workshops technologies, electronic port-
folios (eportfolios) are revolu- Worksh
tionizing how students across
disciplines manage informa-
Sat. February 11th tion and learning, and prepare Sat. February
for professional careers. The
Sat. February 18th University of Oregon Educa- Sat. February
Sat. March 4th tional Technology supports Sat. March 4
the School of Architecture
10:00 am - 1:00 pm and Allied Arts to pilot the 10:00 am - 1:00
Mill Race 1 Computer Lab. eportfolio project during the Mill Race 1 Comput
2005-6 school year in the
In Collaboration with PODS. School of Architecture and In Collaboration wit
Allied Arts.

ePortfolio��
Winter 2006: February 11th, 18th & March 4th

Workshop Outline
Session 1: Need: Portfolio Ideas, Sketch Books, Digital Images
Design Basics
What works on the web?
How to organize your ePortfolios.
Root Folders
Image image sizing for the web.

Homework: Begin prepping images, Org Chart, Content Checklist

Session 2:
Adobe PhotoShop for the Web.
The Tool Bar
Adobe Illustrator for the Web.
Templates
Image Placement
Alignment
Text/Image Manipulation
Macromedia Dreamweaver for the Web.
Creating a Site.
Images
Tables
Links
Tables
Frames
Homework: Begin ePortfolios.

Session 3:
Working help Session.
ePortfolios are in process.

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I. Managing Sites
A. Go to the “Site” menu and click on “Manage Sites…”
B. In the popup window, click the “New…” button and then on
“Site.”
C. Make sure the “Advanced” tab is clicked in the window.

D. Give your site a name. This name is used only as identification. It
in no way affects any information within your site.
E. Select your local root folder. This is the folder where all your
pages and your image folder are located.
F. Select your images folder. All of your images for the site should
be inside this folder.

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1. Open the “Actions” palette (under the “Window” menu).
2. Click the “Create New Action” button on the lower right side of the
palette.

3. A menu should pop up. Give your action a name and click “Record.”
4. Perform all tasks you want applied to your group of pictures. This
includes (but is not limited to) image sizing, color adjustments…almost
anything. Note that when you record actions it really does record
everything. Make sure that all the steps you want performed in the batch
conversion are listed in the action. Do this by clicking on the little triangle
on the left of the action in the Actions palette.
5. Stop recording the action by clicking the button on the lower left of the
Actions palette.

6. Go to the “File” menu, scroll down to “Automate/Batch…”
7. In the “Play” box, set the action to your action.
8. Select the source by choosing your images folder. Make sure that only the
images you want converted are in that folder.
9. Select one of the three options for the destination.
a. None: Opens the converted images in Photoshop.

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