We delve deeper into the role of the ePortfolio in this continuation of an exciting chat with Amy Urbanus, Assistant Professor in the Dietetics and Nutrition Program at the University of Alaska Anchorage.
Learn about the innovative implementation strategies, reflection processes, and the continuing growth of ePortfolios in academic and professional development.
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Episode Transcript
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(00:01):
Welcome to DigicationScholars Conversations.
I'm your host, Kelly Driscoll.
In this episode, you'll hear Part Twoof my conversation with Amy Urbanus,
Assistant Professor in the Dieteticsand Nutrition Program at University
of Alaska Anchorage's School ofPreventative and Therapeutic Services.
More links and information about today'sconversation can be found on Digication's
(00:25):
Twitter, Facebook, and Instagram.
Full episodes of Digication ScholarsConversations can be found on
YouTube or your favorite podcast app.
You know, when you were kind of speakingabout the, you know, for the students
to have, you know, between 20 and 30competencies that they're working towards,
(00:45):
I know in when I was teaching was in aneducation program and I think that maybe
there were Maybe 15 to 20 at the time.
And the language of them isnot always crystal clear.
And um, what an incredible, you know,experience for the students to have that
(01:08):
year where they are, you know, as partof that kind of culminating experience,
given the opportunity to work with youto, you know, do that self assessment.
I think that that's huge.
Um, giving them some time to, you know,be really honest about where they feel
like they may still have some gaps,um, to be able to use the ePortfolio
(01:34):
as a reference for where they havebeen able to achieve various companies
and have competencies and have arecord of that with their reflections.
And I'm imagining that there's timeswhen you've been reviewing those with
them where you've said, well, Youknow, you're, you're communicating to
me that you feel like you have thisgap, but when I'm looking at your
(01:57):
ePortfolio and some of your reflectionsabout this experience, it sounds to
me like you've really achieved this.
So what other opportunitiesmight you need?
to have for, you know, youto feel confidence that you
have achieved that competency.
And I'm imagining, you know, for you tobe able to work at that with them from the
(02:18):
beginning and starting to kind of learnsome of that language in the competencies
and incorporate that into their own kindof thinking about what they're doing
and Why their different assignments andprojects and site experiences have been
created for them that you're probably alsofinding times where you can see, you know,
(02:42):
as students going through this reflectiveprocess may not quite understand what the
competency is all about, but you're ableto kind of through this trajectory guide
them in that direction, um, So as studentsare kind of, you know, at either point in
the beginning or at the end, kind of goingthrough this reflective process, have
(03:05):
you identified times where, um, you know,maybe a student discovered that there
was something about their current paththat may be revealing either, you know,
where maybe they need to make a hard turn?
Or, um, maybe it's solidifyingsomething, but in a different realm.
(03:30):
So, for instance, you found your dreamjob working with people that had diabetes.
And I'm imagining that some people cominginto your Program, maybe thinking that,
you know, they're pointed at, you know, X.
And as part of this experienceend up in different directions.
(03:51):
How have you kind of seen thatmaybe reveal itself through some of
these experiences and reflectionsthat you have in the portfolios?
So, you know, it's kind of interesting,um, I would say, I don't know if I've
ever seen a student who is like completelypivoting, you know, by the time they're,
(04:13):
um, finishing their undergraduate degree,mostly just because I, we as a department
really try to foster this idea thatthe world of dietetics is very broad.
And so, you You know, this is now,you know, the next step in where you
have to get a master's degree andyou know, do supervised practice is
really where you're going to be able toreally decide, you know, kind of what
(04:36):
area you might be most interested in.
But what I will say is thatI think students forget like
the work that they've done.
Uh, because, oh my gosh, you know,if you're taking 15, and I forget
too, if I take 15 credits and you'rejust like, I just have to get through
biochemistry, like, this nutritionthing that I'm doing over here, it's
fine, it's easy, I like, because I likeit, I just have to pass biochemistry.
(05:00):
So I think sometimes they forgetabout the things that they are.
You know, that they've been working onand doing, and so one of the things I do
really like is, you know, they pull outthese projects or assignments or things
and really are forced to think about, youknow, gosh, you know, I, I like, I think
I, I did really enjoy this clinical casestudy or, you know, really, as I'm playing
(05:25):
with this portfolio and I'm uploadingthese education materials I developed
using all of these Fancy softwareprograms that I don't know how to use.
And they realize that they reallylike, and part of the ePortfolio
that speaks to them the mostis the design and all of that.
That there is a whole world ofdietetics in education and materials
(05:48):
and graphic design and a lot ofthings that they can really dive
into and tap into their creativity.
And so I think it, you know, kind ofsometimes provides that opportunity
to think about, you know, Because, youknow, when you look at a project that
you might have worked on, it will bringup You know, maybe what was going on
in your life at that time or, you know,what they were doing and if they enjoyed
(06:11):
it at all or not, you know, whatever.
And so I think it can provide, youknow, additional like thought about, you
know, what they might be interested in.
Where I've seen the mostpivoting, um, I also help co-teach
a class called Health 151.
I think you're familiar with it.
It's called "Breaking Trail..."
um, "on your Health andSocial Services Career."
(06:33):
And it's an interdisciplinaryor interprofessional.
I always say interdisciplinary causethat's hospital speak education.
We say interprofessional.
Um, so it's an interprofessional.
Education type course.
And it is also very much like an entry.
I'm a new student inthe College of Health.
Yeah.
Um, and we explore, weuse e-portfolio heavily.
(06:56):
Uh, and they build an e-portfolio,but their, their students are
really diving into differentcareer paths, different things.
And it's that where I reallydo see pivots happening.
Um, and, which is great.
I, I mean, it's fantastic.
I wish somebody had done that for mewhen I was, you know, starting out,
(07:18):
because you don't know what you want todo, um, you know, you think you know,
um, you know, and a lot of studentsat the College of Health are in the
Nursing Program, you know, and thenthey start to learn about other health
care professions and realize, oh,there's more than just nurse and doctor.
You know, I had mentioned a whileago in the beginning of this, uh,
of our discussion, I talked abouthow much I really like advising.
(07:39):
So, One of the things that I loveabout this class and then the use of
portfolio where they really are again,um, introduced to the idea of reflection
and, and, um, and in this class, they'renot, they're, we're not measuring their
knowledge and their competence, you know,we're, We're asking them to think about
where they fit, um, and what's going to,you know, help them be most successful.
(08:03):
And so it is really fun to read, youknow, that I have had a couple students
where I've read their reflections andtheir personal statements and things
like that and have reached out andsaid, Hey, you know, like I'm super
excited for you and I'm super happythat you're on the path that you are.
I sense some hesitation, youknow, have you thought about
(08:24):
this program or this program?
And, and just to kind of, you know,make that connection, I think all of,
you know, all faculty are looking to.
You know, we just, I mean, I'd loveto fill, you know, my seats, uh,
in my classes, but if it's not theright fit, it's not the right fit.
And so, it's a great, it's reallynice to use that tool to help
(08:45):
pull some of those things out.
Some students, especially in Alaska,we serve, um, a large rural population.
So we have, especially likein our online programs.
And so that could be a really big,you know, to be a freshman in college,
you know, trying to do some onlineeducation, living in a rural community
in a village, um, you know, where maybea student doesn't know any, you know,
(09:07):
that's been their whole, um, You know,they're, that's their world and they
have professional aspirations and alot of times it comes from a gap and a
need in their home community and theyhave a desire to seek this education,
but it can be extremely, scary...
Um, you know, the idea of hoppingon zoom and just talking like
(09:31):
this, you know, with somebody isnot, you know, super comforting.
So in these reflections, I'mlike, Oh my goodness, you're
like, you have so much to offer.
And they, you know, through theirwriting are able to share all
of these amazing experiences.
Um, and so it.
It does, it can really provide anopportunity to identify a student
(09:54):
that you may want to connect with,um, that you just wouldn't otherwise
see, um, when they're, you know,submitting their assignment by
midnight on Sunday night of the sameassignment that everybody else is doing.
So, um, so in that regard, You know,so for that class specifically, I
think that's where I see more, youknow, kind of pivots or, um, you know,
(10:17):
changes that they're life changingthings that they're thinking about.
Yeah, and it is such a wonderfulcourse and the design of it to really
be this time for discovery, right?
And for so many of the students, manyfirst generation college students,
many, as you mentioned, coming fromRural communities where, um, exposure
(10:43):
and access are so different thanwhat, you know, many would envision
as your typical college student.
Um, and I think what hasalso just been remarkable.
You know, from, from Digication'sperspective and working with the
university too, and you, you mentionedthis a little bit and, you know, these
(11:07):
opportunities to use the ePortfolio tolearn about their students is they're
just, just seeing this incredible, um,culture and comfort with storytelling
and that when they, the students aregiven this opportunity to, uh, Talk about
(11:27):
the experiences that they have had intheir families, in their communities.
Um, tied to their kind of culturalbackgrounds and histories and connections
to the area that, um, I mean, italmost seems like many of the young
(11:49):
people there or people, you know, eventhose that are older and now coming
to school or coming back to school.
There's this almost need and, um, desireto have this space to share these stories,
and that this technology kind of came tothe institution at a time where, you know,
(12:14):
access to the internet, although it'snot perfect everywhere, you know, it's
starting to become more accessible andgiving people this opportunity to suddenly
be able to share things beyond the, youknow, Um, you know, close communities and
individuals within their families in waysthat they haven't been able to before.
(12:34):
And um, you know, in our collaborationwith the different programs there and
through our wonderful relationship workingwith Paul Wasco and being introduced to
folks like You and so many of the facultythere, you know, doing the, um, hard
work with the students, it has just beenthis incredibly inspiring experience to
(13:00):
see all of the different ways that, youknow, that are uniquely University of
Alaska very often in ways that you'reinnovating the use of the, the platform.
So, you know, I think for those thatare listening, um, E portfolios have
had a long history in being tied toaccreditation and assessment for being
(13:27):
able to gather data for accreditation.
Um, but the way that the institutionhas been able to, you know, open up
the opportunity for students to reallyuse it as that space for much more.
Personalized storytelling and connectionsto, you know, the passion that's led
them to pursuing, um, you know, differentinterests and fields at the college.
(13:53):
It's just been huge.
Um, yeah, so and, andI'll give it something.
No, no, no.
I've been wanting to talk in a while.
I will give a shout out to my,uh, to my colleague here too, Dr.
Walsh.
She, um, teaches a, uh, communitynutrition class, which is
one of our capstone classes.
It's a 400 level class.
(14:13):
And she does, uh, you know,does a project using ePortfolio.
So it's not building a portfolio in thesense that we've been talking about,
like, um, you know, for accreditationor for those kinds of things.
Um, but she, you know, it's a multi-stepproject and one of the coolest things
when she first started utilizing it wasshe actually gives students the option,
(14:36):
the option to provide in one piece of it,you know, to provide written, uh, written
work or to do verbal and, uh, you know,and record themselves, uh, talking about
stuff and, and gives them the choice.
And she said it's really been, youknow, it's really been easy to, to see.
You know, how some students really shine.
(14:58):
When they have the opportunity toprovide that, um, you know, the
oral response versus, you know,versus writing and vice versa.
Um, so I think it can, again,I think once, you know, once
faculty and students get over.
The idea of, it's another platform,you know, it's something else, right?
(15:19):
Like it's not, you know, a part ofBlackboard or it's not a textbook, it's
not, you know, those kinds of things.
Um, and then I would just say toothat, so this is my sixth year.
I make tweaks and do different things.
Not huge, but you know, constantlykind of thinking about how to
make it better or do, you know.
(15:40):
And so, it's okay to start out having itkind of just be, you know, what we would
consider a more traditional portfolio.
I'm going to put, I'm going toput my work in here and then
somebody else can view it.
Um, and I think thatthat's perfectly fine too.
I think there's purpose in that.
Um, and just having, you know,kind of a, a single place that
(16:02):
somebody can do that outside of,like I said, like a Google Drive.
Um, and so, you know, I think that somefaculty Get the sense might be intimidated
by it because they do see these like highlevel, you know, innovative ways of using
portfolio and it doesn't have to be.
You know, it doesn't have to bethat necessarily start with a,
(16:24):
a single, I mean, I, I, I knowthat Paul does a lot of workshops
around the kind of six word story.
Yes.
We use that a lot.
I love can be the creationspace for a, a story.
It can be the creation space for a singleproject or reflection on an experience.
(16:44):
And that is.
A very different kind of approachthan some of the, you know, more
longitudinal, you know, programwide kind of experience portfolios.
And absolutely that, you know, as facultyare learning about different ways and kind
(17:06):
of options that they have and flexibly.
using it in ways that really suit theirown needs and, and purposes and, you
know, letting students kind of take thereins in those cases and kind of design
it in ways that work, work best for them.
As you mentioned, it could be theincorporation of video or audio
(17:31):
and, um, and sometimes studentsare just marrying images and texts
together in ways that, um, Reallykind of become their own art form.
I had the opportunity to have, um, Jillfrom dance, uh, joining me on one of
these conversations and she would oftendescribe the portfolios as almost a dance
(17:54):
in, in her cases, you know, the studentsare really trying to create an experience.
with the, with the platform.
Um, so there's lots of differentways that it can be kind of
molded and, um, evolve over time.
I love that you spoke a little bitabout how, you know, as the years go
(18:15):
by, that you're always kind of makingRefinements and iterating on things.
And I think that that's, youknow, a very healthy part of
the whole practice in teaching.
Right.
And that, you know, with every groupof students that comes in, you know,
every cohort also has its own kind ofNeeds and aspirations and, you know,
(18:40):
they always teach us something too andfrom that we, you know, it informs us
and kind of getting ready for the nextgroup to come in so it is something that
I think, you know, it's quite differentfrom one's course shell in a, in a
learning management system because youcan so easily take something from a prior
(19:02):
semester and make Adjustments to it asneeded and then make it available to the
next, um, group of students that come inthat things don't have that kind of hard
stop and end date and then disappear.
Well, and it's interesting.
So I'm building a promotion portfolioright now, um, and which our university,
(19:24):
I'm sure lots of universities do thatsame thing for promotion and tenure files.
Um, And so, I am not a very, I do not,I, I like clinical stuff, I am not a
super creative person, um, and so thatpart of it is a little harder for me, um,
but I like things to look aestheticallynice and pleasing, so it's like this,
(19:48):
I'm like, oh, it needs to look better,but I don't know how to do that.
Anyway.
So I just this morning was actuallylooking in old classes, um, of my
students and I, there's a, there arealways these, a couple of students that
I just always pop into my head causeI, they were just, usually they're the
ones that are doing amazing work inculinary nutrition and then they're
just, you know, they're just so in with.
(20:10):
Their environment, and the food, andgardening, and all these wonderful things.
We all love food.
So do I.
I know.
It's so wonderful.
I love culinary art.
Yes.
So I'm thinking of this, so I was like,Oh, I should see what her, you know,
what she used as a background, right?
So I'm thinking of the students, and I'mlike, her stuff was always so beautiful.
Let me just see if I canspark my creative juices.
(20:34):
So I opened up her portfolio andshe's now a practicing registered
dietitian, uh, so she's finished amaster's degree and all the rest of it.
And I opened up her undergraduatedidactic program and dietetics portfolio,
um, that I still have access to.
And she had given me permission toutilize it to help, you know, as
like guidelines for other students.
(20:54):
And she has, it's now like afull, like professional portfolio.
Like so she, I still see some pictures.
I see some examples of projectsthat she was most proud of
probably in her undergraduate work.
Obviously she's now grown.
She has children, you know, things havemoved on, um, but it was really neat to
(21:18):
see that she took what she developed andcreated in DN 492, um, and has built it
into a professional portfolio, got ridof the stuff that she didn't need and,
um, but has continued to utilize it.
So I just saw that this morning and Iwas, um, that was pretty cool to see
that it's not, you know, it's not,you know, some students, like I said,
(21:40):
are never going to look at it again.
Um, and that's.
Perfectly fine, but it's nice to knowthat some take it with them and, you
know, continue to build and grow with it.
Absolutely, yeah, and when we werecreating Digication, even from the
very beginning, um, you know, we reallywanted it to be something where alumni
(22:02):
could take it with them and continue toutilize it in whatever manner, you know,
they really felt like they needed to.
Maybe they just wanted to keep it as arecord of what they did during that time.
And then others, you know, reallyget in there and sometimes create
multiple versions of this, fordifferent employment opportunities.
Some as you mentioned come back, andstart filling it out with, you know,
(22:31):
professional practice experiencethat they have with, um, professional
development kinds of experiences thatthey've had, um, different certifications
that they may get over the years.
And, you know, at this stage, it might besomething that they just Return to every
few years, but they've got all of thathistory now that they can refer to, things
(22:56):
can get moved around and reorganized.
So, um, and it is very joyful foreducators to also be able to look back
at what their Students have done andshare it with other students the way that
you're doing it to get them inspired.
Right?
, um, you know, about what that kindof finished product may look like
(23:21):
during their time as a student, right?
This is something that you canstrive for or you may present it
differently, but you know, these arethe kinds of things reflect Yeah.
Quality of the reflectionsthat we're looking for, and.
Um, maybe, you know, presentationkind of design ideas and things
to think that that's all.
(23:42):
Modeling and um, you know, the fact thatyou've kind of gone through the process
of creating your own P & T portfolio.
I know that, you know, from, fromthose being very open and students be
able to take the reins, that the P & Tportfolios can be much more structured
because they have a different utility.
(24:03):
Um, but that it does, so again,kind of give you the opportunity
as a teacher to be able to.
Familiarize yourself with differentways that the tools can be used and,
um, and think about how you want topresent yourself, right, for audiences.
I've always been, uh, interestedin how many, uh, your institution
(24:25):
do choose to share their P & T, uh,portfolios publicly, um, because it
has become something that they use notonly for the purpose of, um, promotion
and tenure within the institution.
But something that they're reallyproud of, that they want to be able
to share with external audiences.
(24:48):
Right.
Well, and the one thing I alwaystell my students, too, it's like,
um, you know, we all have that memoryof trying to apply to jobs the first
time when you have no work experience.
Uh, you know, I mean,beyond, you know, I, I.
Worked to pay the bills while I wasin school and that kind of stuff.
(25:09):
And, and how do you compete against, youknow, applicants that might have that.
Um, and so to me that'ssomething else as well.
I'm, you know, I always try to tellstudents that like, you really can
utilize, you know, portions of, orall of, or whatever you can utilize.
Portfolio and providing, you know, andsharing like your depth and breadth of
(25:34):
experience, even though in a resume, itmay not jump out at a Um, you know, at
somebody, at somebody who's looking tohire somebody, um, you know, in a resume,
it may not jump out as like, you know,you look at their work experience, you're
like, Oh, okay, well, you're pretty green,you know, it's like, there's not a whole
lot, but in any portfolio, they might havedone some amazing project that gives them.
(25:58):
An example of what they'recapable of, um, and how they might
fit within their organization.
So um, much informationabout cultural fit.
Yeah.
And that piece of it.
So, you know, again, maybeone student does that.
I don't, you know, I.
There's really not a whole lot.
You know, we try to trackstudents, um, you know, and, and
(26:19):
their careers and things, uh, youknow, even just for our program.
Um, but, you know, I'm hopeful thatsome students, you know, are able
to, to utilize a little bit of it.
Yeah, absolutely.
Absolutely.
And I think, again, as the, um, askind of, The time goes by that those
that are doing the hiring, even if ajob description said, Oh, you know,
(26:44):
one of the requirements is three tofive, three to five years experience
that, you know, that students shouldhave some confidence in the experiences
that they have had as students, youknow, these field experiences and, and.
Um, even if they're creatingtheir own kind of fictitious
(27:06):
case studies, an example.
But when they're able to show that,even if they just graduated a few
months ago, when they can show thatthey've done, they've done the work.
And now, you know, there maybe things that they need to be
taught in the field, but thosethings can be taught when, right.
People that are hiring can see, okay.
They've really done, they've done this.
(27:26):
They've done this, yeah.
Yeah.
We can see that they've got, you know,a mindset or work ethic or, you know,
the profile of this person is reallyfitting the kinds of things that we're
looking for that very often, even if thejob description may have been listing.
You know, X years of experiencethat the people that are really
(27:47):
making the final decisions.
Yeah.
And especially as we move intoso many professions requiring
a graduate degree, their, theirexperiences are above and beyond.
Like when I was entering the workforce,you know, with a bachelor's degree.
So, um, yeah, so it's nice to beable to showcase that a little bit.
Yeah.
(28:07):
Yeah.
Yeah.
Perfect.
Indeed.
Well, Amy, thank you somuch for joining me today.
You're welcome.
It was fun.
We'll chat with you again, and I can'twait to share this, uh, conversation
with our listeners, uh, your experienceand perspective is so valuable.
So, thank you for sharingyour story with me today.
(28:30):
You're welcome.
Thanks for having me.
It was super fun.
Good.
Bye.
Bye.
Welcome to DigicationScholars Conversations.
I'm your host, Kelly Driscoll.
In this episode, you'll hear Part Twoof my conversation with Amy Urbanus,
Assistant Professor in the Dieteticsand Nutrition Program at University
of Alaska Anchorage's School ofPreventative and Therapeutic Services.
More links and information about today'sconversation can be found on Digication's
(00:25):
Twitter, Facebook, and Instagram.
Full episodes of Digication ScholarsConversations can be found on
YouTube or your favorite podcast app.
You know, when you were kind of speakingabout the, you know, for the students
to have, you know, between 20 and 30competencies that they're working towards,
(00:45):
I know in when I was teaching was in aneducation program and I think that maybe
there were Maybe 15 to 20 at the time.
And the language of them isnot always crystal clear.
And um, what an incredible, you know,experience for the students to have that
(01:08):
year where they are, you know, as partof that kind of culminating experience,
given the opportunity to work with youto, you know, do that self assessment.
I think that that's huge.
Um, giving them some time to, you know,be really honest about where they feel
like they may still have some gaps,um, to be able to use the ePortfolio
(01:34):
as a reference for where they havebeen able to achieve various companies
and have competencies and have arecord of that with their reflections.
And I'm imagining that there's timeswhen you've been reviewing those with
them where you've said, well, Youknow, you're, you're communicating to
me that you feel like you have thisgap, but when I'm looking at your
(01:57):
ePortfolio and some of your reflectionsabout this experience, it sounds to
me like you've really achieved this.
So what other opportunitiesmight you need?
to have for, you know, youto feel confidence that you
have achieved that competency.
And I'm imagining, you know, for you tobe able to work at that with them from the
(02:18):
beginning and starting to kind of learnsome of that language in the competencies
and incorporate that into their own kindof thinking about what they're doing
and Why their different assignments andprojects and site experiences have been
created for them that you're probably alsofinding times where you can see, you know,
(02:42):
as students going through this reflectiveprocess may not quite understand what the
competency is all about, but you're ableto kind of through this trajectory guide
them in that direction, um, So as studentsare kind of, you know, at either point in
the beginning or at the end, kind of goingthrough this reflective process, have
(03:05):
you identified times where, um, you know,maybe a student discovered that there
was something about their current paththat may be revealing either, you know,
where maybe they need to make a hard turn?
Or, um, maybe it's solidifyingsomething, but in a different realm.
(03:30):
So, for instance, you found your dreamjob working with people that had diabetes.
And I'm imagining that some people cominginto your Program, maybe thinking that,
you know, they're pointed at, you know, X.
And as part of this experienceend up in different directions.
(03:51):
How have you kind of seen thatmaybe reveal itself through some of
these experiences and reflectionsthat you have in the portfolios?
So, you know, it's kind of interesting,um, I would say, I don't know if I've
ever seen a student who is like completelypivoting, you know, by the time they're,
(04:13):
um, finishing their undergraduate degree,mostly just because I, we as a department
really try to foster this idea thatthe world of dietetics is very broad.
And so, you You know, this is now,you know, the next step in where you
have to get a master's degree andyou know, do supervised practice is
really where you're going to be able toreally decide, you know, kind of what
(04:36):
area you might be most interested in.
But what I will say is thatI think students forget like
the work that they've done.
Uh, because, oh my gosh, you know,if you're taking 15, and I forget
too, if I take 15 credits and you'rejust like, I just have to get through
biochemistry, like, this nutritionthing that I'm doing over here, it's
fine, it's easy, I like, because I likeit, I just have to pass biochemistry.
(05:00):
So I think sometimes they forgetabout the things that they are.
You know, that they've been working onand doing, and so one of the things I do
really like is, you know, they pull outthese projects or assignments or things
and really are forced to think about, youknow, gosh, you know, I, I like, I think
I, I did really enjoy this clinical casestudy or, you know, really, as I'm playing
(05:25):
with this portfolio and I'm uploadingthese education materials I developed
using all of these Fancy softwareprograms that I don't know how to use.
And they realize that they reallylike, and part of the ePortfolio
that speaks to them the mostis the design and all of that.
That there is a whole world ofdietetics in education and materials
(05:48):
and graphic design and a lot ofthings that they can really dive
into and tap into their creativity.
And so I think it, you know, kind ofsometimes provides that opportunity
to think about, you know, Because, youknow, when you look at a project that
you might have worked on, it will bringup You know, maybe what was going on
in your life at that time or, you know,what they were doing and if they enjoyed
(06:11):
it at all or not, you know, whatever.
And so I think it can provide, youknow, additional like thought about, you
know, what they might be interested in.
Where I've seen the mostpivoting, um, I also help co-teach
a class called Health 151.
I think you're familiar with it.
It's called "Breaking Trail..."
um, "on your Health andSocial Services Career."
(06:33):
And it's an interdisciplinaryor interprofessional.
I always say interdisciplinary causethat's hospital speak education.
We say interprofessional.
Um, so it's an interprofessional.
Education type course.
And it is also very much like an entry.
I'm a new student inthe College of Health.
Yeah.
Um, and we explore, weuse e-portfolio heavily.
(06:56):
Uh, and they build an e-portfolio,but their, their students are
really diving into differentcareer paths, different things.
And it's that where I reallydo see pivots happening.
Um, and, which is great.
I, I mean, it's fantastic.
I wish somebody had done that for mewhen I was, you know, starting out,
(07:18):
because you don't know what you want todo, um, you know, you think you know,
um, you know, and a lot of studentsat the College of Health are in the
Nursing Program, you know, and thenthey start to learn about other health
care professions and realize, oh,there's more than just nurse and doctor.
You know, I had mentioned a whileago in the beginning of this, uh,
of our discussion, I talked abouthow much I really like advising.
(07:39):
So, One of the things that I loveabout this class and then the use of
portfolio where they really are again,um, introduced to the idea of reflection
and, and, um, and in this class, they'renot, they're, we're not measuring their
knowledge and their competence, you know,we're, We're asking them to think about
where they fit, um, and what's going to,you know, help them be most successful.
(08:03):
And so it is really fun to read, youknow, that I have had a couple students
where I've read their reflections andtheir personal statements and things
like that and have reached out andsaid, Hey, you know, like I'm super
excited for you and I'm super happythat you're on the path that you are.
I sense some hesitation, youknow, have you thought about
(08:24):
this program or this program?
And, and just to kind of, you know,make that connection, I think all of,
you know, all faculty are looking to.
You know, we just, I mean, I'd loveto fill, you know, my seats, uh,
in my classes, but if it's not theright fit, it's not the right fit.
And so, it's a great, it's reallynice to use that tool to help
(08:45):
pull some of those things out.
Some students, especially in Alaska,we serve, um, a large rural population.
So we have, especially likein our online programs.
And so that could be a really big,you know, to be a freshman in college,
you know, trying to do some onlineeducation, living in a rural community
in a village, um, you know, where maybea student doesn't know any, you know,
(09:07):
that's been their whole, um, You know,they're, that's their world and they
have professional aspirations and alot of times it comes from a gap and a
need in their home community and theyhave a desire to seek this education,
but it can be extremely, scary...
Um, you know, the idea of hoppingon zoom and just talking like
(09:31):
this, you know, with somebody isnot, you know, super comforting.
So in these reflections, I'mlike, Oh my goodness, you're
like, you have so much to offer.
And they, you know, through theirwriting are able to share all
of these amazing experiences.
Um, and so it.
It does, it can really provide anopportunity to identify a student
(09:54):
that you may want to connect with,um, that you just wouldn't otherwise
see, um, when they're, you know,submitting their assignment by
midnight on Sunday night of the sameassignment that everybody else is doing.
So, um, so in that regard, You know,so for that class specifically, I
think that's where I see more, youknow, kind of pivots or, um, you know,
(10:17):
changes that they're life changingthings that they're thinking about.
Yeah, and it is such a wonderfulcourse and the design of it to really
be this time for discovery, right?
And for so many of the students, manyfirst generation college students,
many, as you mentioned, coming fromRural communities where, um, exposure
(10:43):
and access are so different thanwhat, you know, many would envision
as your typical college student.
Um, and I think what hasalso just been remarkable.
You know, from, from Digication'sperspective and working with the
university too, and you, you mentionedthis a little bit and, you know, these
(11:07):
opportunities to use the ePortfolio tolearn about their students is they're
just, just seeing this incredible, um,culture and comfort with storytelling
and that when they, the students aregiven this opportunity to, uh, Talk about
(11:27):
the experiences that they have had intheir families, in their communities.
Um, tied to their kind of culturalbackgrounds and histories and connections
to the area that, um, I mean, italmost seems like many of the young
(11:49):
people there or people, you know, eventhose that are older and now coming
to school or coming back to school.
There's this almost need and, um, desireto have this space to share these stories,
and that this technology kind of came tothe institution at a time where, you know,
(12:14):
access to the internet, although it'snot perfect everywhere, you know, it's
starting to become more accessible andgiving people this opportunity to suddenly
be able to share things beyond the, youknow, Um, you know, close communities and
individuals within their families in waysthat they haven't been able to before.
(12:34):
And um, you know, in our collaborationwith the different programs there and
through our wonderful relationship workingwith Paul Wasco and being introduced to
folks like You and so many of the facultythere, you know, doing the, um, hard
work with the students, it has just beenthis incredibly inspiring experience to
(13:00):
see all of the different ways that, youknow, that are uniquely University of
Alaska very often in ways that you'reinnovating the use of the, the platform.
So, you know, I think for those thatare listening, um, E portfolios have
had a long history in being tied toaccreditation and assessment for being
(13:27):
able to gather data for accreditation.
Um, but the way that the institutionhas been able to, you know, open up
the opportunity for students to reallyuse it as that space for much more.
Personalized storytelling and connectionsto, you know, the passion that's led
them to pursuing, um, you know, differentinterests and fields at the college.
(13:53):
It's just been huge.
Um, yeah, so and, andI'll give it something.
No, no, no.
I've been wanting to talk in a while.
I will give a shout out to my,uh, to my colleague here too, Dr.
Walsh.
She, um, teaches a, uh, communitynutrition class, which is
one of our capstone classes.
It's a 400 level class.
(14:13):
And she does, uh, you know,does a project using ePortfolio.
So it's not building a portfolio in thesense that we've been talking about,
like, um, you know, for accreditationor for those kinds of things.
Um, but she, you know, it's a multi-stepproject and one of the coolest things
when she first started utilizing it wasshe actually gives students the option,
(14:36):
the option to provide in one piece of it,you know, to provide written, uh, written
work or to do verbal and, uh, you know,and record themselves, uh, talking about
stuff and, and gives them the choice.
And she said it's really been, youknow, it's really been easy to, to see.
You know, how some students really shine.
(14:58):
When they have the opportunity toprovide that, um, you know, the
oral response versus, you know,versus writing and vice versa.
Um, so I think it can, again,I think once, you know, once
faculty and students get over.
The idea of, it's another platform,you know, it's something else, right?
(15:19):
Like it's not, you know, a part ofBlackboard or it's not a textbook, it's
not, you know, those kinds of things.
Um, and then I would just say toothat, so this is my sixth year.
I make tweaks and do different things.
Not huge, but you know, constantlykind of thinking about how to
make it better or do, you know.
(15:40):
And so, it's okay to start out having itkind of just be, you know, what we would
consider a more traditional portfolio.
I'm going to put, I'm going toput my work in here and then
somebody else can view it.
Um, and I think thatthat's perfectly fine too.
I think there's purpose in that.
Um, and just having, you know,kind of a, a single place that
(16:02):
somebody can do that outside of,like I said, like a Google Drive.
Um, and so, you know, I think that somefaculty Get the sense might be intimidated
by it because they do see these like highlevel, you know, innovative ways of using
portfolio and it doesn't have to be.
You know, it doesn't have to bethat necessarily start with a,
(16:24):
a single, I mean, I, I, I knowthat Paul does a lot of workshops
around the kind of six word story.
Yes.
We use that a lot.
I love can be the creationspace for a, a story.
It can be the creation space for a singleproject or reflection on an experience.
(16:44):
And that is.
A very different kind of approachthan some of the, you know, more
longitudinal, you know, programwide kind of experience portfolios.
And absolutely that, you know, as facultyare learning about different ways and kind
(17:06):
of options that they have and flexibly.
using it in ways that really suit theirown needs and, and purposes and, you
know, letting students kind of take thereins in those cases and kind of design
it in ways that work, work best for them.
As you mentioned, it could be theincorporation of video or audio
(17:31):
and, um, and sometimes studentsare just marrying images and texts
together in ways that, um, Reallykind of become their own art form.
I had the opportunity to have, um, Jillfrom dance, uh, joining me on one of
these conversations and she would oftendescribe the portfolios as almost a dance
(17:54):
in, in her cases, you know, the studentsare really trying to create an experience.
with the, with the platform.
Um, so there's lots of differentways that it can be kind of
molded and, um, evolve over time.
I love that you spoke a little bitabout how, you know, as the years go
(18:15):
by, that you're always kind of makingRefinements and iterating on things.
And I think that that's, youknow, a very healthy part of
the whole practice in teaching.
Right.
And that, you know, with every groupof students that comes in, you know,
every cohort also has its own kind ofNeeds and aspirations and, you know,
(18:40):
they always teach us something too andfrom that we, you know, it informs us
and kind of getting ready for the nextgroup to come in so it is something that
I think, you know, it's quite differentfrom one's course shell in a, in a
learning management system because youcan so easily take something from a prior
(19:02):
semester and make Adjustments to it asneeded and then make it available to the
next, um, group of students that come inthat things don't have that kind of hard
stop and end date and then disappear.
Well, and it's interesting.
So I'm building a promotion portfolioright now, um, and which our university,
(19:24):
I'm sure lots of universities do thatsame thing for promotion and tenure files.
Um, And so, I am not a very, I do not,I, I like clinical stuff, I am not a
super creative person, um, and so thatpart of it is a little harder for me, um,
but I like things to look aestheticallynice and pleasing, so it's like this,
(19:48):
I'm like, oh, it needs to look better,but I don't know how to do that.
Anyway.
So I just this morning was actuallylooking in old classes, um, of my
students and I, there's a, there arealways these, a couple of students that
I just always pop into my head causeI, they were just, usually they're the
ones that are doing amazing work inculinary nutrition and then they're
just, you know, they're just so in with.
(20:10):
Their environment, and the food, andgardening, and all these wonderful things.
We all love food.
So do I.
I know.
It's so wonderful.
I love culinary art.
Yes.
So I'm thinking of this, so I was like,Oh, I should see what her, you know,
what she used as a background, right?
So I'm thinking of the students, and I'mlike, her stuff was always so beautiful.
Let me just see if I canspark my creative juices.
(20:34):
So I opened up her portfolio andshe's now a practicing registered
dietitian, uh, so she's finished amaster's degree and all the rest of it.
And I opened up her undergraduatedidactic program and dietetics portfolio,
um, that I still have access to.
And she had given me permission toutilize it to help, you know, as
like guidelines for other students.
(20:54):
And she has, it's now like afull, like professional portfolio.
Like so she, I still see some pictures.
I see some examples of projectsthat she was most proud of
probably in her undergraduate work.
Obviously she's now grown.
She has children, you know, things havemoved on, um, but it was really neat to
(21:18):
see that she took what she developed andcreated in DN 492, um, and has built it
into a professional portfolio, got ridof the stuff that she didn't need and,
um, but has continued to utilize it.
So I just saw that this morning and Iwas, um, that was pretty cool to see
that it's not, you know, it's not,you know, some students, like I said,
(21:40):
are never going to look at it again.
Um, and that's.
Perfectly fine, but it's nice to knowthat some take it with them and, you
know, continue to build and grow with it.
Absolutely, yeah, and when we werecreating Digication, even from the
very beginning, um, you know, we reallywanted it to be something where alumni
(22:02):
could take it with them and continue toutilize it in whatever manner, you know,
they really felt like they needed to.
Maybe they just wanted to keep it as arecord of what they did during that time.
And then others, you know, reallyget in there and sometimes create
multiple versions of this, fordifferent employment opportunities.
Some as you mentioned come back, andstart filling it out with, you know,
(22:31):
professional practice experiencethat they have with, um, professional
development kinds of experiences thatthey've had, um, different certifications
that they may get over the years.
And, you know, at this stage, it might besomething that they just Return to every
few years, but they've got all of thathistory now that they can refer to, things
(22:56):
can get moved around and reorganized.
So, um, and it is very joyful foreducators to also be able to look back
at what their Students have done andshare it with other students the way that
you're doing it to get them inspired.
Right?
, um, you know, about what that kindof finished product may look like
(23:21):
during their time as a student, right?
This is something that you canstrive for or you may present it
differently, but you know, these arethe kinds of things reflect Yeah.
Quality of the reflectionsthat we're looking for, and.
Um, maybe, you know, presentationkind of design ideas and things
to think that that's all.
(23:42):
Modeling and um, you know, the fact thatyou've kind of gone through the process
of creating your own P & T portfolio.
I know that, you know, from, fromthose being very open and students be
able to take the reins, that the P & Tportfolios can be much more structured
because they have a different utility.
(24:03):
Um, but that it does, so again,kind of give you the opportunity
as a teacher to be able to.
Familiarize yourself with differentways that the tools can be used and,
um, and think about how you want topresent yourself, right, for audiences.
I've always been, uh, interestedin how many, uh, your institution
(24:25):
do choose to share their P & T, uh,portfolios publicly, um, because it
has become something that they use notonly for the purpose of, um, promotion
and tenure within the institution.
But something that they're reallyproud of, that they want to be able
to share with external audiences.
(24:48):
Right.
Well, and the one thing I alwaystell my students, too, it's like,
um, you know, we all have that memoryof trying to apply to jobs the first
time when you have no work experience.
Uh, you know, I mean,beyond, you know, I, I.
Worked to pay the bills while I wasin school and that kind of stuff.
(25:09):
And, and how do you compete against, youknow, applicants that might have that.
Um, and so to me that'ssomething else as well.
I'm, you know, I always try to tellstudents that like, you really can
utilize, you know, portions of, orall of, or whatever you can utilize.
Portfolio and providing, you know, andsharing like your depth and breadth of
(25:34):
experience, even though in a resume, itmay not jump out at a Um, you know, at
somebody, at somebody who's looking tohire somebody, um, you know, in a resume,
it may not jump out as like, you know,you look at their work experience, you're
like, Oh, okay, well, you're pretty green,you know, it's like, there's not a whole
lot, but in any portfolio, they might havedone some amazing project that gives them.
(25:58):
An example of what they'recapable of, um, and how they might
fit within their organization.
So um, much informationabout cultural fit.
Yeah.
And that piece of it.
So, you know, again, maybeone student does that.
I don't, you know, I.
There's really not a whole lot.
You know, we try to trackstudents, um, you know, and, and
(26:19):
their careers and things, uh, youknow, even just for our program.
Um, but, you know, I'm hopeful thatsome students, you know, are able
to, to utilize a little bit of it.
Yeah, absolutely.
Absolutely.
And I think, again, as the, um, askind of, The time goes by that those
that are doing the hiring, even if ajob description said, Oh, you know,
(26:44):
one of the requirements is three tofive, three to five years experience
that, you know, that students shouldhave some confidence in the experiences
that they have had as students, youknow, these field experiences and, and.
Um, even if they're creatingtheir own kind of fictitious
(27:06):
case studies, an example.
But when they're able to show that,even if they just graduated a few
months ago, when they can show thatthey've done, they've done the work.
And now, you know, there maybe things that they need to be
taught in the field, but thosethings can be taught when, right.
People that are hiring can see, okay.
They've really done, they've done this.
(27:26):
They've done this, yeah.
Yeah.
We can see that they've got, you know,a mindset or work ethic or, you know,
the profile of this person is reallyfitting the kinds of things that we're
looking for that very often, even if thejob description may have been listing.
You know, X years of experiencethat the people that are really
(27:47):
making the final decisions.
Yeah.
And especially as we move intoso many professions requiring
a graduate degree, their, theirexperiences are above and beyond.
Like when I was entering the workforce,you know, with a bachelor's degree.
So, um, yeah, so it's nice to beable to showcase that a little bit.
Yeah.
(28:07):
Yeah.
Yeah.
Perfect.
Indeed.
Well, Amy, thank you somuch for joining me today.
You're welcome.
It was fun.
We'll chat with you again, and I can'twait to share this, uh, conversation
with our listeners, uh, your experienceand perspective is so valuable.
So, thank you for sharingyour story with me today.
(28:30):
You're welcome.
Thanks for having me.
It was super fun.
Good.
Bye.
Bye.
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