Participating in professional conferences in my fields of work/study is another element of my job.  Academics are expected to share their work, research, and pedagogical approaches/ideas with others in the field.  Below you will find details about some of my more recent conference presentations.  For an full list of presentations I’ve given, please see my CV.

“Whole and Personal: The Role of ePortfolios in Fostering Deeper Engagement With Liberal Arts Education.” Presented at AAEEBL 2015 ePortfolio Conference

AAEEBL 2015 Logo graphicSession Abstract: In this presentation I will outline Lane’s Core Learning Outcomes (CLOs), the framework to our Liberal Arts educational model, and share excerpts from a mini-documentary I’ve been making with students about the role of ePortfolios in fostering CLO engagement and deeper learning in their personal educational experiences both inside and outside the classroom. Through their own words and experiences these students will demonstrate how ePortfolios have helped them embrace a model of learning, assessment, and education that is both more whole and more personal.

Full Description: Students often express that they feel as though educational practices reflect a “one size fits all” model and exclude learning that takes place outside the classroom. Through the use of ePortfolios, many students have been able to move beyond this frustration and take personal ownership of their educational journeys. One of the ways I’ve sought to help students accomplish this personalization is by helping them more deeply understand and engage with the Core Learning Outcomes (CLOs) that frame the Liberal Arts model at Lane Community College. By internalizing and personalizing these CLOs, students are able to really begin to understand how the Liberal Arts model seeks to personalize the educational model and transform learning and the assessment of learning into more holistic practices. ePortfolios have offered my students a space in which, through “folio thinking” and metacognitive practices fostered by ePortfolios, they have been able to grapple with the CLOs and use them to frame their personal educational journeys in the classroom and beyond. In this presentation I will outline Lane’s CLOs and share excerpts from a mini-documentary I’ve been making with students about the role of ePortfolios in fostering CLO engagement and deeper learning in their personal educational experiences. Through their own words and experiences these students will demonstrate how ePortfolios have helped them embrace a more holistic and personalized model of learning, assessment, and education.

The link to the mini-documentary at the heart of this presentation can be found here.

“Reflections on a Pedagogical Chrysalis: Incorporating ePortfolios in My Honors Writing Course.” Presented at AAEEBL 2014 ePortfolio Conference


I presented on the successes, failures, and challenges I’d encountered as I’ve worked to incorporate ePortoflios into my Honors WR122 course in the 2013/14 academic year.  Below is the abstract to this 20 minute presentation:

I often tell my students that reflection is the key to revision.  In this session I will share some reflections on the experience of creating and teaching “ePortfolio version 1.0” of my Honors Writing Course, and how I came to revise the course and more deeply embed the ePortfolios in my pedagogical approach as I crafted Version 2.0.  I will share some of the successes, failures, and challenges of  Version 1.0 as well as how I integrated student feedback into my revised approach to the course.

In the presentation I invited the audience into the process of incorporating ePortfolios into the pedagogy of my Honors Writing course for the purposes of enhancing student learning, improving the quality and frequency of students’ self reflection, and to support students’ experience with the Honors Program ePortfolio requirement. During the presentation,  I reflected upon and shared examples of students’ ePortfolio artifacts to help demonstrate the successes, failures, and challenges that Version 1.0 (which can be seen here) of the course presented, as well as to provide a basis for understanding some of the student feedback I received on the course.  I then gave the audience a brief look at Version 2.0 of the course (which can be seen here), which emerged from my reflections on Version 1.0, and opened the session up for discussion of these changes. During the discussion, I also shared examples of student artifacts from Version 2.0 of the course (which I will taught this Spring) as appropriate to the discussion.

The PowerPoint and notes for this presentation can be found here.

My blog reflection on sessions I attended at the AAEEBL 2014 Conference can be found here.

“Piecing it Together: Making, Tinkering, and DIY in our Colleges.” Presented at TYCA Pacific Northwest and Pacific Northwest Writing Center Association joint 2013 Conference 

I co-presented with two colleagues on assessment practices in a panel titled “Community of Hackers: Doing Meaningful Writing Assessment in the Two-Year College.”  My portion of the presentation focused on assessment at the classroom level.  I shared insights on how I actively involve students in various aspects of the assessment process, focusing in specifically on how I help them understand the course goals in a meaningful way and how to use these goals to self-assess their learning and performance in the course.  I also spoke to the need of helping students “hack” more traditional methods of top-down assessment and reexamine their own perceptions and understanding of how assessment does, should, and can happen.  More information about the conference can be found here.

It was wonderful to finally get to attend a TYCA conference, as I’d been wanting to do so for years.  The folks in attendance for our presentation were engaged and enthusiastic.  They raised some excellent points and asked intriguing questions about assessment.  I even had the pleasure of chatting with some folks later in the day about specific aspects of my presentation and how they might incorporate them into their own classroom assessment.

The panels I attended were fantastic!  In one of the panels, an instructor from Rollin’s College showed us books that her students wrote, edited, and published on a specific topic they researched together in her course.  The books were published through Blurb, an online venue that allows people to design and published books that are printed on-demand when purchased.  I’m thinking about trying a similar project in my WR 122 class either this Spring or next year.

Attending TYCA taught me so much about what other instructors in two-year institutions in the PNW are doing in their writing classrooms.  Since I’m still relatively new to the region, participating in the conference helped me situate my own teaching practices in the Writing classroom within the larger regional framework.  It also allowed me to meet colleagues from some of the other community colleges in the region and inspired me to try some new ideas and approaches as I revise/develop my Writing courses in the future.