The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), partnering with the Association of American Colleges & Universities (AAC&U), invites you to attend the 2019 Annual Meeting “ePortfolios and Transformations: Students, Curriculum, Assessment, Institutions” at Bronx Community College, New York City from July 15-18, 2019.  Register HERE!.

Since the turn of the 21^stcentury, ePortfolios have been at the heart of many transformations in higher education and beyond – that of learner experience and engagement, the design of new curricular approaches, the opportunity to consider authentic evidence for assessment of learning, and the promise of institutional change and coherence to support learning across the learning career.  In 2019, we look forward to sessions that encourage attendees to explore the ways ePortfolios have contributed to the transformation of our students, the curriculum, assessment practices, and our institutional missions and goals

There are few communities in higher education as warm and welcoming as the ePortfolio community.  If you would like to learn more about ePortfolios, the 11th high impact practice, and how they can transform learning, students, and faculty development on your campus, join us in New York City in July.

The At-A-Glance schedule is available and the final program will be available to help you plan your trip in May.  In addition, the Special Interest Groups AAEEBL unveiled in 2017 will provide the themes of the conference:

• Practices & Pedagogies
  These sessions focus on specific classroom curricula, approaches, techniques or procedures used to teach ePortfolios; in carrying out authentic, experiential and evidence-based learning; or in learning/teaching and assessment practices in general.  This can also include work specifically focused on educational/faculty development.
• Research
  These sessions share published or ongoing research about ePortfolio use, design or implementation; authentic, experiential and evidence-based learning; or learning/teaching and assessment.
• Technology
  These sessions focus on the selection, implementation, or evaluation of specific kinds of technology in the service of ePortfolios; authentic, experiential and evidence-based learning; or learning/teaching and assessment.

Each session will be tagged for beginner, intermediate, and expert audiences.  The full schedule will be available May 2019.

If you have questions about connecting with the AAEEBL community at the conference, send an email to connect@aaeebl.org.

We are the international professional organization for those engaged in ePortfolio practices and pedagogies, research, and technologies.

• Debbie Oesch-Minor Transition Team 2025-2026: President and Board Chair, IU Indianapolis
• Pablo Avila Transition Team: Vice-President, LaGuardia Community College, City University of New York
• Emily Thompson Transition Team: Secretary, Western Governors University
• Candyce Reynolds Transition Team: Treasurer, Boise State University
• Tracy Penny Light Transition Team: Previous President and Board Chair, Interim Vice President Academic & Provost, Capilano University
• C. Edward Watson Transition Team: Previous Vice-President, Vice Chair AAC&U
• Helen L. Chen Transition Team: Previous Secretary, Stanford University
• David Hubert Transition Team: Previous Treasurer, Salt Lake Community College
• Kathleen Blake-Yancey Florida State University
• Gail Matthews-DeNatale Northeastern University
• Susan Kahn Past Board Chair, IUPUI
• Kevin Kelly San Francisco State University
• Terrel Rhodes AAC&U
• Jordi Getman-Eraso Bronx Community College
• Patsie Polly University of New South Wales
• Candyce Reynolds Boise State University
• Lisa Donaldson Irish College of General Practitioners, Eportfolio Ireland

ePortfolios and Transformations: Students, Curriculum, Assessment, Institutions

Since the turn of the 21^stcentury, ePortfolios have been at the heart of many transformations in higher education and beyond – that of learner experience and engagement, the design of new curricular approaches, the opportunity to consider authentic evidence for assessment of learning, and the promise of institutional change and coherence to support learning across the learning career.  In 2019, we look forward to sessions that encourage attendees to explore the ways ePortfolios have contributed to the transformation of our students, the curriculum, assessment practices, and our institutional missions and goals.

Proposals could consider, but are not limited to:

• ePorfolio as a High Impact Practice 
• Student learning and engagement with ePortfolios
• ePortfolio and learning designs (curricular/co-curricular)
• Explorations of classroom, program, and/or institutional assessment
• Faculty Development
• ePortfolio outside the “normal” classroom or institution
• Possible futures for ePortfolios

MAKING A SUBMISSION: 

Presenters will be asked to choose one of the following section types, identify the Special Interest Group (SIG) that best reflects their session (Practices & Pedagogies, Research, Technologies), and to provide an abstract (250 words) and session description (500 words).

 Session Types (please select 1): 

1. Workshops: AAEEBL workshops are intended to enhance hands-on skills and broaden attendees’ perspectives on ePortfolios at the Annual Meeting. Workshops should be interactive and designed to introduce a rigorous framework for learning a new area or to provide advanced training in an area. Submissions will be selected on the basis of the facilitator’s description of the learning outcomes, participatory design of the session and the proposed workshop facilitation, alongside its contribution to the overall conference program and AAEEBL mission (1 hour)
2. AAEEBL Ignite:An AAEEBL Annual Ignite presentation is part of a 1-hour session where 8 “igniters” provoke and open dialogue with the community through a fast-paced and image-only PowerPoint presentation. This 5-minute (20 slides advancing every 15 seconds) “ignite” should focus on innovative teaching ideas, creative project processes, and/or developed project outcomes that explore the SIGs.  
3. Concise papers: An AAEEBL Annual concise paper provides a forum for discussion of key directions related to one of the SIGs in research, informed practice, works in progress, reports on specialized topics, pilot studies, or brief reports on innovative practice in technology-supported teaching and learning (25 minutes). 
4. Poster Presentations:Posters may focus on a range of projects, case studies, and research and development initiatives that explore opportunities for conference participants to discuss their work. To extend our learning at the AAEEBL Annual, we invite all presenters to present both a concurrent session and a poster proposal. Posters should emphasize the problem, what was done, and why the work is important to the community. 

Click here to submit your proposal

AAEEBL is delighted to welcome Cassandra Volpe Horii as one of the keynote speakers for this year’s conference.  In this role, he will give our closing keynote for the Annual Meeting in July.

Dr. Horii earned her B.A. in Physics (Summa Cum Laude) at the University of Colorado at Boulder and Ph.D. at Harvard University in the Department of Earth and Planetary Sciences, with a focus on Atmospheric Chemistry and Biosphere-Atmosphere Exchange, in Professor Steven Wofsy’s group. Her research was done in collaboration with Dr. Mark Zahniser and colleagues of the Atmospheric and Environmental Chemistry group at Aerodyne Research.

Dr. Horii has led teaching and learning related initiatives, programs, and centers for faculty, graduate students, and undergraduates in her prior roles as Dean of the Faculty and Founding Director of the Faculty Center for Professional Development and Curriculum Innovation at Curry College in Milton, MA, and as Associate Director of the Bok Center for Teaching and Learning at Harvard University. She has created and taught courses in atmospheric and environmental science for majors and non-majors, environmental chemistry for undergraduate and graduate students, first-year expository writing, freshman seminar, and science, technology, engineering, and mathematics (STEM) pedagogy.

In addition to publications on spectroscopic measurements of tropospheric reactive nitrogen trace gas concentrations and fluxes, her articles and talks have addressed topics such as student writing in the sciences, adult learning theories, peer teaching mentors, learner-centered teaching, educational technology, STEM education, and faculty/educational development. She has been the recipient of grants, fellowships, and awards from the Association of American Universities, National Science Foundation, Davis Educational Foundation, NASA Earth System Science program, American Geophysical Union, Merck Foundation, Phi Beta Kappa, and Boettcher Foundation.

Dr. Horii is President of the POD Network in Higher Education, a national professional organization dedicated to advancing the research and practice of educational development in higher education since 1976. This is her second year of an elected three-year term on the Executive Committee and she has previously served on the POD Network Board of Directors and as Conference Co-chair. She serves on the National Academies of Sciences, Engineering, and Medicine Roundtable on Systemic Change in Undergraduate STEM Education.