Design,implementation, and evaluation of an ePortfolio approach to support faculty development in vocational education |
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| Affiliation: | 1. Centre for Autism Spectrum Disorders, Bond University, Robina, Queensland, Australia;2. Brain-Behaviour Research Group, University of New England, Armidale, New South Wales, Australia;1. Northeastern University, Boston, MA, United States;2. University of Michigan, Ann Arbor, MI, United States;3. University of California – Irvine, Irvine, CA, United States |
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| Abstract: | This article provides an account of the design, implementation, and evaluation of an ePortfolio approach to faculty development and performance evaluation at a Canadian post-secondary vocational education institute. The approach was piloted in two phases in 13 departments. Survey and interview data were collected and analyzed to determine adoption, reception by faculty, and impact of the approach on faculty development. While adoption of the approach in the pilots was limited, participants who adopted the approach reported collecting more and different feedback, developing increased awareness of areas for improvement, and planning their professional learning more explicitly. Further studies are needed to determine what design elements of the portfolio optimally support professional development and performance evaluation. |
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| Keywords: | Faculty development Professional development Professional learning Electronic portfolio Faculty evaluation Vocational education |
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