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Pilot Projects

To explore the ways in which electronic portfolios might benefit Cochise College, EPICC sponsored three different pilot projects in which Cochise College students developed electronic portfolios. These pilots were conducted during the 2003-2004 academic year at Cochise College:

GEEPP: The General Education Electronic Portfolio Project
CSEPP: The Course-Specific Electronic Portfolio Project
CTC: Composition, Technology, and Critical Thinking

To learn more about these projects and view portfolios from students who participated in them, click on the project links above.

Collection of Student Portfolios: A general collection of electronic portfolios from students who developed portfolios in the various EPICC pilot projects can be found at http://r2d2.cochise.edu/epicc.htm.

Students participating in all three pilot projects have signed a release form that gives consent to the EPICC team and Cochise College to share students’ electronic portfolios and any comments or evaluation of their experience as examples of the work, process, and accomplishments of this project.

GEEPP: The General Education Electronic Portfolio Project

GEEPP was a year-long pilot project consisting of a two-semester course. Under the direction and guidance of the EPICC co-facilitators, Roy Lea and Jeff Sturges, students piloting the project developed standards-based electronic portfolios that demonstrated achievements in courses they had completed which met Cochise College general education requirements. To learn more about how the project was conducted, read the GEEPP Course Procedure Sheet. You can also view the templates these students used develop their portfolios.

Please read what two of the GEEPP students wrote about their experience developing these portfolios and check out their portfolios:

Juan Brandenburg

Hi, my name is Juan Brandenburg and I would like to show what my experience was while making my General Educational Electronic Portfolio. I started doing this portfolio for the pilot program that Cochise College had started on the fall of 2003. The purpose of this was to develop an electronic portfolio to demonstrate how I as a student had achieved the college’s expectations towards certain classes. In my case, I decided to make it on some of my GED classes such as English, Psychology, Algebra, Trigonometry, Art, and Computer Literacy, among others. The way I have demonstrated my understanding of class outcomes is by having a web base access to a collection of artifacts such as papers, programs, and pictures, along a reflection for each class that I have completed.

Over all, my experience with this program was always interesting and exciting. Not only did I get to learn how to create an electronic portfolio, but I also learn a few new tricks with video and graphic editing tools as well as web development applications such as Dream weaver. In addition, towards the end of the project, I got to try some nice effects on my video opinion, such as hanging upside down from a tree to video take an upside-down effect. But by far, this electronic portfolio has showed me a greater value, that it can make the difference in jobs and many other types of applications. I really recommend that any one who wants a brighter future to try making a portfolio, especially with all the help from the people at Cochise College!

Juan’s Portfolio

Tim Mathews

This portfolio was designed for my CIS 198A class. The instructors were Roy Lea and Jeff Sturges. Creating an online portfolio was a challenge. Instead of using the provided templates, using my skills in Macromedia Studio, Corel Bryce 5, and Adobe Photoshop 7 I designed my website. I had to scan in as .jpg picture files most of my course work that was for artifacts because all that remain are my hard copies. I found this a challenging and rewarding experience; I was forced to look my education and see what I had truly learned from each of my classes.

Tim's Portfolio

CSEPP: The Course-Specific Electronic Portfolio Project

CSEPP was a Title V-funded project to facilitate the implementation of electronic portfolios in the classroom. Participating instructors on both the Sierra Vista and Douglas campuses received training during the fall semester and made plans to integrate electronic portfolios into one or more of their spring classes. The instructors then implemented electronic portfolios into one of the courses they taught during the spring semester of 2004. The goal of the CSEPP pilot was for students in these courses to complete the 2004 spring semester with multimedia electronic portfolios that demonstrate the ways in which they had successfully met the outcomes of each course. To learn more about how the project was conducted, read the CSEPP Project Procedure Sheet. You can also view the templates with which CSEPP instructors were provided. The CSEPP instructors were encouraged to adapt these for use in their own courses and to then provide the modified template to their students, who were to use them to develop their electronic portfolios.

Here is an online PowerPoint Presentation on Course-Specific Electronic Portfolios. (To advance through the presentation, when it opens, you will need to click your mouse on the down arrow on the scroll bar window; right-click to access other options.)

Important Note: The CSEPP portfolios developed by students in this project do not represent the current model of eportfolios being recommended in the EPICC Recommendations. The CSEPP portfolios, unlike those being recommended for the college district wide, required instructors to become deeply involved in the eportfolio development process. To learn more about the different kinds of electronic portfolios, please check out the About Eportfolios page.

Results of the CSEPP Experiment: Please click on the names of the instructors and students below. Read what these CESPP instructors have to say about the pilot projects, their experience with integrating electronic portfolios in their classes, and eportfolios in general. Check out electronic portfolios developed by students nominated by the instructors to showcase on the EPICC website.

CTC: Composition, Technology, and Critical Thinking

As the name implies, CTC was a collaboration that integrated three essential college disciplines into a unified course of study: English composition, computer information systems, and philosophy. In the fall of 2003, the collaborative sequence encompassed CIS 116, taught by George Self; ENG 101, taught by Jeff Sturges; and PHI 130, taught by Gail Shaughnessey. CTC Students developed multi-media electronic portfolios that demonstrated the way in which they met the CTC educational objectives.

To learn more about how the project was conducted, read the CTC Course Procedure Sheet. You can also view the templates that CTC students used to develop their electronic portfolios.

Important Note: The CTC portfolios developed by students in this project do not represent the current model of eportfolios being recommended in the EPICC Recommendations. The CTC portfolios, unlike those being recommended for the college district wide, required the instructors to become deeply involved in the eportfolio development process. To learn more about the different kinds of electronic portfolios, please check out the About Eportfolios page.

Please read what one of the GEEPP Students wrote about her experience developing her electronic portfolio and check out her portfolio:

Shannon Moreno

This electronic portfolio was developed for the CTC course I took during fall, 2003. I found that having a portfolio provided me with a user friendly way to store and display my progress through the course, which was helpful since this special class combined three courses into one. I experienced that, in developing the portfolio, as I advanced through the class, I was able to keep track of my progress and find assignments that required extra attention. It ended up being a report card for the course.

Shannon’s Portfolio

Note: Shannon was featured on the EPICC video prepared for the Cochise College convocation of 2004. You can view Shannon discussing her portfolio on the Larry McLive Show.

A Final Thought

These projects were completed using home-grown software and Word templates. The students (and their faculty) are to be commended for making this awkward system work. However, this system would be inappropriate for a district-wide eportfolio effort. We've installed the Open Source Portfolio Initiative software in order to give everyone an easy-to-use, flexible, and powerful eportfolio tool. It is our hope that this will make eportfolios more acceptable for students and faculty alike.