https://aurora.auburn.edu/handle/11200/49619 Office of University Writing Mon, 06 Apr 2026 12:31:02 GMT 2026-04-06T12:31:02Z https://aurora.auburn.edu/handle/11200/50529 Authentic Professional Learning: Creating Faculty Development Experiences through an Assessment Institute This case study analyzes experiences of participants in an Assessment Institute (AI) for faculty development on ePortfolio. In earlier research on the AI, findings showed that focused faculty development increased instructor confidence in teaching and learning with ePortfolio. The present study expanded the initial research by including participant data from a second session of the AI, and exploring the research through a qualitative lens using transformative learning as the framework. Strong support for the use of dialogue and critical reflection in faculty development were found during the research. Our findings suggest that professional development environments that encourage transformative learning by means of discussion, sharing of different perspectives, and reflections on implementation and best practices yield positive results. These factors can inform researchers and practitioners interested in structuring similar faculty development initiatives in the higher education environment. https://aurora.auburn.edu/handle/11200/50529 https://aurora.auburn.edu/handle/11200/50020 Assessment Institute Insights: Preparing for the 2021 HIPs in The States Track at the Assessment Institute Joining the Assessment Institute and expanding the reach of HIPs in the States has provided opportunities to come together as a community and welcome colleagues from other tracks who are new to HIPs. https://aurora.auburn.edu/handle/11200/50020 https://aurora.auburn.edu/handle/11200/50019 Digital ethics in ePortfolios: Version 2.0, resource development by the AAEEBL Digital Ethics ePortfolio Task Force in 2021 The Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements. https://aurora.auburn.edu/handle/11200/50019 https://aurora.auburn.edu/handle/11200/50006 Digital Ethics in ePortfolios: Developing Principles, Strategies, and Scenarios In response to rising concerns about digital ethics in ePortfolio practice, the Association for Authentic, Experiential, Evidence-Based Learning (AAEEBL) created a Digital Ethics Task Force charged with researching and articulating research-based practices for ePortfolios. After year one, the Task Force released the Digital Ethics Principles in ePortfolios: Version 1. This article describes the process used to recruit Task Force members and develop the resulting principles. In using the Task Force as a model for international collaboration and digital composition, the final section of this paper identifies key takeaways for the field and proposes future opportunities for research in digital ethics and ePortfolio practice. https://aurora.auburn.edu/handle/11200/50006