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Addresses rising employer and accreditor expectations for competency-focused, higher-order skills and documented learning growth across degree completion. Draws on experiences at LaGuardia Community College, outlining the “Evolving the Loop” innovation cycle and related assessment and ePortfolio redesign. 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Lehman & Justin Rogers-Cooper  \n[www.learningoutcomesassessment.org](www.learningoutcomesassessment.org)  \nContents  \nAbstract   3  \nEvolving the Loop: The Role ofePortfolio in Buidling 21st Century Student Learning Outcomes. . . . .4  \nEvolving the Loop at LaGuardia. . . . .5 ePortfolio and Assessment at LaGuardia   8 ePortfolio as Digital Communication. . . . . 13 Assessing for Learning with ePortfolio. . . . .15 Final Thoughts. . . . .16  \nReferences   17 About the Authors   18 About NILOA   19  \nPlease Cite As:  \nLehman, R. M., & Rogers-Cooper, J. (2021, August) . Evolving the loop: The role of ePortfolio in building 21st century student learning outcomes (Occasional Paper No. 55) . Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.  \nNILOA Mission  \nThe National Institute for Learning Outcomes Assessment (NILOA), established in 2008, is a research and resourcedevelopment organization dedicated to documenting, advocating, and facilitating the systematic use of learning outcomes assessment to improve student learning.  \nNational Institute for Learning Outcomes Assessment | 2  \nAbstract  \nOne of the many new directions to explore in ePortfolio practice is the relationship between ePortfolio as a classroom pedagogy and its potential to advance general education outcomes assessment. This direction is especially urgent in relation to the increasing demands by employers for competency-focused, higher-order skills, as well as demands by accreditors for evidence of growth in student learning during degree completion. In this paper, we discuss how two-or four-year colleges might address these demands through our experiences at LaGuardia Community College (City University of New York) . The recent redesign of our college’s outcomes assessment process through an innovation cycle we call “Evolving the Loop,”in addition to simultaneous and intentional innovations in our assessment and ePortfolio practice reinforced the culture of LaGuardia as a learning college. A key decision we made was in adopting new Core Competencies and Communication Abilities, especially Digital Communication, to better collaborate with our next generation, Digication ePortfolio platform. Beginning with an overview of the program, we describe the program’s journey of Evolving the Loop through the creation of Core ePortfolios and provide concrete examples of how interlinked assessment and ePortfolio practice can support twentyfirst century student learning outcomes.  \nNational Institute for Learning Outcomes Assessment | 3  \nEvolving the Loop:  \nThe Role ofePortfolio in Building 21st Century  Student Learning Outcomes   \nRegina M. Lehman & Justin Rogers-Cooper  \nWhen the Association of American Colleges and Universities (AAC&U) identified ePortfolio as an 11th high-impact practice for higher education, it signaled a watershed moment in a “new ePortfolio era” (Watson, Kuh, Rhodes, Light, & Chen, 2016, p. 65; Eynon & Gambino, 2016; Eynon & Gambino, 2018) . In an editorial on this new era published in the International Journal of ePortfolio, prominent scholars of student learning wrote that while ePortfolios do not depend on any one platform, ePortfolio pedagogy shares a common “framework for organizing learning…designed to be owned and developed by the student learner” (Kuh et al, 2016, p. 65). With student learning at the center, ePortfolio practice can also facilitate dispositional learning, includingthe interpersonal and intrapersonal competencies related to expressive and emotional communication (Kuh, Gambino, Ludvik, & O’Donnell, 2018, p. 6) . Indeed, one practitioner and scholar contends that ePortfolio can act to develop “the student as a complete person where the academic and the personal are integrated” (Kapetanakos, 2018, p. 255) . This new era clearly presents many op","cbCaio3d3s7Nr9az","https://ap.wps.com/l/cbCaio3d3s7Nr9az","pdf",756533,"English","# Abstract\n# Evolving the Loop: The Role of ePortfolio in Building 21st Century Student Learning Outcomes\n# Evolving the Loop at LaGuardia\n## ePortfolio and Assessment at LaGuardia\n## ePortfolio as Digital Communication\n## Assessing for Learning with ePortfolio\n# Final Thoughts\n# References\n# About the Authors\n# About NILOA","[{\"question\":\"What is the main purpose of the paper’s discussion of ePortfolio?\",\"answer\":\"To examine how ePortfolio as classroom pedagogy can advance general education outcomes assessment, especially under increasing expectations from employers and accreditors.\"},{\"question\":\"What innovation cycle does the paper describe at LaGuardia Community College?\",\"answer\":\"It describes a redesign of outcomes assessment through an “Evolving the Loop” innovation cycle, alongside intentional innovations in assessment and ePortfolio practice.\"},{\"question\":\"How does the paper connect ePortfolio practice to student learning evidence?\",\"answer\":\"It emphasizes creating core ePortfolios and provides examples of how interlinked assessment and ePortfolio practice can support evidence of 21st-century student learning outcomes.\"}]","Evolving the Loop - The Role of ePortfolio in Building 21st Century Student Learning Outcomes | PDF",1792055485]