Based on work by: Everaldo Aguiar, Nitesh Chawla, Jay Brockman, G. Alex Ambrose, and Victoria Goodrich, University of Notre Dame
Intervention Types : Process, Software
Using data from the Notre Dame College of Engineering course sequence, investigators studied the frequency of entries in e-portfolios. Portfolio assignments were integrated with the traditional course deliverables as a means to guide students‘ reflections on their experiences in the program. Such e-portfolios were shown to be effective sources of data in building early warning systems that can identify at-risk students at very early stages of their academic life, giving educators the opportunity to intervene before such students drop out of STEM courses of study.
Conclusions and Lessons Learned
- Measures of student engagement (such as student reflections on their learning experience in ePortfolios) can provide meaningful data about student learning and, in this study, persistence.