Sponsor
This research is supported by a fall 2020 Residential Research Group Fellowship Grant from the University of California-Irvine’s Humanities Research Institute. Coauthor Fernández shared initial findings at the 2018 American Association of Colleges and University National Conference in Washington, DC, with a presentation titled “Co-Developing an Electronic Campus Equity Walkthrough Evaluation (CEWE) to Assess Students’ Sense of Belonging and Equity Mindfulness.” We thank Dr. Veronica Keiffer-Lewis for giving us written permission to use her equity walkthrough tool. The co-authors’ 2017 Campus Equity Walkthrough Evaluation (CEWE) learning ePortfolio would not be possible without the 2015 paper-based “Student Equity Walkthrough Evaluation Tool” by Dr. Veronica Keiffer- Lewis, then-department chair of International, Peace, and Justice Studies, De Anza College (Cupertino, CA).
Published In
International Journal of ePortfolio
Document Type
Article
Publication Date
2023
Subjects
Academic achievement -- Evaluation, College teaching -- Case studies, Electronic portfolios in education
Abstract
Scholarship demonstrates that ePortfolios enable students to collect work over time and reflect upon personal, academic, and career growth. However, a discussion on whether ePortfolios helps firstyear students describe their equity-mindedness and document their campus belonging perspectives remains mostly unexplored. The purpose of this point-in-time, qualitative research study is to describe first-year students’ experiences completing an on-campus physical walkthrough each spring quarter of 2017, 2018, and 2019. All first-year students were enrolled in a yearlong Freshman Inquiry course at Portland State University in Oregon. This study utilizes Saldaña’s (2016) in vivo coding approach to analyze students’ survey responses and summative essays. The research design begins with students answering an anonymous pre-learning survey each spring quarter, then completing an on-campus walkthrough during the same spring quarter utilizing a Campus Equity Walkthrough Evaluation (CEWE) learning ePortfolio and concludes with students writing a summative reflective essay. The study found three themes: (a) Before completing the CEWE, students defined equality and equity interchangeably with fairness; (b) while completing it, students showed surprise at the variety of on-campus student resources; and (c) after completing the CEWE, students identified inclusion and exclusion experiences on campus based on their social identities. The results suggest that the CEWE shifted first-year students’ understanding of equity-mindedness in three ways: (a) First-year students identify racialized structures and practices on campus, (b) the equity-minded ePortfolio framework develops students’ capacity for self-reflection, and (c) students determine that racialized structures and practices on campus impact their campus belonging.
Rights
The International Journal of ePortfolio (IJeP) is a double-blind, peer-reviewed, open-access journal.
Persistent Identifier
ttps://archives.pdx.edu/ds/psu/40898
Citation Details
Fernández, Ó., Lawrence, A. F., Pirie, M. S., & Ring, G. (2023). Leveraging a Campus Equity Walkthrough Evaluation (CEWE) ePortfolio to Assess First-Year Students’ Equity-Minded Learning and Campus Belonging. International Journal of ePortfolio, 13(1), 21-54. https: https://www.aacu.org/ijep/archives/volume-13-number-1