1 of 31

From Co-Creation to Growth

Indiana University School of Education Indianapolis

1:40 – 2:30 pm | University Library, Classroom 0110

AAEEBL 2026

Leveraging e-Portfolios to Advance Career Readiness and Scale Funded Innovation in Teacher Education

Dr. Brittany Garvin & Dr. Tina O’Neal

2 of 31

Welcome

INDIANA UNIVERSITY SCHOOL OF EDUCATION INDIANAPOLIS

Tina O’Neal, PhD

Clinical Associate Professor

Special Education

Brittany Garvin, PhD

Assistant Professor

Science Education

INDIANA UNIVERSITY INDIANAPOLIS

3 of 31

4 of 31

Start Professional Program

Graduate

INDIANA UNIVERSITY INDIANAPOLIS

5 of 31

High Impact Practices: Teacher Prep Programs 

SECTION 1

6 of 31

7 of 31

ePortfolios: Purpose and Importance

SECTION 2

8 of 31

9 of 31

How can ePortfolios move beyond assessment and become a tool for:

STUDENT VOICE

CAREER READINESS

REFLECTION

INNOVATION

GRANT-FUNDED PROGRAM DEVELOPMENT

10 of 31

11 of 31

Meet �Katie Batson

12 of 31

Global Learning

SECTION 3

13 of 31

Preparing Globally Minded Educators Through International Experiences

Short-Term Faculty-Led Study Abroad Programs�• Ghana – Inclusive Education, Culture, and Global Learning�• Spain – Language, Culture, and Education�• Mexico – Education, Community, and Cultural Immersion

Global Gateway for Teachers�Semester-long international student teaching placements in 20+ countries, including:�Australia • England • Ghana • Ireland • Japan • Mexico • New Zealand • Spain • Tanzania • Wales

INDIANA UNIVERSITY INDIANAPOLIS

14 of 31

Inspire, Educate, Transform: Ghana Study Abroad

Academic Foundation� A152: Introduction to African Studies

Pre-Departure Preparation� Monthly meetings with faculty coordinators

15 of 31

Inspire, Educate, Transform: Ghana Study Abroad

Experiential Learning in Ghana

    • School and university visits
    • Classroom observations
    • Interviews with educators and community partners
    • Exploration of inclusive education practices

16 of 31

Final Project: Global Learning in Action

🎓 Multimedia Presentation (15–30 Minutes)

  • Students synthesize their learning through a final project that integrates:
  • 📚 A152 course concepts and African Studies content
  • 🌍 Experiences from Ghana
  • 🏫 School observations and site visits
  • 🎤 Interviews with educators and community partners
  • 💡 Reflections and recommendations for inclusive education

Outcome: Students demonstrate critical reflection, cross-cultural understanding, and the ability to connect theory to practice.

​

INDIANA UNIVERSITY INDIANAPOLIS

17 of 31

Global Learning: Ghana Study Abroad 

18 of 31

Capstone Project 

SECTION 4

19 of 31

Capstone Project: �Hacking the Science Standards

INDIANA UNIVERSITY INDIANAPOLIS

20 of 31

21 of 31

Capstone Architecture�Five interconnected learning episodes across the semester

22 of 31

Impact Begins with Student Buy-In and Voice

Part 1: Co-Creation 

Preservice teachers (PSTs) ask elementary learners about what sparks their curiosity and what science they notice in their communities and everyday lives.

​

Evidence Generated

  • Student interests
  • Funds of knowledge
  • Language/cultural connections

​

Part 2: Culturally Relevant Lesson Plan

  • Standards
    • Select K-6 Indiana Science /STEM/NGSS Standards
  • Inquiry
    • Design authentic investigations – avoid prescriptive "cookbook" science activities
  • Relevance
    • Incorporate local phenomena, community-based learning, cultural traditions, and lived experiences 
  • Accessibility = Inclusive Education 
    • Plan safe, developmentally appropriate lessons (e.g., accessibility, differentiation, UDL, assistive technology, inclusive instructional practices) 

INDIANA UNIVERSITY INDIANAPOLIS

23 of 31

Making Learning Visible: �Artifacts and Critical Reflection 

Part 3: Technology Integration

Part 4: Critical Reflection

INDIANA UNIVERSITY INDIANAPOLIS

24 of 31

Example AI Tools Used in the Course

INDIANA UNIVERSITY INDIANAPOLIS

25 of 31

26 of 31

Career Readiness and Professional Identity Development

SECTION 5

27 of 31

Teachers and Artificial Intelligence 

​

  • Teacher AI adoption more than doubled in one year, increasing from 25% to 53%, while 60% of K-12 teachers reported using AI tools during the 2024-2025 school year. (Gallup & Walton Family Foundation, 2025)
  • Only 18% of U.S. teachers reported receiving training on how to use AI tools in the classroom, despite growing adoption of AI technologies. (Gallup & Walton Family Foundation, 2025)
  • As AI tools become more common in schools, educators need to understand how these technologies can support accessibility, differentiation, and inclusion for diverse learners.

INDIANA UNIVERSITY INDIANAPOLIS

28 of 31

29 of 31

From Grant to Growth: �Scaling Innovation - IAHI’s New Collaborative Research Grant Program

SECTION 6

30 of 31

31 of 31

Thank you!

​

        Brittany Garvin, PhD   Tina O'Neal, PhD

         brgarvin@iu.edu       tsoneal@iu.edu 

​

​