Manhattanville College
“Participation in C2L has been essential to the success we have had with our ePortfolio launch at Manhattanville College. Indeed, we could not have rolled out ePortfolio to the entire freshman class this year without the support that C2L provides. The Manhattanville team has used C2L activities as a model when working in our Teaching and Learning Center.”
“Most of our ePortfolio initiatives and planning have been shaped by our participation in C2L. For example, we have used the evaluation survey created by C2L for the past two semesters, and the Fall Jam helped us think about our various stakeholders and evaluation plans. Additionally, feedback from other schools during our last jam this semester has proven to be quite helpful in terms of faculty refining their ePortfolio practices. Reviewing other campus’ ePortfolio practices have also given us a better understanding of the different types of activities and reflection that can take place in an ePortfolio, which we plan to incorporate in our upcoming faculty development workshops.”
Northeastern University
“It has been said that if you want to become a better tennis player, play with someone who is better than you are. This can also be said of our involvement in C2L. Many of our colleagues are working in institutions that have more established ePortfolio programs, and so we benefit from hearing about their strategies and the infrastructure of support that they have created.”
Three Rivers
“Our team is honored to be part of this national project and continues to learn from colleagues. We hope that we are sharing useful practices too. As faculty we are able to see what students believe they are learning in our institution and others across the country. The ePortfolio leadership team has the opportunity to learn new approaches and as a result reinforces active learning strategies.”
“C2L discussions—at the 2011 summer meeting and in online Jams—related to reflection have been especially helpful in suggesting new approaches and in developing common understandings about theory and methods. We have gained fresh ideas from all the exchanges with colleagues in C2L, and several of the topical discussions (including faculty development) have confirmed our own choices of direction. Finally, it is enormously helpful to see actual examples of various kinds of student work from the C2L campuses, as sometimes it’s easy to underestimate what we can reasonably expect from our students.”
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