Pedagogy Practices

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Successful campus ePortfolio initiatives focus sustained attention on advancing sophisticated ePortfolio pedagogy that enhances student learning. The Catalyst site showcases the practices used by C2L partners campuses nationwide.

    • Faculty across the C2L network developed and implemented Reflective Pedagogy ePortfolio practices that built upon the connective aspect of reflection. Doing so, they strengthened students’ abilities to integrate and deepen their learning, and develop more purposeful identities as learners.
    • Teams across C2L found that Social Pedagogy for ePortfolio could deepen students’ integrative reflections. ePortfolios can serve as collaborative spaces, platforms for social media interactions.



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Three Rivers CC – Nursing and Social Pedagogy – a Synergistic Fit

Integrative Social Pedagogy is a natural match with entering freshmen and nursing students. At Three Rivers Community College students learn about themselves and people within the institution. Assignments are designed to foster relationships where constructive feedback increases learning, confidence and attainment of goals. These planned experiences energize both students and faculty as they inquire, reflect, connect and integrate the knowledge, skills and attitudes of a registered nurse. Read more [...]

IUPUI – Social Pedagogy: Working Together to Develop Metacognition and Professional Identity

In contrast to studio art majors, who learn to be makers of art, art history majors learn to be writers about art; the art history capstone thus consists of a substantial research paper or focused research project. Read more [...]

Tunxis CC – Reflection in the Developmental English Classroom: Guiding Students to Become More Independent Learners

A variety of reflective practices throughout the semester guides the developmental student to honestly self-assess their progress in order to improve and become more independent during the semester. Read more [...]

Tunxis CC – Reflection v. Revision: Rethinking rather than rewriting an essay

Asking students to reflect on how they would revise a paper, rather than actually revising it, moves them past “correcting” to rethinking how they approached the paper. Read more [...]

Boston University – Reflection as Integrative, Social Pedagogy: The College of General Studies’ Freshman End-of-Year Reflection

Using a rubric based on AAC&U models, our students reflect on their general education at the end of the first year at Boston University’s College of General Studies. Read more [...]

Rutgers University – I Got it Covered: Reflection as Integrative, Social Pedagogy

Working on ePortfolios, Douglass students frequently reflect on their enrollment in the Residential College. Directly or indirectly, students convey their development through their membership in a distinct women’s program focused on agency, service, gender and social change, and the relationship between self and community. Read more [...]

University of Delaware – Assessing Student Learning in Undergraduate Research

The Undergraduate research TLA eP pilot was supported with the intent to assess Gen Ed learning outcomes. As the program gets ready to implement the TLA ePortfolio for the third time, the achievement of student learning outcomes has improved in the areas of oral and written communication. This practice is an exceptional example of using reflection to not only enhance student learning outcomes, but also inform program administrators of ways to enhance the quality of their program delivery. Read more [...]

Hunter College – Four Ways of Looking at My Learning: Encouraging and Deepening Reflective Practice

Instead of assuming that students already know what to do/say when they reflect on their learning, we break down the reflective processes and encourage students to look in four different directions as they reflect on their learning in the Masters in Literacy Program through the program ePortfolio. Read more [...]

LaGuardia CC – Integration and Reflection – Capstone Accounting ePortfolio Practice

This practice prompts students to look at their academic, professional, personal lives, and then integrate and reflect on these experiences in an Accounting course. Read more [...]

Lehman College – Reflective Pedagogy Practice: Baseline & Post-Baseline Evidence

Dr. Pitt’s explains his notion of reflective practice and baseline and post-baseline evidence in an excerpt from a co-authored manuscript submitted for publication. Read more [...]
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