Reflective Pedagogy Practices

Successful ePortfolio implementations focus sustained energy and attention on developing ePortfolio pedagogy that enhances student learning. The work of C2L campuses reveals the ways in which campus ePortfolio leaders work with students and faculty, mobilize institutional resources, and adapt institutional structures to put reflective and social pedagogy into practice. Reflection prompts students to connect and make meaning from diverse learning experiences. Helping students deepen and integrate their learning, reflection is the core of powerful ePortfolio practice.


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 [...]

The Manhattanville Portfolio System: Using Inquiry and Reflection to Support Integration across a Student’s College Career

The Connecting to the Liberal Arts essay primarily asks students to reflect on their academic choices up to their Sophomore years. The hope is that students are able to think about their academic choices and reflect upon and make connections across their experiences. The Examining the Mission essay asks them to consider themselves and their activities as they relate to the institutional mission. Read more [...]

Northeastern University – Zooming In & Out

ePortfolios can be used in conjunction with threaded discussions to support a cycle of learning in fully-online programs. Learning is carefully designed to guide students through a process of “zooming in," extracting salient ideas from online course discussions, and “zooming out” to consider how the program could inform the development of personal and professional goals. Read more [...]
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