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.


Reflective Thinking and Writing as Systematic Practice at Pace University

At Pace, reflective writing and thinking, a cornerstone of the ePortfolio experience, is being infused in many courses, but the Reflective Practice of the Writing Program, especially in Writing in the Disciplines course is highlighted. Read more [...]

Guttman CC – Reflective Practice: Summer Bridge 2013

During their Summer Bridge program, students at Guttman Community College are introduced to the concept of reflection as they begin to articulate and reflect on their learning experiences and who they are as a learner and scholar. Read more [...]

Three Rivers CC – Who Am I Becoming? –reflective practices

In NUR 205, Nursing Management and Trends, students’ reflections help them become colleagues, and nursing professionals. Assignment one asks students to share how they have met program outcomes and mentor a beginning student into the process of learning. Assignment two focuses on lifelong learning abilities. Nurses use information literacy skills in evidence based practice and continue to ask questions to advance patient care and the profession. This work remains available for the student to review when they are in a BSN or MA / MSN program. Assignment three asks the student to create an ePortfolio which invites an employer to interview them. All of these assignments ask students to interact with previous artifacts and plan for their future. Read more [...]

Three Rivers CC – Reflection through journaling and process recordings

In NUR203, Nursing Care of Individuals and Families II students continue reflection as personal growth with a focus on professionalism and communication. Students complete their final process recording in a psychiatric setting. In previous clinical courses they have completed process recordings in a senior center, medical surgical and maternity settings. Through the learning activity, feedback from faculty and peers students strengthen therapeutic communication skills and emotional intelligence. In this last semester they utilize and reflect on complex communication skills. Read more [...]

Three Rivers CC – Connecting Theory to Practice in Gerontology–reflective practice

In NUR 102, Family Health Nursing, the second required clinical course students continue with ePortfolio pedagogy demonstrating reflection as connection; recognizing links to and with theory, presentations and clinical practice. Students continue and deepen previous learned abilities in weekly clinical reflections, student driven maternity and medical-surgical journal article presentations. Read more [...]

Three Rivers CC – “AHA” Finding Your Professional Voice—reflective practice

The use of reflection and ePortfolio pedagogy continues throughout the program. In the third clinical nursing course students demonstrate reflection as personal growth with prompts asking them to identify how they are developing their own professional voice and recognizing the change in critical thinking and other core values Read more [...]

Three Rivers CC – Introduction to Reflection and ePortfolio

Reflection and ePortfolio are “moving forces” developing 21st century professionals. Through an orientation, information literacy assignment and weekly clinical reflections students develop structured and disciplined behaviors. Program outcomes drive the backward curricular design with forward thinking to create graduate registered nurses over four semesters. In the first semester students are introduced to social pedagogy, reflective practice and use of feedback. Assignments and strategies for implementation in the first semester are given. Read more [...]

CUNY SPS – Reflective Pedagogy Practice – Philosophical Thinking

In Robert Robinson's Philosophy 101 course, he asks students to reflect on how their knowledge of Philosophy has grown over the course of the semester from pre-philosophical thinking to philosophical thinking and problem-solving. Read more [...]

CUNY SPS – Reflective Pedagogy Practice – Disability Studies Program Capstone

The Capstone ePortfolio is designed to help students who are close to graduating think about the program as a whole and how to bring their learning into their future lives. Read more [...]

St. John’s University – Reflective Pedagogy Practice – Reflective practices in Student Teaching with ePortfolios

The Teacher Preparation Program in the School of Education at St. John’s University strives to develop competent, qualified and caring teachers. To facilitate these process elements of reflective teaching principles and practices are woven into the curriculum. With the implantation of electronic portfolios in 2007, we started the process of integrating reflective practices via ePortfolio as a way to allow students and faculty to document and reflect on changes, trends and most importantly, developing Read more [...]
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