Pedagogy Resources

Related Catalyst Essays

Reflection, Integration, and ePortfolio Pedagogy
Learning is both an active and reflective process. Though we learn by doing, constructing, building, talking, and writing, we also learn by thinking about events, activities and experiences. This confluence of experiences (action) and thought (reflection) combines to create new knowledge…. Reflection then is the vehicle for critical analysis, problem-solving, synthesis of opposing ideas, evaluation, identifying patterns and creating meaning – in short, many of the
higher order thinking skills we strive to foster in our students.

Social Pedagogies in ePortfolio Practices: Principles for Design and Impact
As Web 2.0 and social media exploded in use, Connect to Learning (C2L) faculty explored new approaches that would break the boundaries surrounding ePortfolio development. Studying Carol Rodgers’ principles of meaningful reflection, they found she argued for the value of “reflection in community.” Engaging in a series of online dialogues with C2L Senior Scholar Randy Bass, they considered the idea that ePortfolio practice could be enriched by what he and Heidi Elmendorf termed “social pedagogies”, which engage students in authentic tasks where representation of knowledge for an authentic audience is central to the construction of knowledge.

Featured Article

Rodgers, C. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking. TeachersCollege Record, Vol 1 (4), 842-866.

Articles related to Reflective Pedagogy

Bailey, T., Hughes, C., & Moore, D. (2004). Reflection is the process through which students step back from their experience and consciously learn from that experience. American Book Publishing record. pp. 215.

Boud, D., Keogh, R., & Walker, D. (1985). Promoting Reflection in Learning: A Model. Reflection: Turning Experience into Learning. Ed. London: Kogan; New York: Nichols, 18-40.

Burnhard, P., & Hennessy, S. (2006/2010) (Eds.) Reflective Practices in Arts Education. Dordrecht: Springer.

Davis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22(3), 281-301.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: D. C. Heath.

Farrell, T. S. C. (2007). Reflective language Teaching: From research to practice. London, England: Continuum.

Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influence and political reverberations. Educational Researcher, 32(3), 16- 25.

Fenwick, T. (2006). The audacity of hope: Towards poorer pedagogies. Studies in the Education of Adults, National Institute of Adult Continuing Education. Vol 38. Number 1. Spring 2006. pp. 9-24(16)

Kotter, J. (1996). Leading Change: Why Transformation Efforts Fail. Harvard Business Review

Kuh, G. (2009). High-Impact Educational Practice: What they are, who has access to them, and why they matter (Washington, DC: AAC&U)

Lyons, N. (1998). Portfolios and their consequences: Developing as a reflective practitioner. In N. Lyons (Ed.), With portfolio in hand: Validating the new teacher professionalism (pp. 247-264). New York, NY: Teachers College Press.

Ouellett, M. L. (2010). Overview of Faculty Development: History and Choices. In K. J. Gillespie, & D.L. Robertson, A Guide to Faculty Development, 2nd Edition (pp. 3-20). San Francisco: Jossey-Bass.

Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms. New York, NY: Cambridge University Press.

Rodgers, C. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking. TeachersCollege Record, Vol 1 (4), 842-866.

Rodriguez, M. (2007). My ePortfolio Journey: Reflections on Praxis. Education and Language Acquisition. In Transit. Retrieved from the World Wide Web: http://faculty.lagcc.cuny.edu/ctl/journal/v2n1/pdf/InTransit_v3n1_Fall07.pdf#page=42

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Schön, D. A. (1991). The Reflective Turn: Case Studies In and On Educational Practice, New York: Teachers Press, Columbia University.

Yancey, K. (2009). Reflection and Electronic Portfolios: Inventing the Self and Reinventing the University,” in Cambridge, et. al, Electronic Portfolio 2.0: Emergent Research on Implementation and Impact.

Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. New York, NY: Routledge.

Articles related to Integrative and Social Pedagogy

Angelo, T. A. (1997). The campus as learning community: Seven promising shifts and seven powerful levers. AAHE Bulletin, 49(9), 3-6.

Angelo, T. A. (2001). Doing faculty development as if we value learning most: Transformative guidelines from research and practice. To improve the academy. Resources for faculty, instructional and organizational development.

pdf-logo2Angelo, Doing Faculty Development as if Learning Mattered Most

 

Arcario, P, Eynon, B & Lucca, L. (2011). The Power of Peers: New Ways for Students to Support Students. Making Teaching and Learning Matter: Transformative Spaces in Higher Education, eds. J. Summerfield and C. Smith (New York: Springer), pp. 195-218.

Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1, 25-48.

Badway, N., & Grubb, W.N. (1999). A Sourcebook for Reshaping the Community College: Curriculum Integration and the Multiple Domains of Career Preparation. Retrieved November 15,2008.

Bailey, T., Hughes, C., & Moore, D. (2004). Reflection is the process through which students step back from their experience and consciously learn from that experience. American Book Publishing record. pp. 215.

Baker, M. P. (1997). What Is English? Developing a Senior “Capstone” Course for the English Major. RadfordUniversity. ERIC Document Reproduction Services No. ED 411 512.

Barefoot, B & Fidler, P. (1996). 1994 National Survey of Freshman Seminar Programs: Continuing innovations in the collegiate curriculum (Monograph No. 20). (Columbia, SC: University of South Carolina, National Resource Center for The Freshman Year Experience and Students in Transition)

Bass, R. (2012). The problem of Learning in Higher Education. Disrupting Ourselves: The Problem of Learning in Higher Education.

pdf-logo2Problem Randy Bass

 

Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research and Development, 18(l), 55 -76.

Boud, D., Keogh, R., & Walker, D. (1985). Promoting Reflection in Learning: A Model. Reflection: Turning Experience into Learning. Ed. London: Kogan; New York: Nichols, 18-40.

Burnhard, P., & Hennessy, S. (2006/2010) (Eds.) Reflective Practices in Arts Education. Dordrecht: Springer.

Cambridge, Barbara, ed. (2001). Electronic Portfolios: emerging Practices in Student, Faculty and Institutional Learning. Washington, DC: American Association for Higher Education.

Candy, P.C. (1996). Promoting lifelong learning: Faculty developers and the university as a learning organization. The International Journal for Faculty development, 1(1), 7-18.

Challis, D. (2005). Towards the mature ePortfolio: Some implications for higher education. Canadian Journal of Learning and Technology, 31(3).

Chen, Helen L., & Black, Thomas C. (2010). Using E-Portfolios to Support an Undergraduate Learning career: An Experiment with Academic Advising. EDUCAUSE Quarterly, v33 n4. Retrieved from the World Wide Web: http://www.educause.edu

Clark J. E. (n.d). Why the “e” in ePortfolio Matters: Student Engagement, Reflective Practice and Rewarding Classrooms

Collins, A. (1992). Portfolios for science education: Issues in purpose, structure, authenticity. Science Education, 76(4), 451-63.

Counihan, B., & Byas, T. (2010). Using ePortfolio Wikis for Interdisciplinary and Intercampus Collaboration. Hispanic Educational Technical Services Best Practices Showcase. San Juan PR

Cuomo, M. (2010). Engaging and Retaining Students at Queensborough Community College through the Epsilen Platform.

Cuseo, J. (1998). Objectives and Benefits of Senior Year Programs. In The Senior Year Experience: Facilitating Reflection, Integration, Closure and Transition, ed. John N. Gardner, Gretchen Van der Veer, and Associates. San Francisco: JosseyBass.

pdf-logo2Objective and Benefits of Senior Year Programs Cuseo

 

Darcy, J., Bales, P., & Perel, Z., Traver, A., & Cuomo, M. (2011). Globalization in the Queensborough Community College Virtual ePortfolio Community. San Francisco, CA

Darcy, J., Dupre, J., & Cuomo, M. (2010). An ePortfolio Virtual Learning Community within a Traditional Classroom Space: The Hispanic Student in a Global Social Networking Community. Vol 1. (41-60). HETS Online Journal

pdf-logo2ePVirtual Learning Darcy Dupre Cuomo

 

Darcy, J & Cuomo, M (2011). Reflection in a Virtual ePortfolio Learning Community. AAC & U ePortfolio Forum. San Francisco, CA

Darcy, J., Cuomo, M., & Hope, B.(2010). ePortfolio Cornerstone Community: Symphonic Reflections on Different Ways of Knowing. Boston, MA

Davis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22(3), 281-301.

Dawson. D., Mighty, J., & Britnell, J. (2010). Moving from the periphery to the center of the academy: Faculty developers as leaders of change. In New Directions for Teaching and Learning (pp. 69-78). San Francisco: Jossey-Bass.

pdf-logo2Moving from Periphery to Center

 

DeLorme, D., & Fedler, F. (2003). Journalists’ Hostility toward Public Relations: An Historical Analysis. Public relations review 29, no.2:26.91

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: D. C. Heath.

Dewey, J. (1933). How We Think, New York: D. C. Heath.

Dewey, J. (1934). Art as Experience. The Berkley Publishing Group. Penguin Group (USA) Inc.

Dewey, J. (1934). Art as Experience. New York: Penguin, 2005.

Dewey, J. (1938). Experience and Education. New York: Macmillan.

Dupre, J & Lynch. B (n.d). Pop Goes the Decade: The Student Wiki Interdisciplinary Group Explores l935. Hofstra University

Durel, R.J. (1993). The Capstone Course: A Rite of Passage. Teaching Sociology, 21, 223-225.

Evenbeck, S., Hamilton, S. (2006). Successful Transitions to College through First Year Programs: From “My Course” to “Our Program”: Collective Responsibility for First-Year Student Success. Peer Review. Retrieve from the World Wide Web: http://www.aacu.org/peerreview/pr-su06/documents/PRSU06.pdf

pdf-logo2Successful Transitions Peer Review 2006

 

Eynon, Bret. (2009). Introduction. In Transit, Vol.4 Center for Teaching and Learning, LaGuardiaCommunity College, City University of New York.

pdf-logo2InTransit Fall09 v4_Eynon

 

Gardiner, L. F., Anderson, C., & Cambridge, B.L. (1997). Learning through assessment: A resource guide for higher education. Washington, DC: American Association for Higher Education.

Gardner, J., & Van Der Veer, G.(1998). The Senior Year Experience: Facilitating Integration, Reflection, Closure, and Transition. Jossey-Bass Inc., Publishers, 350 Sansome St., San Francisco, CA 94104

Glynn, G., & Wozniak, N. (2010). Innovations in Education. Retrieved from the World Wide Web: http://www.youtube.com/watch?v=dfnqQWQFeAE

Goodman, K., & Pascarella, E. (2006). Successful Transitions to College through First Year Programs: First-Year Seminars Increase Persistence and Retention: A Summary of the Evidence from How College Affects Students. Peer Review. Retrieve from the World Wide Web: http://www.aacu.org/peerreview/pr-su06/documents/PRSU06.pdf

pdf-logo2Successful Transitions Peer Review 2006

 

Farrell, T. S. C. (2007). Reflective language Teaching: From research to practice. London, England: Continuum.

Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influence and political reverberations. Educational Researcher, 32(3), 16- 25.

Fenwick, T. (2006). The audacity of hope: Towards poorer pedagogies. Studies in the Education of Adults, National Institute of Adult Continuing Education. Vol 38. Number 1. Spring 2006. pp. 9-24(16)

Freire, P. (1972). The Pedagogy of the Oppressed Harmondsworth: Penguin

Freire, P. (1973). Education for critical consciousness. Continuum International Publishing Group

Henscheid, J. M., & Barnicoat, L. R.(2001). Senior Capstone Courses in Higher Education. In J. Guthrie(Ed.), Encyclopedia of Education. New York: Macmillan Reference.

Henscheid, J. M., Breitmeyer, J.E., & Mercer, J.L. (2000). Professing the Disciplines: An Analysis of Senior Seminars and Capstone Courses. Columbia, SC: National Resource Centerfor the First YearExperience and Students in Transition.

Huber, M, & Hutchings, P. (n.d). Integrative Learning: Mapping the Terrain. The Carnegie Foundation for the Advancement of Teaching and Association of American Colleges and Universities (AAC&U)

pdf-logo2Integrative Learning Huber Hutchings

 

Hunter, M. (2006). Successful Transitions to College through First Year Programs: Fostering Student Learning and Success through First-Year Programs. Peer Review. Retrieve from the World Wide Web: http://www.aacu.org/peerreview/pr-su06/documents/PRSU06.pdf

pdf-logo2SuccessfulTransitions_PeerReview2006.pdf

 

Hutchings, Pat., and Lee S. Shulman. (1999). The Scholarship of Teaching: New Elaborations, New Developments. Change 31 (5):10-15.

Hutchings, Pat. ed. (2000). Opening Lines: Approaches to the Scholarship of Teaching and Learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.

Hutchins, P. (2006). Fostering Integrative Learning through Faculty Development. Integrative Learning Project . The Carnegie Foundation for the Advancement of Teaching. Retrieved from the World Wide Web:
http://gallery.carnegiefoundation.org/ilp/uploads/facultydevelopment_copy.pdf

pdf-logo2Faculty Development Hutchings

 

Keup, J., & Pestchauer, J. (2011). The First Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success, (National Resource Center on the First Year Experience & Students in Transition: 2011), pp 2-5.

Korthagen, F. A., & Kessels, J. P. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational researcher, 28(4), 4-17.

Kotter, J. (1996). Leading Change: Why Transformation Efforts Fail. Harvard Business Review.

Kuh, G. (2008). High impact practices: What they are, who has access to them, and why they matter. Washington, D.C.: A A C & U.

pdf-logo2High Impact AACU 2008

 

Lyons, N. (1998). Portfolios and their consequences: Developing as a reflective practitioner. In N. Lyons (Ed.), With portfolio in hand: Validating the new teacher professionalism (pp. 247-264). New York, NY: Teachers College Press.

Lyons, W. (1998). Approaches to Intentionality. Oxford University Press.

Magolda, M., & King, P. (2004). Learning Partnerships: Theory and Models of Practice to educated for Self Authorship. Stylus Publishing, LLC

Mezirow, J. (1991).Transformative Dimensions of Adult Learning. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310

Mezirow. J & Associates. (1990). Fostering Critical Reflection in Adulthood San Francisco: Jossey-Bass

Moore, R.C. (2005). The Capstone Course. In W.B. Christ (Ed.), Assessing Media Education: A Resource for Educators and Administrators (439-462). Hillsdale, NJ: Erlbaum.

Ouellett, M. L. (2010). Overview of Faculty Development: History and Choices. In K. J. Gillespie, & D. L. Robertson, A Guide to Faculty Development, 2nd Edition (pp. 3-20). San Francisco: Jossey-Bass.

Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms. New York, NY: Cambridge University Press.

Rodgers, C. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking. TeachersCollege Record, Vol 1 (4), 842-866.

Rodriguez, M. (2007). My ePortfolio Journey: Reflections on Praxis. Education and Language Acquisition. In Transit. Retrieved from the World Wide Web: < a href=”http://faculty.lagcc.cuny.edu/ctl/journal/v2n1/pdf/InTransit_v3n1_Fall07.pdf#page=42″ target=”_blank”>http://faculty.lagcc.cuny.edu/ctl/journal/v2n1/pdf/InTransit_v3n1_Fall07.pdf#page=42

Rogers, C. C. (2006). Attending to student voice: The impact of descriptive feedback on learning and teaching. Curriculum Inquiry, 36, 209–227

Rogers, C. R. (1980). Freedom to learn for the 80s New York: Free Press Rogers. C., & Farson, R. (1987). Active Listening. Communicating in Business Today. Retrieved from the World Wide Web:http://www.go-get.org/pdf/Rogers_Farson.pdf

pdf-logo2Active Listening Rogers Farson

 

Sanders, M. (2000). Web-based portfolios for technology education: A personal case study. Journal of Technology Studies, 26(1), 11-18.

Schön, D. A. (1967) Technology and change: The new Heraclitus. Oxford: Pergamon.

Seton Hall University. (n.d). Redefining Electronic Portfolios: A View into the First Year Experience. Presentation. Retrieved from the World Wide Web: http://www.slideshare.net/dmirliss/redefining-electronic-portfolios-a-view-into-the-first-year-experience

Shulman, Lee S. (1997). Professing the Liberal Arts. In Education and Democracy: Re-imagining Liberal Learning in America, ed. Robert Orrill, pp. 151-173.

Simpson, D, Jackson, M & Aycock, J. (2005). John Dewey and the Art of Teaching: Toward Reflective and Imaginative Practice.

Sorcinelli, M. D., Austin, A. E., Eddy, P. L., & Beach, A. L. (2005). The Evolution of Faculty Development. In Creating the Future of Faculty Development: Learning From the Past, Understanding the Present (pp. 1-28). San Francisco: Jossey-Bass.

Stewart, R., Paradis, E., Ross, B., & Lewis, M. (1996). Student Voices: What works in Literature-based developmental reading. Journal of Adolescent & Adult Literacy.

Tinto, V. (n.d). Moving Beyond Access: College Success for Low-Income, First-Generation Students (Washington, DC: Pell Institute for the Study of Opportunity in Higher Education)

Tinto, V. (1999). Taking retention seriously: Rethinking the first year of college. NACADA Journal, 19 (2), pp 5.

Traver, A. (2011). Teaching Sociology Online. Sociological Society. Las Vegas.

Van Manen, M. (1990). Researching lived experience: Human science for action sensitive pedagogy. NewYork, NY: State University of New York Press.

Yancy, K. B. (2009). Reflection and electronic portfolios: Inventing the self and reinventing the university. In D. Cambridge, B. Cambridge, & K. Yancey (Eds.), Electronic portfolios 2.0 (pp. 5-16). Sterling, VA: Stylus Publishing, LLC.

Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. New York, NY: Routledge.

Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613-621.

Articles related to High Impact: First Year Practices

Arcario, P, Eynon, B & Lucca, L. (2011). The Power of Peers: New Ways for Students to Support Students. Making Teaching and Learning Matter: Transformative Spaces in Higher Education, eds. J. Summerfield and C. Smith (New York: Springer), pp. 195-218.

Barefoot, B & Fidler, P. (1996). 1994 National Survey of Freshman Seminar Programs: Continuing innovations in the collegiate curriculum (Monograph No. 20). (Columbia, SC: University of South Carolina, National Resource Center for The Freshman Year Experience and Students in Transition)

Bass, R. (2012). The problem of Learning in Higher Education. Disrupting Ourselves: The Problem of Learning in Higher Education. Retrieved from the World Wide Web: http://net.educause.edu/ir/library/pdf/ERM1221.pdf.

pdf-logo2The Problem Randy Bass

 

Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research and Development, 18(l), 55 -76.

Cambridge, Barbara, ed. (2001). Electronic Portfolios: emerging Practices in Student, Faculty and Institutional Learning. Washington, DC: American Association for Higher Education.

Clark J. E. (n.d). Why the “e” in ePortfolio Matters: Student Engagement, Reflective Practice and Rewarding Classrooms.

Counihan, B., & Byas, T. (2010). Using ePortfolio Wikis for Interdisciplinary and Intercampus Collaboration. Hispanic Educational Technical Services Best Practices Showcase. San Juan PR.

Cuomo, M. (2010). Engaging and Retaining Students at Queensborough Community College through the Epsilen Platform.

Darcy, J., Cuomo, M., & Hope, B.(2010). ePortfolio Cornerstone Community: Symphonic Reflections on Different Ways of Knowing. Boston, MA

Darcy, J., Dupre, J., & Cuomo, M. (2010). An ePortfolio Virtual Learning Community within a Traditional Classroom Space: The Hispanic Student in a Global Social Networking Community. Vol 1. (41-60). HETS Online Journal.

pdf-logo2ePVirtual Learning Darcy Dupre Cuomo

 

Darcy, J & Cuomo, M (2011). Reflection in a Virtual ePortfolio Learning Community. AAC & U ePortfolio Forum. San Francisco, CA

Darcy, J., Bales, P., & Perel, Z., Traver, A., & Cuomo, M. (2011). Globalization in the Queensborough Community College Virtual ePortfolio Community. San Francisco, CA

Dewey, J. (1934). Art as Experience. New York: Penguin, 2005.

Dupre, J & Lynch. B (n.d). Pop Goes the Decade: The Student Wiki Interdisciplinary Group Explores l935. Hofstra University.

Evenbeck, S., Hamilton, S. (2006). Successful Transitions to College through First Year Programs: From “My Course” to “Our Program”: Collective Responsibility for First-Year Student Success. Peer Review. Retrieve from the World Wide Web: http://www.aacu.org/peerreview/pr-su06/documents/PRSU06.pdf

pdf-logo2Successful Transitions Peer Review 2006

 

Eynon, Bret. (2009). Introduction. In Transit, Vol.4 Center for Teaching and Learning, LaGuardiaCommunity College, City University of New York.

pdf-logo2InTransit Fall09 v4 eynon

 

Goodman, K., & Pascarella, E. (2006). Successful Transitions to College through First Year Programs: First-Year Seminars Increase Persistence and Retention: A Summary of the Evidence from How College Affects Students. Peer Review. Retrieve from the World Wide Web: http://www.aacu.org/peerreview/pr-su06/documents/PRSU06.pdf

pdf-logo2Successful Transitions PeerReview2006

 

Freire, P. (1973). Education for critical consciousness. Continuum International Publishing Group

Huber, M, & Hutchings, P. (n.d). Integrative Learning: Mapping the Terrain. The Carnegie Foundation for the Advancement of Teaching and Association of American Colleges and Universities (AAC&U)

pdf-logo2Integrative Learning Huber Hutchings

 

Hunter, M. (2006). Successful Transitions to College through First Year Programs: Fostering Student Learning and Success through First-Year Programs. Peer Review. Retrieve from the World Wide Web: http://www.aacu.org/peerreview/pr-su06/documents/PRSU06.pdf

pdf-logo2Successful Transitions PeerReview2006

 

Hutchings, Pat., and Lee S. Shulman. (1999). The Scholarship of Teaching: New Elaborations, New Developments. Change 31 (5):10-15.

Hutchings, Pat. ed. (2000). Opening Lines: Approaches to the Scholarship of Teaching and Learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.

Keup, J., & Pestchauer, J. (2011). The First Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success, (National Resource Center on the First Year Experience & Students in Transition: 2011), pp 2-5.

Kuh, G. (2008). High impact practices: What they are, who has access to them, and why they matter. Washington, D.C.: A A C & U.

pdf-logo2High Impact AACU2008

 

Mezirow, J. (1991).Transformative Dimensions of Adult Learning. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310

Rogers, C. C. (2006). Attending to student voice: The impact of descriptive feedback on learning and teaching. Curriculum Inquiry, 36, 209–227

Rogers. C., & Farson, R. (1987). Active Listening. Communicating in Business Today. Retrieved from the World Wide Web: http://webshare.northseattle.edu/Leadership2011/Rogers_Farson.pdf

pdf-logo2Active Listening Rogers Farson

 

Seton Hall University. (n.d). Redefining Electronic Portfolios: A View into the First Year Experience. Presentation. Retrieved from the World Wide Web: http://www.slideshare.net/dmirliss/redefining-electronic-portfolios-a-view-into-the-first-year-experience

Shulman, Lee S. (1997). Professing the Liberal Arts. In Education and Democracy: Re-imagining Liberal Learning in America, ed. Robert Orrill, pp. 151-173.

Simpson, D, Jackson, M & Aycock, J. (2005). John Dewey and the Art of Teaching: Toward Reflective and Imaginative Practice

Stewart, R., Paradis, E., Ross, B., & Lewis, M. (1996). Student Voices: What works in Literature-based developmental reading. Journal of Adolescent & Adult Literacy.

Tinto, V. (n.d). Moving Beyond Access: College Success for Low-Income, First-Generation Students (Washington, DC: Pell Institute for the Study of Opportunity in Higher Education).

Tinto, V. (1999). “Taking retention seriously: Rethinking the first year of college.” NACADA Journal, 19 (2), pp 5.

Traver, A. (2011). Teaching Sociology Online. Sociological Society. Las Vegas.

Articles related to High Impact Practices: Capstone

Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1, 25-48.

Badway, N., & Grubb, W.N. (1999). A Sourcebook for Reshaping the Community College: Curriculum Integration and the Multiple Domains of Career Preparation. Retrieved November 15,2008.

Baker, M. P. (1997). What Is English? Developing a Senior “Capstone” Course for the English Major. RadfordUniversity. ERIC Document Reproduction Services No. ED 411 512.

Chen, Helen L., & Black, Thomas C. (2010). Using E-Portfolios to Support an Undergraduate Learning career: An Experiment with Academic Advising. EDUCAUSE Quarterly, v33 n4. Retrieved from the World Wide Web: http://www.educause.edu

Collins, A. (1992). Portfolios for science education: Issues in purpose, structure, authenticity. Science Education, 76(4), 451-63.

Cuseo, J. (n.d). Objectives and Benefits of Senior Year Programs. The Senior Year Experience by Gardner, et al.

Cuseo, J. (1998). Objectives and Benefits of Senior Year Programs. In The Senior Year Experience: Facilitating Reflection, Integration, Closure and Transition, ed. John N. Gardner, Gretchen Van der Veer, and Associates. San Francisco: JosseyBass.

pdf-logo2Objective and Benefit sof Senior Year Programs_Cuseo

 

DeLorme, D., & Fedler, F. (2003). Journalists’ Hostility toward Public Relations: An Historical Analysis. Public relations review 29, no.2:26.91

Dewey, J. (1938). Experience and Education. New York: Macmillan.

Dewey, J. (1933). How We Think, New York: D. C. Heath.

Durel, R.J. (1993). The Capstone Course: A Rite of Passage. Teaching Sociology, 21, 223-225.

Freire, P. (1972). The Pedagogy of the Oppressed Harmondsworth: Penguin

Gardner, J., & Van Der Veer, G.(1998). The Senior Year Experience: Facilitating Integration, Reflection, Closure, and Transition. Jossey-Bass Inc., Publishers, 350 Sansome St., San Francisco, CA 94104

Glynn, G., & Wozniak, N. (2010). Innovations in Education. Retrieved from the World Wide Web: http://www.youtube.com/watch?v=dfnqQWQFeAE

Henscheid, J. M., & Barnicoat, L. R.(2001). Senior Capstone Courses in Higher Education. In J. Guthrie(Ed.), Encyclopedia of Education. New York: Macmillan Reference.

Henscheid, J.M., Breitmeyer, J.E., & Mercer, J.L. (2000). Professing the Disciplines: An Analysis of Senior Seminars and Capstone Courses. Columbia, SC: National Resource Centerfor the First YearExperience and Students in Transition.

Lyons, W. (1998). Approaches to Intentionality. Oxford University Press.

Magolda, M., & King, P. (2004). Learning Partnerships: Theory and Models of Practice to educated for Self Authorship. Stylus Publishing, LLC

Mezirow. J & Associates. (1990). Fostering Critical Reflection in Adulthood San Francisco: Jossey-Bass

Moore, R.C. (2005). The Capstone Course. In W.B. Christ (Ed.), Assessing Media Education: A Resource for Educators and Administrators (439-462). Hillsdale, NJ: Erlbaum.

Rogers, C. R. (1980). Freedom to learn for the 80s New York: Free Press

Sanders, M. (2000). Web-based portfolios for technology education: A personal case study. Journal of Technology Studies, 26(1), 11-18.

Schön, D. A. (1967) Technology and change: The new Heraclitus. Oxford: Pergamon.

Van Manen, M. (1990). Researching lived experience: Human science for action sensitive pedagogy. NewYork, NY: State University of New York Press.

Yancy, K. B. (2009). Reflection and electronic portfolios: Inventing the self and reinventing the university. In D. Cambridge, B. Cambridge, & K. Yancey (Eds.), Electronic portfolios 2.0 (pp. 5-16). Sterling, VA: Stylus Publishing, LLC.

Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613-621.

Websites

International Journal of ePortfolio

ePortfolio Sampler at LaGuardia Community College

CNDLS at Georgetown University

AAC&U High Impact Pedagogy

Center For Instructional Development and educational Research at Virginia Tech

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