Formal reflection assignments are positioned at three different places in the capstone course: at the beginning, at midsemester, and during the last three weeks. The prompts require students to reflect on specific program goals.
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.
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.
This practice explains how we offer hybrid and asynchronous ePortfolio faculty development to our instructors, most of whom are adjuncts and may not be able to attend in-person sessions.
Since most of our students use ePortfolio in fully online courses, it has been extremely important for us to find a way to mirror that experience in our faculty development practices.
Rather than being simply a new technology or new platform, ePortfolio has been a catalyst for changing the way that our online courses are taught.
As we scale up our project, we continue to offer workshops for faculty interested in adopting ePortfolio, focused on course-based ePortfolio integration and the use of reflection and social pedagogy.
Our eportfolio project has focused on course assessment and assessment of the ePortfolio project itself.