What We’ve Learned

Sometimes what you have learned and what your data say are not the same.  When faced with this, one must examine both sets of data.  Anecdotal evidence from both student and faculty users of ePortfolio are positive; however, our survey data do not fully reflect the anecdotal experiences we have heard from faculty and students.  We plan to conduct more in-depth qualitative case studies where we can carefully examine the variables affecting faculty and student experiences and learning outcomes. Author: 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 [...]

Sky’s the Limit: Using our bold history to make the most of our digital future

Standing on the shoulders of a forty-year-old portfolio tradition, we are exploring all of the ways in which this rich history of assessing the quality and character of our students’ learning through their paper portfolio submissions can lead to a promising digital future of ePortfolio-based Outcomes Assessment. Summary Our efforts to integrate the use of ePortfolio for supporting Outcomes Assessment on our campus fall somewhere between emerging and developing. These nascent efforts, however, Read more [...]

Our Technology Story

We were initially propelled to explore ePortfolios by a strong faculty sentiment to transition our longstanding paper portfolio tradition to an electronic platform. Additionally, we hoped to increase student engagement with our Portfolio System through the use of technology. We began our exploration of ePortfolios as both technology and pedagogy in Spring 2010 with participation in the Making Connections seminar through LaGuardia Community College. During this time, we were exposed to various platforms, Read more [...]

Learning for a Sustainable Future and Using Social Media for Social Change

Seeing photo elicitation and social media as powerful tools for learning and social change, this ePortfolio-based pedagogy engages students in authentic and generative processes for constructing and representing emerging understandings of complex ideas relating to sustainability and for motivating social change for a sustainable future.   This social pedagogy practice was developed for a First-Year Seminar entitled Sustainability: Creating a Future We Can Live With. It requires students Read more [...]

Faculty Development Offered with a lot of “TLC”

Our professional development approach is best characterized by our centerpiece program, Teaching and Learning Circles (TLCs). The acronym “TLC” not only conveys a message of nurturing that we feel our faculty deserves, but also our commitment to modeling the kinds of collaborative and reflective learning experiences we hope to promote, both for ourselves and our students. Summary For two decades, Manhattanville College offered no significant on-campus opportunities for faculty development. Read more [...]

Professional Development Practice – Teaching and Learning Circles

Teaching and Learning Circles With tender loving care (tlc) as a foundation for faculty development, our Teaching and Learning Circles (TLCs) bring faculty, staff and students together in an inquiry-oriented learning environment designed to explore the ways in which ePortfolio practices can support and enhance their teaching and learning goals. In Teaching and Learning Circles (TLCs), small groups (6 to 12) of faculty and staff engage in a collaborative inquiry process in which they seek to Read more [...]

From Paper to Pixels, Looseleaf to Links: A Seemingly Simple Transition of the Manhattanville Portfolio

What began as a transition from our paper Portfolio system, turned into a much larger and more fulfilling examination of our Learning Core. Read more [...]

Reflective Pedagogy Practice – Weekly Reflective Journal and Comments

Expanding the Classroom in First-Year Seminar - Having students posting weekly reflections and reading and commenting each other’s postings built a community spirit within the class and extended the conversation beyond class time. In a first-year seminar, students were asked to post weekly reflections on the reading and class discussions. They were then required to read and comment on at least one of their classmates’ posts each week. Author: Gillian Greenhill Hannum, Professor of Art Read more [...]
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