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Scholarship
July 3, 2025
Electronic Portfolios 2.0: Emergent Research on Implementation and Impact
- Author
- Darren Cambridge, Barbara Cambridge, and Kthleen Yancey, eds.
- Publisher
- Stylus, Sterling, VA
- ISBN
- 9781579223212
- Table of Contents
-
Acknowledgements
Introduction: On Transitions: Past to Present
Section One - Introduction: Reflection In Electronic Portfolio Practice
ch. 1 Reflection and Electronic Portfolios: Inventing the Self and Reinventing the University (Kathleen Blake Yancey)
ch. 2 Studying Student Reflection in an Electronic Portfolio Environment: An Inquiry in the Context of Practice (W.H. Rickards and Lauralee Guilbault)
ch. 3 Using ePortfolios to Support Lifelong and Lifewide Learning (Helen L. Chen)
Section Two - Integrative Learning
ch. 4 Two Faces of Integrative Learning Online (Darren Cambridge)
ch. 5 Becoming ePortfolio Learners and Teachers (Julie Huges)
ch. 6 Making Connections: The LaGuardia ePortfolio (Bret Eynon)
ch. 7 Connecting Contexts and Competencies: Using ePortfolios for Integrative Learning (Tracy Penny Light, Bob Sproule and Katherine Lithgow)
Section Three - Establishing Indentities: Roles, Competencies, Values, and Outcomes
ch. 8 Influencing Learning Through Faculty- and Student-Generated Outcome Assessment Michael Day)
ch. 9 The Promise of E-Portfolios for Institutional Assessment (Thomas S. Ewards and Colleen Burnham)
ch. 10 Demonstrating Intellectual Growth and Development: The IUPUI ePort (Sharon Hamilton and Susan Kahn)
ch. 11 A Values-Driven ePortfolio Journey: Na Wa‘a (Judith Kirkpatrick)
ch. 12 E-Portfolios in an Undergraduate Psychology Research Experiences Program Benjamin R. Stephens)
ch. 13 Perceptions of Teacher Candidates on ePortfolio Use(Neil W. Topp and Robert L. Goeman)
Section Four - Organizational Learning
ch. 14 Diffusing ePortfolios in Organizational Settings (Stephen R. Acker)
ch. 15 A Catalyst Without a Mandate: Building an ePortfolio Culture at the University of Washington (Tom Lewis and Janice Fournier)
ch. 16 Documenting the Outcomes of Learning (Milton D. Hakel and Erin N. Smith)
ch. 17 Sustaining Change through Student, Departmental, and Institutional Portfolios (Kathi A. Ketcheson)
Section Five - Electronic Portfolio Technology and Design For Learning
ch. 18 Technology and Change (Cara Lane)
ch. 19 Re-visioning Revision with ePortfolios in the University of Georgia First-year Composition Program (Christy Desmet, June Griffin, Deborah Church Miller, Ron Balthazor, and Robert Cummings)
ch. 20 Moving eFolio Minnesota to the Next Generation: From Individual Portfolios to an Integrated Institutional Mode (Lynette Olson, Lori Schroeder, and Paul Wakso
ch. 21 Assessing the Learning Potential of E-Portfolio Through Thinking Sheets (Mary Zamon and Debra Sprague)
ch. 22 The Maed English Education Electronic Portfolio Experience: What Preservice English Teachers Have to Teach Us About Eps and Reflection (Carl Young)
Conclusion: Moving Into The Future (Barbara Cambridge, Darren Cambridge, and Kathleen Yancey)
Index
Higher education institutions of all kinds—across the United States and around the world—have rapidly expanded the use of electronic portfolios in a broad range of applications including general education, the major, personal planning, freshman learning communities, advising, assessing, and career planning.
Widespread use creates an urgent need to evaluate the implementation and impact of eportfolios. Using qualitative and quantitative methods, the contributors to this book—all of whom have been engaged with the Inter/National Coalition for Electronic Portfolio Research—have undertaken research on how eportfolios influence learning and the learning environment for students, faculty members, and institutions.
This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in eportfolio development, from engaging faculty to going to scale.
These studies exemplify how eportfolios can spark disciplinary identity, increase retention, address accountability, improve writing, and contribute to accreditation. The chapters demonstrate the applications of eportfolios at community colleges, small private colleges, comprehensive universities, research universities, and a state system. (From the Publisher)
Widespread use creates an urgent need to evaluate the implementation and impact of eportfolios. Using qualitative and quantitative methods, the contributors to this book—all of whom have been engaged with the Inter/National Coalition for Electronic Portfolio Research—have undertaken research on how eportfolios influence learning and the learning environment for students, faculty members, and institutions.
This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in eportfolio development, from engaging faculty to going to scale.
These studies exemplify how eportfolios can spark disciplinary identity, increase retention, address accountability, improve writing, and contribute to accreditation. The chapters demonstrate the applications of eportfolios at community colleges, small private colleges, comprehensive universities, research universities, and a state system. (From the Publisher)