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Informationen zum Autor Darren Cambridge is Senior Consultant for Education Technology and Online Communities of Practice for the American Institutes for Research. Kathleen Blake Yancey is Kellogg W. Hunt Professor of English and Distinguished Research Professor at Florida State University. She has focused her research agenda on portfolios for the life of her career. In 1992, she published Portfolios in the Writing Classroom; in 1996, the co-edited Situating Portfolios, in 2001, the co-edited Electronic Portfolios: Emerging Practices in Student, Faculty and Institutional Learning; and in 2009, the co-edited Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. She has served on the AAC&U VALUE Steering Committee and on the Board of Directors for the Association for Authentic, Experiential and Evidence-based Learning (AAEEBL), and she is a faculty member for WASC’s Assessment Leadership Academy and a mentor for WASC’s Community of Practice project. Yancey has also been the president or chair of several writing studies/literacy organizations, including the Council of Writing Program Administrators (CWPA), the Conference on College Composition and Communication (CCCC), and the National Council of Teachers of English (NCTE). Immediate Past Editor of College Composition and Communication, and past co-editor of the journal Assessing Writing, she has published over 100 refereed articles and book chapters and authored, edited, or co-edited 15 scholarly books, most recently Writing Across Contexts: Transfer, Composition, and Sites of Writing; and A Rhetoric of Reflection. She has been recognized with several awards, including the CWPA Best Book Award, the CCCC Research Impact Award, the FSU Graduate Mentor Award, the FSU Graduate Teaching Award, and the CCCC Exemplar Award. Barbara Cambridge is Director of the Washington Office of the National Council of Teachers of English. Klappentext Higher education institutions of all kindsacross the United States and around the worldhave 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. Zusammenfassung 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. Inhaltsverzeichnis Acknowledgements; INTRODUCTION. On Transitions. Past to Present—Barbara Cambridge; SECTION ONE. INTRODUCTION. REFLECTION IN ELECTRONIC PORTFOLIO PRACTICE 1. Reflection and Electronic Portfolios. Inventing the Self and Reinventing the University–Kathleen Blake Yancey, Florida State University; 2. Studying Student Reflection in an Electronic Portfolio Environment. An Inquiry in the Context of Practice–W. H. Rickards, Alverno College and Lauralee Guilbault; Using ePortfolios to Support Lifelong and Lifewide Learning–Helen L. Chen, Stanford University; SECTION TWO. INTEGRATIVE LEARNING 4. Two Faces of Integrative Learning Online–Darren Cambridge, George Mason University; 5. Becoming ePortfolio Learners and Teachers–Julie Hughes, Wolverhampton University; 6. Making Connections. The LaGuardia ePortfolio–Bret Eynon, LaGuardia Community College; 7. Connecting Contexts and Competencies. Using ePortfolios for Integrative Learning–Tracy Penny Light, Bob Sproule, and Katherine Lithgow, University of Waterloo; SECTION THREE. ESTABLISHING IDENTITIES. ROLES, COMPETENCIES, VALUES, AND OUTCOMES 8. Influencing Learning Through Faculty- and Student-Generated Outcome Assessment–Michael Day, Northern Illinois University; 9. The Promise of E-Portfolios for Institutional Assessment–Thomas S. Edwards and Colleen Burnham, Thomas College; 10. Demonstrating Intellectual Growth and Development. The IUPUI ePort–Sharon Hamilton ...
