There may be as many different applications of ePortfolio in LaGuardia’s classrooms as there are faculty who incorporate it in their syllabi. Far from a one-size-fits-all tool, ePortfolio points faculty back toward their individual course objectives, toward LaGuardia’s core competencies, and toward relevant national standards, and challenges them to devise new ways of meeting those goals more effectively. ePortfolio serves as a vehicle for helping faculty to do what they already do, only better.
From pre-credit and basic skills courses to capstones, faculty across the disciplines create innovative ePortfolio assignments and activities that get students more engaged with their work and with each other.
Each time students use ePortfolio in their own coursework—showcasing their best work, reflecting upon what they have learned, or presenting themselves to audiences both at and beyond the college—they contribute to an ongoing and substantive documentation of their educational careers. In this way, ePortfolio pedagogy is inherently integrative; it helps turn many disparate pieces into a coherent whole.
At the same time, when faculty ask students to interact with one another through the ePortfolio, to share and even collaborate on work, and to provide constructive feedback to one another, they create a richer, more dynamic classroom.
Because ePortfolios extend beyond the boundaries of individual classes and semesters, they also represent an abundant wellspring of information and insight about the students who have created them and opportunities for both learning and advisement.
Even before students complete their first assignment for a course, faculty can review their students’ ePortfolios and learn what the students are bringing with them into the course—their skills, their unique stories, their preparation and the specific challenges they face. In turn, faculty can recalibrate their plans to better reach the students where they are and point them in the directions where they need to go.