Twenty-sixth International Conference on Learning

Abstract

Synthesizing, integrating and assessing student learning both inside and outside of the classroom is often a marker yet also a challenge for high-quality undergraduate education in USA. ePortfolio, when integrated into the curriculum, can serve as a powerful vehicle to undertake part of this task. Besides being a collection of electronic evidences that showcase students signature work, it is also a process of summarizing students’ learning experience. ePortfolio has been listed as one of the High Impact Practices by American Association of Colleges and Universities since 2016. This proposal provides a practical framework and concrete examples to show how ePortfolios can tie teaching, learning, reflection, research, co-curricular experience and assessment together. It demonstrates how ePortfolios encourage deep learning and serve as a catalyst for students’ intellectual growth and personal development throughout their four years of undergraduate study. This proposal demonstrates the theoretical backgrounds of how ePortfolio practice is used as a reflective pedagogy and provides practical guidance to institution administrators in assisting learning outcome assessment through a quantifiable rubric, instructors through sample portfolios and approaches of integrating ePortfolios into various courses such as first year seminar, junior/senior level classes and capstone projects.