The Manhattanville Portfolio System: Using Inquiry and Reflection to Support Integration across a Student's College Career

Manhattanville uses a portfolio system in which its students are asked to reflect on their learning holistically. They provide a list of objectives students should accomplish, and the step-by-step process of compiling this information. This article also addresses various types of evidences which students could provide to demonstrate their learning. The students should aim to meet the following reflective models in their portfolio:

  • Reflection as a meaning-making process
  • Reflection as systematic and disciplined
  • Reflection as community
  • Reflection and personal development

Also included on the page are percentages of students passing their portfolio examinations from Spring 2010 (while still using paper portfolios) to Spring 2013 (when ePorfolios were implemented) and a discussion regarding those percentages.

Fostering Integrative Knowledge through ePortfolios

This paper studied how valid the conceptual model of integrative learning is based on six integrative learning concepts:

  1. ability to apply and adapt knowledge to various contexts.
  2. ability to adapt learning to different situations to create positive change or solutions
  3. ability to be a self-directed learner
  4. ability to reflect on knowledge and use relational knowledge.
  5. ability to understand one's perspectives as well as others
  6. ability to created a professional digital presence.

Emphasis placed on life long (reflecting on their experiences in order to illustrate and synthesize learning) and "life-wide" (adapting practical "how-to" knowledge into a variety of contexts) learning. The article also addresses some challenges faculty and institutions face in teaching integrative learning. Also included is a list of several core-activities based on the Integrative Knowledge Portfolio Process model, and examples. Results showed that students involved in the IKPP core activities did increase their integrative knowledge and that this increase of knowledge was applicable to students from all races, genders, majors, year in school, and learning environment.

Integrative Knowledge Questions: Helping Students Recognize Their Learning and Connect Academic Knowledge to Life Experiences (PDF)

Useful diagram that builds on the concept of life-long and life-wide learning. It states that students represent a more holistic learning experience when required to answer questions from each dimension about one learning experience. Includes a variety of questions for students as well as a link to additional resources.

Weaving [Digital] Identities

A digication site dedicated to student representation of their individual identity, creation of their digital identity, and the effect of positive online presence. Developed by TCU faculty, this site provides sample student portfolios, assignments, assessment rubrics, student feedback, and resources. It also discusses goals, learning experiences, and results of TCU's ePortfolio project.

A Metacognitive Approach to Mapping Collaborative Inquiry Through E-portfolios

A case study that focuses on "group folio thinking" for a laboratory team. The study took place over one semester. The ePortfolio that was produced was a group portfolio which they called an "e-poster".