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The Concept and Power of Electronic Portfolios: What Electronic Portfolios Offer to Students and Faculty  

du-students-computerMarch 8, 2017
LUNCH 12-1:30 Driscoll Gallery

Recent research demonstrates that students at over half of US postsecondary institutions are creating electronic portfolios, or ePortfolios, and a good question is why. What do portfolios offer to students? And why might faculty take them up?  In this interactive talk, we’ll define ePortfolios, considering a range of models; outline what they offer to students, especially in terms of reflective and integrative learning; and consider what faculty gain as well in adopting them.

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Electronic Portfolios: Three Ways to Begin – March 8, 2017,  2-3:30 AAC LOFT

There are many ways to begin using ePortfolios; in this session, we’ll focus on three–using reflection to identify students’ prior knowledge; creating an inventory or archive of potential artifacts; and selecting ePortfolio artifacts to document and articulate learning.

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KATHLEEN BLAKE YANCEY, Kellogg W. Hunt Professor of English and Distinguished Research Professor, focuses her research on composition studies generally; on students’ transfer of writing knowledge and practice; on creative non-fiction; on cultural studies of everyday writing; on writing assessment, especially print and electronic portfolios; and on the intersections of culture, literacy and technologies.

In addition to co-founding the journal Assessing Writing and co-editing it for seven years, she is the immediate past editor of College Composition and Communication, the flagship journal in the field. She has also authored, edited, or co-edited thirteen scholarly books and two textbooks as well as over 100 articles and book chapters. Released in July 2016 is her latest volume, the edited collection A Rhetoric of Reflection, which considers reflection from multiple perspectives, including transfer, multimedia, assessment, and race and language. Her co-authored Writing across Contexts: Transfer, Composition, and Sites of Writing, released in 2014, demonstrates the efficacy of a new writing curriculum, Teaching for Transfer (TFT), and articulates a new theory of prior knowledge located in theories of assemblage, remix, and critical incidents; it won both the 2015 CCCC Research Impact Award and the 2016 Council of Writing Program Administrators Best Book Award.

She has served as president or chair of several scholarly organizations: the National Council of Teachers of English (NCTE); the Conference on College Composition and Communication (CCCC); the NCTE College Section and the College Forum; the Council of Writing Program Administrators; and the South Atlantic Modern Language Association (SAMLA). She serves on the National Board for Miami University’s Howe Center for Writing Excellence, and on the Executive Committee for the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) as well as on editorial boards for several journals, including for College English; Kairos; Computers and Composition; and Double Helix. Earlier boards she has served on include the Steering Committee of the 2011 National Assessment of Educational Progress (NAEP) and the Steering Committee for the Association of American Colleges and Universities (AAC&U) VALUE project focused on electronic portfolios.

With Barbara Cambridge and Darren Cambridge, she leads the Inter/National Coalition on Electronic Portfolio Research (ncepr.org). Now in its eleventh year, this coalition includes over 60 institutional partners from around the world. She is also the recipient of several awards, including the Florida State Graduate Mentor Award, the Donald Murray Writing Prize, and the Purdue University Distinguished Woman Scholar Award.

Her current research includes three major book projects: a co-edited collection, Assembling Composition, which will be published by the CCCC Studies in Writing and Rhetoric Series in 2017; a co-edited collection, Composition, Rhetoric, and Disciplinarity: Shadows of the Past, Issues of the Moment, and Prospects for the Future, currently under review; and a book project, The Way We Were: A Cultural History of Everyday Writing in the 20th Century United States. In addition, she is the lead PI for a 4-site study of the TFT writing curriculum supported by CCCC and CWPA Research Grants (http://writingacrosscontexts.blogspot.com/)

 


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