Details

<p>About the Author xi</p> <p>About the Contributors xiii</p> <p>Foreword to the Second Edition xix</p> <p>Foreword to the First Edition xxiii</p> <p>Preface to the Second Edition xxvii</p> <p>Acknowledgments xxxv</p> <p><b>PART 1: ABOUT STUDENT LEARNING PORTFOLIOS</b></p> <p>1. An Overview of Student Learning Portfolios 3</p> <p>2. Practical Questions and Issues About Student Learning Portfolios 19</p> <p>3. Important Factors in Developing and Using Student Learning Portfolios 35</p> <p>4. Electronic Learning Portfolios 55</p> <p><b>PART 2: MODELS OF LEARNING PORTFOLIOS</b></p> <p>5. Learning Portfolios in the Humanities Classroom: Promoting Intentional Learning by Helping Students Uncover What Is Meaningful to Them 75<br /><i>Dorothe J. Bach</i></p> <p>6. Getting Started with Portfolios: A Vision for Implementing Reflection to Enhance Student Learning 85<br /><i>Stephanie Burrell, Laurence Miners, Kathryn Nantz, and Roben Torosyan</i></p> <p>7. The Oral Health E-portfolio: A Three-Year Project 97<br /><i>Russell Butson, Jennifer Marie Cook, and Rosemary Kardos</i></p> <p>8. EPAC: Building a Community of Practice Around E-portfolios 109<br /><i>Helen L. Chen and John C. Ittelson</i></p> <p>9. Encouraging a Reflective Disposition: Scaffolding Critical Thought Through Portfolio Development 121<br /><i>Ann C. Cunningham</i></p> <p>10. A Journey Involving Integrating an E-portfolio into a Course Management System 141<br /><i>Marilyn Drury</i></p> <p>11. The E-portfolio and Liberal Arts Education at Agnes Scott College 151<br /><i>Emily Hauck, Olivia White Lopez, and Shannon Yarbrough</i></p> <p>12. The LeBow College of Business My LIFEfolio: An E-portfolio Program 159<br /><i>Frank Linnehan</i></p> <p>13. Learning Portfolios in a Sophomore-Level Composition and Literature Course 171<br /><i>Leslie Ortquist-Ahrens</i></p> <p>14. A Journal of Citizenship: Orienting First-Year Students to Liberal Education 177<br /><i>Elizabeth Regosin and Ronald J. O. Flores</i></p> <p>15. Representing, Not Testing: Webfolio as Final Exam 189<br /><i>Donna Reiss</i></p> <p>16. Challenging Tertiary Teachers' Beliefs and Practices: Facilitating Change and Development Through Portfolios 197<br /><i>Rachel Spronken-Smith and Sarah Stein</i></p> <p>17. The English Language E-portfolio 211<br /><i>Fiona Williams, Vicki Chan, and Hokling Cheung</i></p> <p>18. Upon Further Review: A Second Look at the Student Learning Portfolio 223<br /><i>Alan Wright and M. Heather Hartley</i></p> <p><b>PART 3: SAMPLE LEARNING PORTFOLIO SELECTIONS</b></p> <p>19. Education Technology Web Site 239<br /><i>Robyn Allen</i></p> <p>20. Learning Portfolio 245<br /><i>Alicia I. Gilbert</i></p> <p>21. Learning Portfolio Reflections 251<br /><i>Diana Lynde</i></p> <p>22. PowerPoint Portfolio 255|<br /><i>Lindsay Perani</i></p> <p>23. Honors Portfolio 261<br /><i>Connie Thackaberry</i></p> <p>24. Career Portfolio 265<br /><i>Josee Vaillant</i></p> <p><b>PART 4: PRACTICAL MATERIALS</b></p> <p>25. Self-Assessment 269</p> <p>26. Four-Year Portfolio Development Plan 273</p> <p>27. Portfolio Evaluation Form Contents Checklist 277</p> <p>28. Showcase/Electronic Portfolio Evaluation Form 279</p> <p>29. Webfolio Assignment 281</p> <p>30. Learning Portfolio Project 285</p> <p>31. Online Reflective Writing: Instructions for Threaded Discussion 289</p> <p>32. Portfolio Reflections 293</p> <p>33. Honors Senior Portfolio Option: Contract and Guidelines 295</p> <p>34. Criteria for Evaluating Learning Portfolios 299</p> <p>35. Double-Column Notes for Refl ection 301</p> <p>36. Learning Portfolio Assignment 303</p> <p>37. Sample Student Refl ections 307</p> <p>38. Review and Revision Process and Submission Letter for Webfolios 311</p> <p>39. Rubric for Evaluating Webfolios 313</p> <p>40. Reflective Writing Assignment 315</p> <p>41. Report Guidelines: Sample Questions for Reflection 319</p> <p>42. Promoting Intentional Learning Assignment 321</p> <p>43. Evaluation Rubric for Reflective Essays 323</p> <p>44. Reflections in Technology Portfolios 325</p> <p>45. Technology in Education Web Page 327</p> <p>References 331</p> <p>Index 343</p>

<p><b>John Zubizarreta</b> is professor of English and director of honors and faculty development at Columbia College, South Carolina. He is a frequent conference presenter and consultant, and he has mentored educators internationally on developing teaching, learning, and administrative portfolios.</p>

<b>Praise for <i>The Learning Portfolio</i>, Second Edition</b> <p>"John Zubizarreta understands students, faculty, and teaching and learning. This book will help both novices and senior faculty to use portfolios to increase their own understanding and to enrich their students' learning."<br />—<b>Wilbert McKeachie</b>, author, <i>McKeachie's Teaching Tips</i></p> <p>"With fourteen new chapters featuring exemplary uses of learning portfolios, this second edition is like a brand new book. But it preserves all the recommendations for implementing learning portfolios that made the first edition so useful to faculty."<br />—<b>Linda B. Nilson</b>, director, Office of Teaching Effectiveness and Innovation, Clemson University, and author, <i>Teaching at Its Best</i> and <i>The Graphic Syllabus and the Outcomes Map</i></p> <p>"<i>The Learning Portfolio</i> represents a clear, organized, reflective, and effective way to direct and document student learning. It is a must-have for any faculty member or university administrator concerned about demonstrating attainment of important learning outcomes, and for faculty developers assisting instructional staff in designing effective and engaging courses."<br />—<b>James E. Groccia</b>, director, Biggio Center for the Enhancement of Teaching and Learning, Auburn University, and former president, Professional and Organizational Development Network in Higher Education</p> <p>"<i>The Learning Portfolio</i> provides a credible tool for assessing and improving student learning—critical aspects when documenting program and institutional effectiveness. John Zubizarreta's clear and pragmatic discussion of the learning portfolio empowers all who care about student learning to succeed in ways that can make a transformative difference in the lives of students."<br />—<b>Mary Lou Higgerson</b>, vice president for academic affairs and dean, Baldwin-Wallace College, and coauthor, Effective Leadership Communication</p> <p>"If we want students to become self-directing learners, they must become more aware of themselves as learners. There is no other tool that has more power to contribute to this process than well-designed learning portfolios."<br />—<b>L. Dee Fink</b>, author, <i>Creating Significant Learning Experiences</i></p>

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