ePortfolio as Curriculum

From the Foreword:

“Kathleen Blake Yancey’s ePortfolio as Curriculum is the latest, and in several ways the most profound, addition to the research and practice of ePortfolio – not a statement I make lightly given the panoply of scholars in the field. For those of you who are new to ePortfolio, this book is a wonderful place to begin the journey. If you are a veteran of ePortfolio, this volume is an encapsulation, a framing of ePortfolio practice and thinking that brings together research and application to learning in ways that translate into the results that inspired us to begin ePortfolios.

[This volume] beautifully identifies and presents achievement of three essential goals in the curriculum: 1) supporting student learners in creating ePortfolios in this encompassing understanding of curriculum; 2) fostering ePortfolio literacy, i.e., knowledge and processes; and 3) helping students become ePortfolio makers. In essence, helping students have the space and validation to create and develop their own voice and identity through the interactive and collaborative processes of ePortfolio.

This volume provides multiple applications of how all educators can begin to see themselves contributing to a foundational curriculum that could truly result in all students having a better chance to achieve the learning we espouse for higher education graduates.”

Terrel L. Rhodes, VP, Office of Quality, Curriculum and Assessment, and Executive Director of VALUE

Association of American Colleges and Universities

"Excellent! In ePortfolio as Curriculum, master teacher/learner Kathy Yancey curates a richly fine-grained collection, zooming in on the exciting ways that today’s faculty – and students – use one of higher education’s most transformative practices. Provocative and satisfying. First rate!"

Bret Eynon, Associate Provost

LaGuardia Community College (CUNY) and co-editor, Catalyst in Action: Case Studies of High Impact ePortfolio Practice

"As e-Portfolio implementation comes of age this very timely volume focuses firmly on students as ‘ePortfolio-makers’ - as opposed simply to ePortfolio users. It offers rich and detailed insights into pedagogic practice and cogent rationales for such practice which empowers students as they construct, integrate and make accessible their Portfolios - and themselves learn from their learning over time. Staff learning is writ large here to; so I’ll be delighted to add this to my bookshelf."

Rob Ward, Director Emeritus

Centre for Recording Achievement, UK

"Electronic portfolios have developed into exciting acts that in their creation yield, as one author says, “pivotal learning moments.” New digital capabilities, in fact, draw ePortfolio readers into that learning process so that creators and readers both increase and continue learning. Through this book’s analysis of theory and practice in a breadth of collegial contexts, readers can expand their knowledge of ePortfolio capabilities as processes for learning. I highly recommend this informative and inspiring book."

Barbara L. Cambridge, retired co-director

International Coalition for Electronic Portfolio Research; president of the International Society for Scholarship of Teaching and Learning; professor of English at Indiana University Purdue University Indianapolis

"ePortfolio as Curriculum: Models and Practices for Developing Students’ ePortfolio Literacy, edited by Kathleen Blake Yancy, is a well-written text with numerous examples of ePortfolios in practice in the university setting. As noted by the author, there is no one way to develop or model an ePortfolio as their purposes differ according to context. Each chapter provides an introductory high-level overview for the purpose of a particular ePortfolio and how the program or school in the case study utilized it. Some of the lessons learned, tips, implications, or remaining questions are also provided. The fact that some of the examples are in various stages of implementation allows the reader to see that ePortfolios require more than just a one-time implementation; they require an ongoing, recursive process of building the knowledge, skills, and abilities of users, both students and faculty. Scoring rubrics, ideas for conducting peer reviews, methods of implementation and buy-in, timelines and visual representations, and student and faculty experiences are interspersed throughout the book and are extremely useful to the reader.

This book is a practical exploration of how to develop students’ knowledge of the ePortfolio practice and should be on the shelf of any individual or program thinking about or already incorporating ePortfolios into their curriculum."

Teachers College Record