Conference Tracks
| Assessment |
Connected Learning |
Rebundling |
Advising |
Professional Development |
Thursday, March 2
1:00 – 1:15 Welcome and Opening Remarks
1:30 – 2:30 Concurrent Sessions 1 (Click title to read abstract)
ePublic Spaces: Student Teams Constructing Collaborative ePortfolios
In this session, we report on projects in two courses. In a first-year class, students collaboratively construct multimedia projects on ePortfolios investigating issues in mass media. The second, a 200-level course, partnered a John Jay section with a UT El Paso class where ePortfolios were used by cross-campus teams to break –regional myopic perspectives of diversity,– or the tendency to believe that the diversity around oneself is diversity broadly. Learn about positive outcomes, challenges encountered, and ways to minimize these challenges in your own collaborative ePortfolio projects.
Daniel Auld, Isabel Martinez, Alan Winson, Magdalena Oropeza, Michelle Sencion
John Jay College
Irma Montelongo
University of Texas at El Paso
Three Courses, One ePortfolio: Encouraging Reflection, Integrative Learning and Metacognitive Skills Through ePortfolio Use in a Learning Community.
Bronx Community College faculty will discuss eportfolio integration in academic learning communities. Benefits include the development of metacognitive skills and the understanding of interdisciplinary connections between courses through scaffolded reflection assignments on eportfolio, utilizing student reflections to guide early interventions for at-risk students, and the exponential impact of one eportfolio to address learning across three courses. Audience members will work together to discuss cross-disciplinary learning and develop assignments for a learning community eportfolio.
Jordi Getman-Eraso, Kate Culkin
Bronx Community College
Connecting Credentials through ePortfolios
Credentials are the essential bridge that connect people to jobs, educational programs and define career pathways; yet, is confusing with a mishmash of countless types, purposes, and varied quality. ePortfolios are positioned well to connect learning to credentials and credentials to employment and education throughout the lifespan. Presenters will provide information on the national Connecting Credentials movement and the role of eportfolios in this work. Participants will engage discussion on ePortfolios, the changing nature of credentials, and how this fits their own ePortfolio projects.
Nan Travers, Michael Forte
SUNY Empire State College
Re-Bundling the Academic Library: ePortfolio as a Collaborative Tool to Share Information
The presentation points out that libraries can use eportfolio software beyond a simple information warehouse. It proposes that eportfolios can be used as an intranet to streamline operations library-wide, maintain quality within departments, and strengthen collaboration by organizing, sharing, and managing information. Comment, multi-media upload capacity, and other enhanced features, can be used to distribute knowledge internally from one central location and then deliver it to students. Not only will academic libraries benefit from eportfolio use, they can set an example for collaboration.
Derek Stadler
LaGuardia CC
Leveraging an eportfolio community of practice as a catalyst for innovating teaching practices and supporting professional development
Communities of practice are formed by people engaged in a process of collective learning in a shared domain of human endeavour (Wenger, 2002) and can be seen to provide a powerful model for teacher professionaldevelopment. In a pilot programme utilising Mahara, knowledge from our DCU community supported the integration of the eportfolio platform across multi-disciplinary programmes. This session will outline how, through these practices, a community of educators within and beyond the institution supported the sharing of eportfolio practices to innovate the student learning experience.
Lisa Donaldson
Dublin City U
Controlling Online Presence: Graduate Student Perspectives on the ePortolio Process
What do graduate students think about using eportfolio to control their online presence? How might eportfolios help students get hired after graduation? Attend this discussion based panel presentation to hear how grad students view the role of eportfolio in managing their online reputation.
Michelle Pulaski Behling
Pace U
E-Portfolios and COIL - A Journey through International Education
An e-portfolio (electronic portfolio) is an electronic collection of your learning and work over time. E-portfolios, or electronic portfolios, have been emerging in education through the introduction of more comprehensive educational technology. The workshop will provide the tools necessary for developing e-portfolios in education and demonstrating a global connection of cross-curricular education. Sharing of thoughts and ideas can be achieved through a cross-cultural collaboration between students and educators alike.
Nicole Simon
Nassau
2:45 – 3:45 Concurrent Sessions 2 (Click title to read abstract)
From Rebel Femmes to Feminist Thirst : Lessons from Students' ePortfolio Design in Gender/Sexuality Studies Courses
Social categories such as race, gender, class, sexuality, and ability are shaped by and influence technology. The use of ePortfolios in our gender/sexuality studies courses thus emphasizes writing through new media where we critically engage with digital media objects as well as produce them. The session will offer a short overview of our courses followed by an interactive activity where we look at our students’ ePortfolios via a protocol aimed at uncovering students’ cultural capital within social justice, technical-aesthetic design, and anti-sexist/anti-misogynist techno-logics.
Carmen Kynard, Crystal Jackson
John Jay College
New Kid on the Block: Blended Advisement through ePortfolio --The Right Stuff
Learn about some of the blended advisement practices at Guttman Community College, CUNY through the use of ePortfolio, group and individual advising. Perspectives will be shared from Student Success Advocates (1st Year Advisors) and a current student. The session will explore the use of ePortfolio as a tool for enhanced exploration in and outside the classroom. Participants will have the opportunity to engage with aspects of ePortfolio modules created for students in the pre-major stage. In addition participants will identify opportunities for application at their respective colleges.
Marlene Leo, Nelson Castro
Guttman Community College
ePAS - ePortfolio Pedagogical Action Study: An Undergraduate Research Project
This pedagogical action undergraduate research study explores the impact of ePortfolio in the community college learning experiences of four male undergraduate students of color. Utilizing Cultural Historical Activity Theory (CHAT), as both the theoretical and methodological frameworks for the research, the five co-researchers (four LaGuardia students and one LaGuardia faculty Principle investigator – PI) create multiple case studies over a three-year period in order to describe the role and function of ePortfolio in the men’s community college journeys’ toward graduation.
Joni Schwartz, Joshua Howars
LaGuardia Community College
Collecting Learning Together: ePortfolios in a social learning context
Learning is both personal and social at the same time. In order to investigate the impact on learning and social behaviors of graduate level educational technology students, a social network, Pace Commons, was developed using Elgg software. During the study, students participated in an online course, “Computer Science for Teachers” which was conducted solely in Pace Commons. In this course, students were asked to create an ePortfolio using a choice of the tools available for them in this platform. Their choices and final ePortfolios demonstrated some very interesting understandings.
Gerald Ardito
Pace U
Using ePortfolio to implement social pedagogy and interdisciplinary thinking across class boundaries.
This work describes a project using ePortfolio as a medium to facilitate effective pedagogical strategies in the context of a group-based research paper assignment spanning class boundaries. Our presentation will include the pedagogical rationale behind our project, how ePortfolio facilitated social pedagogy, interdisciplinary thinking and other high impact practices, a discussion of lessons learned, and possible future directions for ourselves and other educators who wish to use ePortfolio to break classroom and discipline boundaries.
Ian Alberts, Charles Keller
LaGuardia Community College
Using the Resume Assignment to Teach ePortfolios: Beyond the Business Writing Classroom
More than ever, the Internet is the method of retrieving information for prospective employers and jobs, and submitting information for job applications. Since resumes in general are typically one page, they cannot showcase class projects, research projects, and other documents in great detail. This is where ePortfolios can showcase students’ work experience and skills, which fill in the whole picture to a prospective employer. This presentation discusses the important role that ePortfolios have in giving students the extra advantage of obtaining better job offers for internships and jobs. The presenter, who is also an editor, shows his unique approach on how he teaches his students, especially in his business writing classes, how to design and proofread ePortfolios coming from the editor’s perspective through various activities he uses in his classes.
Steven Bookman
Pace U
The Reflective Practitioner: Alternative Approaches to Professional Development
This presentation will reflect on the professional development of ePortfolio practices from the perspective and interpretations of three practitioner groups: student, staff, and faculty. Presenters will share the formal and inherent professional development opportunities that emerged organically through the shifting roles of these three practitioner groups. Presenters will share trends in student feedback and performance as well as examples of student portfolios to demonstrate how student insight has contributed to both valuable professional development practices and educational experiences.
Allie Davidson, Julie Lepine, Peggy Hartwick
Carleton University
4:00 – 5:00 ePortfolio Student Showcase
5:00 – 6:30 Welcome Reception and Book Party
Friday, March 3
8:30 – 9:00 Registration and Breakfast
9:00 – 9:15 Welcome
9:15 – 10:30 Keynote Presentation
10:50 – 11:50 Concurrent Sessions 3 (Click title to read abstract)
Integrative Pedagogy and Professional Development: 10 years of e-portfolios at Yale Divinity School
Ten years of e-portfolio use at Yale Divinity School has had an important impact on the way that students engage their learning and claim professional direction. The program requires each student to build a team of mentors who track the student’s work and offer structured feedback. The data gathered is an important part of program outcomes assessment. Yale’s model has been successfully duplicated at other graduate schools of religion, and might prove useful in other disciplines and at other levels of study.
William Goettler
Yale
Parsing the Unique Contributions of ePortfolio Assignments
We compare students’ responses to a growth mindset assignment completed in: 1) graded ePortfolio; 2) ungraded handwritten worksheet; 3) ungraded survey; and 4) graded paper. We found students produced more content in graded than in ungraded assignments. Students completing ePortfolios were more likely than students who completed other assignments to apply core concepts to themselves. We conclude that ePortfolios evoke a higher level of overall effort than ungraded assignments and, more importantly, ePortfolio assignments may evoke higher levels of personal reflection.
Karen Singer-Freeman, Linda Bastone
Purchase College, SUNY
Evolving the Loop: How ePortfolios Drive a 21st Century Learning College
Justin Rogers-Cooper, Regina Lehman, Neisha Ziemke
LaGCC
ConnectedLearning: Integrative Social ePortfolio Pedagogy
This presentation described the implementation and outcome of an interdisciplinary, collaborative course project for First Year Seminar (FYS) students in Engineering and Computer Science FYS class ECF090, and in Liberal Arts, Math and Science FYS class LMF101. This project was designed to use ePortfolio as a platform to enrich the integrative research and peer learning experience of the new-to-college students, and to engage them in hands-on inquiry and problem solving and integrative learning practice, with a broader goal of increasing the retention rate in STEM fields.
Na Xu, Yun Ye, Richardson Mark, Marilou Mayo Bilal Hassan
LaGuardia Community College
Documenting the Adventure - ePortfolio Use in Faculty-Led Study Abroad Programs
This session explores how ePortfolio enhances students’ Study Abroad experiences. Using ePortfolio examples from two faculty-led study abroad programs, we encourage and explore questions about the pedagogical benefits of ePortfolio in study abroad programs, including: how course assignments can be structured to foster student self-reflection as they encounter new cultures; what challenges and opportunities faculty encounter with ePortfolios in this context; and how campus ePortfolio and Study Abroad programs can support faculty and students from pre-departure through their return to campus.
Daniel Auld, Crystal Jackson, Christen Madrazo
John Jay College
ePortfolio and Transformational Advisement in engaging students in Personal Development
LaGuardia Community College presents the opportunity for faculty to build a strong connection with students through the advisement process. Faculty are able to create a deeper level understanding of the self-assessment through advisement practices in the First Year Seminar courses. Students are able to assess after the systematic approach of the developmental and prescriptive advisement. Through this scaffolding approach, students are able to familiarize themselves systematically with their major, career choice, academic goals, transfer option, and graduation plan.
Sada Jaman, Ahmed Abdelhalim
LaGuardia Community College
Teacher Candidates' Perspectives on the Impact of their ePortfolio Experience
When teacher candidates are asked about channels and practices which support reflection on teaching and learning, integration of learning across teacher education, and which build their confidence as teachers, do they name ePortfolios? This was the question we posed to teacher candidates in our teacher education programs (TESOL and Literacy), where we have been using ePortfolios for over four years. The question and student answers helped us to re-frame what it means to integrate and successfully implement ePortfolios into our programs.
Christine Rosalia, Yang Hu
Hunter College
11:50 – 12:50 Lunch
1:00 – 2:00 Concurrent Sessions 4 (Click title to read abstract)
Using an ePortfolio to Enhance and Assess Study Abroad Learning Outcomes
Learn about current dissertation research that examines the potential of using an ePortfolio to enhance and assess student learning in study abroad programs. Through an experimental design, the study isolates the impacts of using an ePortfolio. It also compares students’ reflective prompts, rated using an AAC&U rubric, with students’ scores on a pre- and post- survey to explore the efficacy of using an ePortfolio for assessment purposes. Join this session to hear more about the research and discuss the implications of the preliminary findings.
Kristyn Muller
University at Albany
Digital Storytelling in a Science Classroom: Recursive Examination of the Self.
The power of storytelling and using the ePortfolio as a platform to showcase students’ digital stories has been a fairly well studied practice. However, the use of these narratives within a science classroom, where traditional lectures are packed with course-content and hard theory is less frequently attempted. In this presentation, I will demonstrate through interactive discussion a venture into digital storytelling within a freshmen seminar classroom for Biology majors. The interactive piece will involve participants discovering the power of story-telling by creating their own narratives.
Preethi Radhakrishnan
LaGuardia CC
Finding Our Way: Lessons From Rolling Out a New Portfolio Curriculum
After 40+ years, Manhattanville faculty suspended its mandatory Portfolio System and began designing a new program to fill the void. The result is ATLAS. An a la carte program, ATLAS allows students to opt in or out each semester. Designed to meet the needs of students at particular phases of their college careers, each ATLAS course differs but all use ePortfolio and reflective pedagogy.
Christine Dehne, Kyoko Mona, Christina Sappington
Manhattanville College
Germinating Seeds to Encourage Deep Roots: the ATLAS Program @ Mville
Manhattanville College launched the ATLAS program in 2015. ATLAS is an a la carte selection of optional, credit-bearing classes scaffolded to the needs of students at various points of their academic careers. Now ATLAS courses for students to take during Study Abroad, Service Learning, Internship, and Independent Study experiences have been created, facilitated by interest in using the ePortfolio platform as a tool for assessment. Simultaneously, the Academic Advising staff adopted our ePortfolio system for freshmen advising. The ATLAS program is strengthening as it branches across campus.
Christine Dehne
Manhattanville
ePortfolios and Agency in First-Year Writing: Empowering Students to Make the Case for Learning
This interactive panel contextualizes ways that embedding ePortfolios and an outcomes-based learning evaluation in first-year writing reveal hidden or inaccessible dimensions of learning. In revealing these –hidden– dimensions, ePortfolios can provide a window into learning awareness and open robust learning conversations. The panel will include an activity that shows how student articulations of learning reveal what is often hidden in instructor-centric evaluation. Using samples and rubrics, participants will consider how students become more –independent inquirers– into their learning.
Michael Cripps, Jesse Miller, Eric Drown
U. of New England
Implementing a professional development ePortfolio program: Five perspectives from Columbia University
ePortfolios are a key part of several professional programs at Columbia University. Each program has a different set of goals and priorities. This session will bring together a group of panelists who are implementing ePortfolios, with the common thread of helping students think beyond their curriculum to distinguish themselves from their peers. Guided by the CTL Learning Designer, panelists will offer their unique perspectives on the challenges, priorities, and successes of implementing an ePortfolio program.
Ashley Kingon, Laurel Daniels Abbruzzese, Hetty Cunningham, Susan Doyle-Lindrud, Mark Phillipson
Columbia University
Bring Reflection With You
Is there a pedagogy to promote engagement, curiosity, application of knowledge and continued learning? Faculty and managers search for methods to promote learning and quality outcomes. In this presentation, prompts, rubrics, student and graduate stories will be shared by both a faculty member and practicing graduate who continues to use reflection. The audience will listen to key elements of the curriculum which promote student agency and review sections of reflections using rubrics, predict resulting actions and then hear the rest of the story.
Lillian Rafeldt
Three Rivers Community College
Lee McAllen
Westerly Community Hospital
Developing ePortfolio Pedagogy in an Urban Secondary Science Education Program: 3 Modes of Development and Illustration
The presentation showcases an ePortfolio capstone pedagogical strategy that uses three modes of development and interactions to support and deepen reflective development and identity of in-service and pre-service urban science educators completing a master degree secondary science education. In particular, the presentation will highlight participants’ creation of their capstone ePortfolio project in TaskStream, on-line synchronous presentation of the ePortfolio via Adobe Connect webinar software (midterm project) and a videotaped in-person oral presentation of the final capstone ePortfolio.
Wesley Pitts
Lehman
Design for Deep Learning with Global Guttman: Student Reflections on Reflections
Global learning pedagogies can expand a student’s self-awareness and global perspective. e-Portfolio serve as a platform within which deep reflection and growth can be stored, examined and shared. This session will explain the pedagogical and e-learning approaches used to develop Guttman Community College’s new global learning program, Global Guttman. As we examine the reflection, assessment and evaluation strategies, some of our Global Guttman student alumni will be present to reflect on their past global travel reflections posted on e-Portfolio and offer new insights.
Katie B Wilson, Ramon Mendes, Axel Owen, Destiny Melendez
Guttman Community College
Promoting Student Success at LaGuardia Through Peer Mentoring Support
At LaGuardia, two peer mentoring programs are committed to student success at different junctures–the Peer Advisor Academy and the Student Success Mentor programs. While on different capacities, both Student Success Mentors and Peer Advisors work with LaGuardia students on transitioning to a college environment, introduce them to key college resources, the advisement process, and overall academic journeys. Working together, both programs support students by focusing on LaGuardia’s ePortfolio Graduation Plan. Come and learn about these programs’ work and how students benefit from peer mentoring.
Pablo Avila, Crystal Rivas
LaGuardia Community College
2:15 – 3:15 Concurrent Sessions 5 (Click title to read abstract)
Digital Trailblazers: Developing Peer Leaders To Support Campus-Wide ePortfolio Use
To support peer leaders’ creation of showcase ePortfolios, we actively engaged 47 peers in a reflective and integrative learning process to articulate their goals and plans to achieve them. Further, our training initiated development and preparation of these leaders to support fellow students’ ePortfolio use. In this interactive session co-led with some of our peers, attendees will participate in a process we engaged our students, receive more detail on our program and its results while exploring ways to adapt and implement this cost-effective approach on their campuses.
Daniel Auld, Jessica Stevens, Girard Tecson, Brenda Almaraz, Stephanie Calderon, and Andrene Wright
John Jay College
Advising Squared: ePortfolios as Multiple Touch Points for Students
This session explores the innovative use of ePortfolios for reflective engagement in student-owned academic planning. The functions of ePortfolio in advising pedagogy and assessment as well as cross-campus communication and collaboration are discussed, along with the importance of these in student persistence. Presenters include a first-year student along with his faculty major advisor and general academic advisor. Participants will be invited to explore potential uses of ePortfolio for advising at their respective institutions and how our program can be adapted for various advising models.
Holly Avella, Jim Frank, Noah Stockslader
Manhattanville College
Applying High Impact ePortfolio Innovations in a STEM Program for Students with Cognitive Disabilities at the Mid-Spectrum
The presenters demonstrate high impact innovations in an ePortfolio system for STEM students with cognitive disabilities. The presenters are finding that such systems if included with artificial intelligence and assistive communication technologies and social networking tools are enabling increases in academic identity, discipline learning of STEM and sociality of the students The session will benefit administrators and faculty considering improvements in ePortfolio systems that can enhance experiences in learning for not only students with disabilities but for all students of a university.
James Lawler, Pancho Diaz, Melanie Greene
Pace Univeristy
Digital Badging: Student-Curated Evidence of Learning
Join the LaGuardia Community College Badging leadership team in finding ways to help our students curate their own evidence of learning. In this interactive presentation we will share the planning, implementation, and preliminary findings of the Spring 2016 LaGuardia Community College Digital Badging Pilot. Together we will explore how these digital badges or micro-credentials housed in the ePortfolio can help our students connect their out-of-class learning to their academic and professional growth. Participants will walk away with a sense of what it takes to start their own badging project.
Niesha Ziehmke, Jade Davis, Jessica Perez
LaGuardia Community College
'I Hear You': Supporting Multiple Collaborations with an ePortfolio Culture
In order to be successful in a learning environment, it is critical that students, staff and faculty feel that their voices are heard. This panel aims to demonstrate how multiple voices can be supported through the creation of an ePortfolio culture across all aspects of an institution. Using case studies and a real-time collaborative activity, the panel invites participants to make their voices heard, demonstrating how powerful peer-to-peer collaboration can be.
Kristina Baines, Karla Fuller, Claire King
Guttman Community College
Student voices on eportfolios --The learning portfolio differs to other modes of learning, I am not simply learning and regurgitating information, I am also learning about myself.
This paper reports on a doctoral research project which examines the nature of the learning experience of using a Mahara eportfolio and whether it enhances the development of criticality among flexible learners. It aims to interrogate the process of the development of criticality rather than the product. The project adopts a case study approach, following 24 flexible learners over the course of one academic year in a Dublin based third level institution. The research question for the study is: How can eportfolios enhance the nature of the learning experience and the development of criticality.
Orna Farrell
Dublin City U
ePortfolios at NYU: Reflecting, Showcasing, Sharing, and Professionalizing with WordPress
Four NYU schools–the Gallatin School of Individualized Study, Liberal Studies, the Steinhardt School of Culture, Education, and Human Development, and the Robert F. Wagner Graduate School of Public Service–have launched ePortfolio projects using the University’s WordPress service as a solution to their various needs. In this panel, representatives from each school will describe their ePortfolio initiatives, and how these programs are helping their schools respond to the learning needs of the 21st-Century student, as well as to the evolving digital landscape that now characterizes higher ed.
Jenny Kijowski, Bob Squillace, Kelsey Buttendorf, Debra Cabrera
New York University
3:30 – 4:30 Concurrent Sessions 6 (Click title to read abstract)
ePortfolio as Book-Ends in a Transformative General Education Program
Mercy College is in downstate NY and has 2 competency-based Gen Ed courses that all students must take. These courses have been implementing ePortfolio to provide a platform for: the archival of student work; the demonstration of applied skills; as well as the narration and metacognition of personal and academic growth. Mercy is also using ePortfolios to aid in the areas of assessment, curricular redesign and cohesion. A panel of Mercy’s professors, students, and instructional designer will lead an interactive discussion exploring the benefits and ongoing challenges of adopting ePortfolio.
Virginia Coleman-Prisco, Emily Seibert, Alicia Trotman, Matt Lewis
Mercy
Unintentional Assessment : How Portfolio Reviews Drive Change
In the world of design, a portfolio is the currency required to gain professional opportunities. The Media Design Programs at Hostos Community College established annual portfolio reviews with industry critics in 2010 for design, animation, and music majors. Although designed to provide students with a professional experience, it became clear that critic feedback was an integral form of measure for program learning outcomes. This assessment is now pivotal in program development, establishing future goals, and driving real change in the program and in the lives of Hostos Media Design Majors.
Catherine Lewis
Hostos CC
Planning for Successful ePortfolio Implementation in Online Programs
This presentation explores the role of ePortfolio within the digital ecosystem of online programs, including ePortfolio for learning, for community building, and for authentic outcomes assessment. Three presenters will share tips for successful implementation and scaling up from the perspectives of program administration, teaching faculty, and user support.
Jennifer Sparrow, Jennifer Holland
CUNY School of Professional Studies
Judit Torok
Berkeley College
Fostering personal and (co)branding competencies through reflective practice in eportfolio pedagogy: A case study
We will share our curriculum in an interactive session that showcases a student driven planning process for converting learning eportfolios into showcase eportfolios. We are employing personal branding and (co)branding processes, as well as documenting student affiliations, to create succinct and individualized digital fingerprints with eportfolios. We will provide an opportunity for attendees to participate in an abbreviated version of the actual process we use with our students, and make clear connections between those practices and scaffolding reflective practice when creating eportfolios.
Melissa Shaquid Pirie, Candyce Reynolds
Portland State University
Building Professionalism With ePortfolio
This presentation demonstrates how ePortfolio is used as an –Integrative Pedagogy– to foster student’s professional identity and how faculty can better understand and integrate student’s life experiences and their learning and growth through their academic career. The students begin this process of professional identity development from the first year seminar to the clinical phase of studies, and evolves as student clinician in the physical therapy field. Participants will engage in a Q & A discussion on how to implement similar ePortfolio pedagogy to assess student accomplishments.
May Tom
LaGuardia CC
Fostering Collaboration Between the First Year and Capstone Seminars to Build Student Success
As fewer women major in STEM, we teamed to exploit the power of ePortfolio in order to build an effective, innovative pedagogy to enhance a holistic, learning environment for students in an interdisciplinary context. Our collaborative team represents three departments: Education and Language Acquisition through a Liberal Arts capstone course, Mathematics, Engineering & Computer Science, and Natural Sciences through multiple sessions of the Liberal Arts First Year Seminar. Our collaboration aims to raise awareness about the critical civic issue of the lack of women in the Sciences.
Habiba Boumlik, Reem Jaafar, Ian Alberts
LaGuardia Community College
E-portfolio: An ideal tool to showcase and assess a student-professor research project
The e-portfolio is the optimal tool for faculty to assess a joint student-professor research project and for students to maintain and showcase her work product.
Amy Ramson
Hostos CC
