# Digication — Make Learning Visible # Full Markdown content of all pages. Source: https://www.digication.com ================================================================ # Home URL: https://www.digication.com/ # Make Learning Visible™ Under two minutes, narrated, with captions and a downloadable transcript. - For students, proof of growth and skills that a transcript cannot show. - For educators, evidence the curriculum is preparing students for what comes next. - For institutions, engagement and retention signals, plus the outcomes evidence accreditors ask for. [Request a Demo](/speaktosales)[Contact Sales](mailto:sales@digication.com) Already a Digication user? [Log in](/login) AI Resources ## Thinking Seriously About AI in Higher Education Field notes, presentations, and writing on how AI is reshaping Higher Ed, gathered for the students, educators and institutions thinking through it with us. [ ![](/images/ai-resources/ai-resistance.jpg)Field Note Field note ### AI Resistance A field note on why students push back on AI, and how to engage those concerns seriously instead of dismissing them. Explore ](/ai-resources/ai-resistance)[ ![](/images/ai-resources/missing-layer-webinar.png)Presentation Webinar · 2026 ### The Missing Layer Rebecca Thomas (Bucknell) and Jeffrey Yan (Digication) on how conversational AI turns student reflection into institutional intelligence for outcomes and retention. Explore ](/events/aacu-missing-layer-webinar)[ ![](/images/blog/cultivating-belonging-ai-identity.jpg)Article 8 min read ### Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them How College Unbound and Digication are designing AI-guided reflection around belonging instead of efficiency, and what that means for students whose lived experience has rarely fit institutional frames. Read article ](/blog/cultivating-belonging-ai-identity) [Explore all AI resources](/ai-resources) ## 7,000+ Institutions Trust Digication Chosen by institutional leaders for accreditation and outcomes. Loved by faculty for transforming reflection from a checkbox into genuine inquiry. [![Boston University](/images/logos/bu.png)](https://www.bu.edu/) [![Bucknell University](/images/logos/bucknell.png)](https://www.bucknell.edu/) [![College Unbound](/images/logos/college-unbound.png)](https://collegeunbound.edu/) [![Columbia University](/images/logos/columbia-university.png)](https://www.columbia.edu/) [![Cornell University](/images/logos/cornell.png)](https://www.cornell.edu/) [![DePaul University](/images/logos/depaul-university.png)](https://www.depaul.edu/) [![Johns Hopkins University](/images/logos/johns-hopkins.png)](https://www.jhu.edu/) [![LaGuardia Community College](/images/logos/lagcc.png)](https://www.laguardia.edu/) [![Stanford University](/images/logos/stanford.png)](https://www.stanford.edu/) [![Texas A&M University-San Antonio](/images/logos/tamusa.png)](https://www.tamusa.edu/) ## Why Institutions Come to Us Most institutions are running assessment processes. Very few are getting anything actionable out of them. Here's why. ### The data arrives too late By the time work is collected, rubrics are applied, and results are compiled, the semester is over. You have data about students you can no longer help. Every cycle, you start from scratch. ### Generic AI wasn't built for reflection LMS vendors are bundling AI into every product. But AI designed to speed up grading or generate content is not the same as AI designed to deepen how students think and learn. Institutions are discovering this difference, often after implementation. ### Assessment never reaches students Assessment cycles produce reports for committees and accreditors. Rarely do those findings reach the students who generated them. When learning data never closes the loop, the whole process becomes a documentation exercise, not a driver of improvement. ## One Platform. Three Ways It Changes What's Possible. 01 ### Real-Time Outcome Alignment For Students and Programs Simultaneously Most assessment tools show institutions what students learned after the fact. Digication aligns student work to learning outcomes as it happens, giving students visibility into their own progress while generating the program-level evidence your accreditors require. The same process. No parallel workflows. No extra burden on faculty. [Learn About Outcome Alignment & Assessment](/learning-platform/assessment) ![Real-Time Outcome Alignment](/images/capabilities-student-outcomes-alignment.png) 02 ### Assessment Analytics in Minutes. Not Months. Digication's AI-enhanced analytics transform the evidence students generate through reflection into actionable program data, faster than any manual rubric process. Assessment directors get insights they can act on this semester, not next year. Faculty see what's working while there's still time to change course. [See How Assessment Analytics Work](/learning-platform/assessment) ![Assessment Analytics in Minutes.](/images/capabilities-assessment-analytics.png) 03 ### AI-Guided Reflection That Deepens Engagement And Drives Retention Powered by TORI, the Taxonomy of Reflective Inquiry, Digication AI guides students through structured inquiry that research shows deepens learning and strengthens their connection to their own academic progress. That depth of engagement produces something most early-alert and retention tools can't: rich, continuous signals about how students are actually thinking and developing, not just whether they logged in. FERPA Compliant [Learn About AI-Guided Reflection](/learning-platform/ai) ![AI-Guided Reflection That Deepens Engagement](/images/capabilities-ai-guided-reflection.png) Research Foundation ## Built on Research. Proven in Practice. Digication is built on TORI, the Taxonomy of Reflective Inquiry, a structured framework developed over more than two decades of research into how people learn through reflective practice. It spans 6 domains, 60+ categories, and 90+ fields of study. Most AI tools in education are general-purpose. TORI is purpose-built: designed to guide students through the kind of structured inquiry that faculty know produces real learning, at a scale no individual instructor can sustain alone. You're not choosing a software vendor that bolted on AI to stay competitive. You are choosing a research-grounded approach that produces demonstrably different outcomes for students, for programs, and for the accreditors asking whether your assessment is actually informing learning. [Explore TORI](/community/tori) ![TORI - Taxonomy of Reflective Inquiry framework](/images/TORI_Research_Banner.png) 6 Domains 60+ Categories 90+ Fields of Study "TORI is purpose-built: designed to guide students through the kind of structured inquiry that faculty know produces real learning." ## Built for Your Institution. Designed for Your Faculty. ### For Institutional Leaders Assessment directors. Provosts. Institutional effectiveness teams. Accreditation coordinators. You need outcome data you can act on, in minutes, not months, mapped to the standards your accreditors care about, and embedded in processes that survive faculty turnover. Digication was built for exactly that. [Learn More About Digication Assessment](/learning-platform/assessment)[Request a Demo](/speaktosales) ### For Faculty & Instructors Course instructors. Program coordinators. Faculty who care about meaningful reflection. You need tools flexible enough to match how you teach, rigorous enough to show students real growth, and simple enough that students actually engage. Digication has been a faculty choice for more than two decades because it makes reflection feel meaningful, not mandatory. [Explore ePortfolio & Reflection Tools](/learning-platform/eportfolio)[Request a Demo](/speaktosales)[or try it free for 14 days](/pricing) ## Hear From the Institutions Doing This Work ![Jennifer Sparrow, Associate Dean of Academic Affairs at CUNY School of Professional Studies](/images/jennifer-sparrow.png) ### Jennifer Sparrow Associate Dean of Academic Affairs, CUNY School of Professional Studies How To Make the Student Experience Better With Outcome-Driven Assessment Jennifer discusses how CUNY SPS closes the loop between assessment findings and actual program change, turning data into decisions that improve the student experience. [Listen Now](https://www.youtube.com/watch?v=poJg9VzQvTg&t=24s)[Read Blog](/blog/better-student-experience-outcome-driven-assessment) ![Joe Tranquillo, Associate Provost for Transformative Teaching and Learning at Bucknell University](/images/scholars-headshots/JoeTranquillo.png) ### Joe Tranquillo Associate Provost for Transformative Teaching and Learning, Bucknell University Designing Curriculum for Student Success in an Interdependent World Joe shares how Bucknell rethinks curriculum design to prepare students for complex, interdependent challenges, and how reflective practice anchors that transformation. [Listen Now](https://www.youtube.com/watch?v=35Urq3a4IEg&t=84s)[Read Blog](/blog/curriculum-design-interdependent-world) ![Sarah Zurhellen, Assistant Director, Writing Across the Curriculum at Appalachian State University](/images/scholars-headshots/SarahZurhellen.png) ### Sarah Zurhellen Assistant Director, Writing Across the Curriculum, Appalachian State University How Writing Can Help Promote Student Engagement Across the Curriculum Sarah explores how reflective writing deepens student engagement across disciplines, and why faculty who use it see meaningful differences in how students connect with their learning. [Listen Now](https://podcasts.apple.com/us/podcast/s3-e8-how-writing-can-help-promote-student-engagement/id1538850043?i=1000587294461)[Read Blog](/blog/writing-engagement-across-curriculum) [Explore All Episodes](/community/podcast) ## Research and Resources for Assessment Professionals and Faculty The Digication community includes researchers, institutional effectiveness professionals, and faculty who have been thinking seriously about reflective learning for a long time. These are some of the places they share what they know. ### TORI The Taxonomy of Reflective Inquiry. The research that powers how Digication guides students through structured reflection. [Explore TORI](/community/tori) ### OAIR A collaborative hub for educators to explore and create with AI. [Explore OAIR](/community/oair) ### The Digication Podcast Real voices from institutions using Digication in assessment and accreditation contexts. [Listen Now](/community/podcast) ## Let's Make Learning Visible At Your Institution. We don't show up with a slide deck. Tell us where your assessment process is breaking down, what your accreditors are asking for, and what's not working with your current tools, and we'll show you exactly how we'd solve it. [Request a Conversation](/speaktosales) Conferences ## Where to find Digication Upcoming ### CUNY IT Conference 2026 AI Disruption and Opportunities This year's conference explores how AI is reshaping higher education across teaching, learning, and institutional operations. Digication will be there. Come find us and talk about keeping reflection at the center of learning with AI. [About the conference](https://events.govtech.com/CUNY-IT-Conference) [Recent ### AGLS 2026 Two sessions on shaping AI with general education values to build durable skills. See our sessions and slides](/events/agls-2026)[Recent ### AAC&U CLASS 2026 Three sessions, co-presented with institutional partners, connecting student reflection, learning outcomes, and retention. See our sessions and slides](/events/aacu-class-2026) ================================================================ # About Digication | 20+ Years in EdTech URL: https://www.digication.com/about # About The Company For over 20 years, we've been committed to making learning visible through innovative technology and reflective pedagogy. ## Make Learning Visible™ Over 7,000 schools trust Digication to Make Learning Visible™ through high-impact practices, project-based learning and outcome assessment. We believe people learn better when they are part of a community where they can be seen, be heard, and be recognized by peers, faculty, and future employers. Founded in 2002, Digication has grown from a small startup to a leading educational technology company serving thousands of institutions worldwide. Our ePortfolio and assessment platform helps millions of students create meaningful connections between their academic work, personal growth, and professional development. Our work with AI rests on the same foundation as everything we build: reflection, pedagogy, and purpose. ![Digication team collaborating](/collaborative-workspace.png) ## Our Impact We believe people learn better when they are part of a community where they can be seen, be heard, and be recognized by peers, faculty, and future employers. 7,000+ Schools Educational institutions trust Digication worldwide Millions Students Creating portfolios and showcasing their learning 20+ Years Of experience in educational technology Countless Success Stories From students, educators, and institutions ## Our Values These core principles guide everything we do at Digication, from product development to customer support. ### Innovation We continuously push the boundaries of what's possible in educational technology, always seeking new ways to enhance the learning experience. ### Community We believe learning happens best in communities where students can be seen, be heard, and be recognized by peers, faculty, and future employers. ### High-Impact Practices We focus on proven educational approaches that lead to deeper learning, including project-based learning and reflective practice. ### Outcome Assessment We provide tools that help institutions measure and improve learning outcomes, supporting both student success and institutional goals. ## Leadership Team Meet the passionate individuals driving Digication's mission to transform education through technology and reflective practice. ![Jeffrey Yan, Cofounder & CEO](/images/JeffYan_Headshot.png) ### Jeffrey Yan Cofounder & CEO [inLinkedIn](https://www.linkedin.com/in/jeffyan) Jeffrey Yan is the Cofounder and CEO of Digication, where he leads the company's work in AI, advancing open education tools through OpenAIR and continuing research on the Taxonomy of Reflective Inquiry (TORI) to deepen reflective learning in education. He also oversees Digication's sales and development teams, driving innovation and growth across the organization. A former undergraduate and graduate instructor at the Rhode Island School of Design (RISD), Yan was honored with RISD's prestigious Alumni Award in the Art of Education in 2006. He is a former Trustee and past President of the RISD Alumni Council. A regular speaker at conferences such as AAC&U, Campus Technology, and EDUCAUSE, Yan draws on his experience as an early pioneer in web technologies and next-generation education systems. ![Kelly Driscoll, Cofounder & President](/images/KellyDriscoll_Headshot.png) ### Kelly Driscoll Cofounder & President [inLinkedIn](https://www.linkedin.com/in/kellyhdriscoll) Kelly Driscoll, a former educator with a decade of teaching experience at Rhode Island School of Design (RISD), is committed to deepening student learning, innovating assessment approaches and advancing an education-focused vision for AI rooted in reflection. She leads Digication's communications, community engagement, and strategic partnerships and contributes to the broader dialogue on teaching, learning, and assessment through initiatives like the Digication Scholars Conversations podcast, OpenAIR and TORI. ================================================================ # Accessibility URL: https://www.digication.com/accessibility Accessibility # Accessible by Design [Read Our VPAT](https://support.digication.com/hc/en-us/articles/50053014813211-Digication-Voluntary-Product-Accessibility-Template-VPAT)[Ask an Accessibility Question](/contact) ## The Documentation Your Review Process Needs We hold to the Revised Section 508 Standards and the Web Content Accessibility Guidelines (WCAG) 2.2 Level AA. ### Our Current VPAT The Voluntary Product Accessibility Template records how Digication measures up against each guideline, criterion by criterion. The current version was published in May 2026. [Read the VPAT](https://support.digication.com/hc/en-us/articles/50053014813211-Digication-Voluntary-Product-Accessibility-Template-VPAT) ### Our Accessibility Updates We publish accessibility updates as we make improvements, and have done so for years. You can read what changed and when. [See the Accessibility Updates](https://support.digication.com/hc/en-us/categories/51831713337371-Accessibility) ### Guides for Assistive Technology Screen reader guides and accessibility tools, written for the students, faculty, and staff who use them day to day, not just for a procurement file. [Browse the Guides](https://support.digication.com/hc/en-us/categories/51831713337371-Accessibility) Partnership ## Beyond Compliance: Teaching Accessibility Itself Meeting a standard makes our platform usable. It does not teach anyone to build accessibly. That is why, since 2024, we have partnered with [Teach Access](https://www.teachaccess.org/). Teach Access is a non-profit collaboration between education, industry, government, and disability advocacy organizations, working to make digital accessibility a fundamental part of how students learn to design and build technology. Their aim is a generation entering the workforce already knowing how to make what they create usable by everyone. Teach Access programs and resources are free and open to students and educators. ### Student Academy Structured learning in accessible design and development, for students who want the skills before they enter the workforce. ### Student Ambassador Program For students who want to lead on accessibility inside their own campus community. ### Faculty Fellowship Support for faculty bringing accessibility principles into what they teach. ### Grants for Educators Teach Access has awarded more than $350,000 to educators building accessibility into college curricula. ### Curriculum Repository A free, open educational resource of accessibility teaching materials. ### Self-Paced Courses Free online courses on disability and digital accessibility, open to anyone. [Read the Partnership Announcement](https://www.teachaccess.org/2024/04/digication-and-teach-access-announce-partnership-to-advance-accessibility-literacy-in-digital-education/)[Learn More About Teach Access](https://www.teachaccess.org/) ## Accessibility Built Into the Work Itself Students publish real work to a real audience. The platform helps them do it accessibly. ### Prompts While You Author Digication notifies authors when an image is missing alt text or a video is missing captions, at the moment they add it. Accessibility becomes part of creating the work, not a cleanup task afterward. ### Assistive Technology Support The platform is built to interoperate with assistive technology, with published screen reader guidance for the people who rely on it. ### User Preference Support Accessible prompts and forms, and caption controls that respect how each person needs to work. ### Accessible Templates Portfolio and assessment templates are themselves covered by our accessibility conformance testing, so what students start from is already sound. ## In Practice, in Their Words Student Story ### A Visually Impaired Student Uses ePortfolio to Champion Accessibility Katie Lester, a visually impaired social work student at the University of Alaska Anchorage and a National Federation of the Blind Scholar, on how accessible ePortfolio technology supports her academic work, and how she uses her experience to teach others. [Read Katie's Story](/case-studies/katie-lester-accessibility) Digication Scholars Conversations ### Teaching Digital Accessibility and Inclusive Design to All Faculty and Students Kate Sonka, Executive Director of Teach Access, joins Digication CEO Jeff Yan to talk through why accessibility belongs in what every student learns, not just in a compliance review. A two-part conversation. [Watch Part 1](https://www.youtube.com/watch?v=8GaC_29W5VM)[Watch Part 2](https://www.youtube.com/watch?v=Qq3YhKaVnws) ## Questions About Accessibility at Your Institution? Tell us what your review process needs and we will get you the documentation and the people who can answer. Contact Us ================================================================ # AI Resources URL: https://www.digication.com/ai-resources A resource from Digication # AI Resources Field notes, presentations, and writing on AI in higher education, gathered in one place. Honest, practical perspectives for the people setting policy, teaching the courses, and doing the learning. Filter by what you need below. We add new resources regularly. [Get an email when we do](#updates) TypeAllField NotePresentationArticle TopicAll TopicsAI ResistanceTeaching with AIAssessment & OutcomesStudent Learning [ ![](/images/ai-resources/ai-resistance.jpg)Field Note Field note ### AI Resistance A field note on why students push back on AI, and how to engage those concerns seriously instead of dismissing them. Explore ](/ai-resources/ai-resistance) [ ![](/images/ai-resources/digication-agls-2026.jpg)Presentation Conference · 2026 ### Digication at AGLS 2026 Two sessions at AGLS 2026: shaping AI with general education values to build durable skills, and reading AI-guided reflection as new evidence for gen ed outcomes. Session details, speakers, slides, and resources. Explore ](/events/agls-2026) [ ![](/images/ai-resources/missing-layer-webinar.png)Presentation Webinar · 2026 ### The Missing Layer Rebecca Thomas (Bucknell) and Jeffrey Yan (Digication) on how conversational AI turns student reflection into institutional intelligence for outcomes and retention. Explore ](/events/aacu-missing-layer-webinar) [ ![](/images/ai-resources/digication-class-2026.png)Presentation Conference · 2026 ### Digication at AAC&U CLASS 2026 Our sessions, speakers, slides, and resources from AAC&U CLASS 2026, exploring how AI-powered reflection drives learning outcomes and retention. Explore ](/events/aacu-class-2026) [ ![](/images/blog/the-missing-layer.png)Article 10 min read ### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking Higher education has invested heavily in LMS, analytics dashboards, and AI tools, but the richest source of student data is still missing. It's not in the gradebook or the LMS. It's in what students think, feel, and understand about their own learning, and it's finally time to harness it. Read article ](/blog/missing-layer-reflection-data-higher-education) [ ![](/images/blog/student-reflection-ai-guided.jpg)Article 5 min read ### Why Student Reflection Isn't Working (And How AI Can Help) End-of-semester reflection essays often surface descriptions, not thinking. A look at why traditional prompts fall short, and how AI-guided reflection grounded in TORI changes what students produce and what institutions learn from it. Read article ](/blog/student-reflection-ai-guided) [ ![](/images/blog/cultivating-belonging-ai-identity.jpg)Article 8 min read ### Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them How College Unbound and Digication are designing AI-guided reflection around belonging instead of efficiency, and what that means for students whose lived experience has rarely fit institutional frames. Read article ](/blog/cultivating-belonging-ai-identity) [ ![](/images/blog/faculty-reflection-pedagogical-superpower.jpg)Article 4 min read ### Why Faculty Find Reflection Is the Pedagogical Superpower We Need Now More Than Ever Why faculty are calling reflection the connective tissue of every High Impact Practice, and how AI-coached frameworks like TORI are making it more practical to scale. Read article ](/blog/faculty-reflection-pedagogical-superpower) Stay in the loop ## Get notified when we add new resources We keep adding field notes, presentations, and writing on AI in higher education. Leave your email and we'll let you know when something new is here. ================================================================ # Taking Student AI Resistance Seriously URL: https://www.digication.com/ai-resources/ai-resistance A field note from Digication # Taking student AI resistance seriously. Student resistance to AI is real, varied, and often arrived at through careful thinking. What follows is an inventory of the concerns these students raise, grouped by how addressable each one looks. [Download the PDF](/ai-resources/taking-student-ai-resistance-seriously.pdf) **22** concerns in the catalog**2** cross-cutting observations**For students and faculty** Why this exists ## What students who resist AI are saying. Some college students don't use AI, and the institutions trying to set AI policy often don't understand why. The reasons vary widely. Some students have never seriously used AI and formed their view from a few bad chatbot exchanges. Others are sophisticated users who have built agents and orchestrated workflows and concluded the ethical costs matter more than the productivity gains. Some are protecting their own intellectual development. Some are signaling, often correctly, that they take their education more seriously than peers who use AI uncritically. What follows is an inventory of the concerns AI-resistant students raise, grouped into three categories by how addressable each one looks. Two cross-cutting observations come first because they frame everything else. Cross-cutting observations ## Two things that frame everything else. These observations apply across most of the concerns in the catalog. Reading them first changes how the rest land. ### Symmetry, or nothing. When faculty generate course materials with AI and grade papers with AI rubric tools while telling students they cannot use AI, the message students receive is not pedagogical. It is a status assertion: I get to use this, you do not. The intellectual act students perform is then evaluated by a machine in seconds, which is an insult regardless of the resulting grade. A student who has noticed the asymmetry stops giving the institution the benefit of the doubt on any other policy. The only stable position is symmetric: if student work must be human, faculty evaluation must be human. Institutions that split this have already lost the argument with their most thoughtful students. ### Frontier exposure, or no credibility. A faculty member or administrator who has only used the free version of a chatbot from 2023 is in roughly the position of a portrait painter being asked to make policy about photography in 1850 without having ever picked up a camera. They are entitled to their views; they are not in a position to set policy or to teach the medium. What this requires is not that everyone become an AI enthusiast. It is that the people making decisions and modeling behavior for students have sustained, serious, agentic engagement with frontier AI under conditions of proper data privacy. Most institutional AI policy today is being set by people analogous to the painter who refuses to pick up the camera. Until that changes, much of the student frustration below is justified. The catalog ## The 22 concerns. Grouped into three categories by how addressable each concern looks. Some have clear paths forward. Some are emerging works in progress. Some remain genuinely hard. The two cross-cutting observations above sit outside this count because they apply across the catalog rather than fitting in a single category. Filter by topic AllLearningEthicalCoercionIdentityMilitary & State Filter by category AllSolutions existEmergingConcern stands Showing 22 of 22 concerns ·Expand all Learning & CognitionSolutions exist ### Skill atrophy Research links frequent AI use to weaker critical thinking. Students worry about becoming fluent in prompting while losing the ability to articulate their own reasoning. Read full entry The observation The research is real, and the trend it tracks is concerning. What the research is actually measuring, though, is one specific mode of AI use: students treating AI as an answer machine, accepting outputs without challenge, skipping the cognitive work the assignment was meant to develop. That mode does erode the thinking it claims to help. A different mode of use is also possible. When AI is used as a questioner that challenges your reasoning rather than completing it, when it is asked to surface what you missed and stress-test what you concluded, the activity becomes metacognitive rather than substitutive. The research hasn't caught up with this distinction yet, but the pedagogical pattern is teachable and is used widely in institutions doing this work seriously. The implication for students is that how you use AI matters more than whether. The implication for faculty is that assignments designed for AI-as-questioner can preserve, and sometimes strengthen, the developmental work AI-as-answerer would erode. Learning & CognitionEmerging ### Hollow learning experience Students describe AI-assisted writing as feeling empty in a way pre-AI work did not. No grade improvement fills the absence. Read full entry The observation The hollow feeling is real. It cannot be argued away. What can be said honestly is that the feeling tracks a specific mode of use: when AI is doing the hard work the assignment was meant to require, the experience hollows out, because the student is no longer doing the thing that gives the work its meaning. When AI preserves the struggle, sharpens it, and is used to interrogate rather than to deliver, the felt quality changes. This is not something to argue with a student; it is something they have to experience. The risk in claiming that AI can be used well is sounding like the solution is easy. It is not. It requires faculty to design differently, students to engage differently, and institutions to model the difference. The hollow feeling will keep showing up wherever those pieces have not come together. Learning & CognitionSolutions exist ### Loss of productive struggle If AI does the hard part of an assignment, the student passes but doesn't develop. The skill the assignment was meant to build lives in the doing. Read full entry The observation Students who feel this are protecting something real about their own education. The skill is in the struggle. A useful comparison is what happened to financial education when the spreadsheet arrived. Before the spreadsheet, accounting and finance pedagogy at most levels stopped at arithmetic. The spreadsheet made it practical to teach what-if modeling, multi-variable scenario analysis, hypothesis-driven business reasoning. The struggle did not disappear; it relocated to harder, more useful questions. Teachers who taught for the post-spreadsheet world prepared students for the work that actually existed. Teachers who clung to hand-ledger pedagogy did not. AI poses the same choice for many fields. The thinking has to relocate to where AI cannot complete it. That requires deliberate work from the institution. Without it, the floor falls out and nothing builds in its place. With it, the ceiling rises. Learning & CognitionSolutions exist ### Why am I paying for this If AI can write the paper assigned in 2022 and faculty grade it with AI, tuition purchases a closed loop between two AI systems. The value question gets sharper every semester. Read full entry The observation The question is not rhetorical and it deserves a real answer. Institutions need to be able to articulate what tuition buys that AI alone cannot produce: mentorship from people who know the field, community with peers doing the same hard things, credentialing that reflects actual development, integrated human feedback at moments that matter, and a dramatically higher bar of what is expected because the old bar is now producible by software. Institutions that do this work justify the cost. Institutions that do not, cannot. This is the work of the next five years in higher education, and it is the work that will separate institutions that thrive from institutions that do not. Learning & CognitionSolutions exist ### Metacognitive loss Using AI removes the expertise needed to evaluate AI. Students become fluent in prompting but lose the capacity to judge what the tool produces. Read full entry The observation Metacognition (the capacity to think about your own thinking) is not eroded by AI use; it is eroded by a particular mode of AI use. The same tool that bypasses your reasoning can also be asked to interrogate it. Prompting AI to critique your argument, surface your blind spots, play devil's advocate, and stress-test your conclusions is a metacognitive exercise. It is hard to do alone and practical with a good tool. This is core to how some institutions are teaching with AI now. It is also exactly the work reflection-based pedagogy was already doing, with AI as a thought partner rather than an answer machine. EthicalConcern stands ### Environmental impact Data centers consume water and energy. AI's growth is accelerating both. Students whose institutions have climate pledges see the contradiction. Read full entry The observation The per-query numbers get weaponized in both directions, and the major AI companies have not released the kind of total-footprint disclosures that would settle the math. The opacity is itself a problem. The local impact, however, is unambiguous: data centers sited in water-stressed regions impose real costs on their neighbors. Where action lives Pushing for vendor transparency on energy and water use, because the absence of credible data is itself a problem we can name. Procurement pressure from institutional buyers, who can ask vendors to disclose before signing. Local civic engagement where data centers are sited in vulnerable regions, including supporting communities that are negotiating directly with operators. Student research projects on AI infrastructure decisions in your region. Nobody solves climate change by individual procurement choices. The aggregate trajectory is set by the largest decisions in the industry and by policy. Caring about the issue does not produce a clean win. It does produce visibility, and visibility is what eventually moves the policy and procurement levers that matter. EthicalConcern stands ### Labor exploitation Workers labeling AI training data and moderating its outputs are often paid poorly and traumatized by the work. The pattern has now broadened from the Global South into US contract labor. Read full entry The observation Workers doing the difficult and often traumatizing labor of labeling data and moderating content sit underneath the AI products students are being asked to use. The most extreme conditions persist in parts of Africa and Southeast Asia, where wages are lowest and protections weakest. More recently, similar exploitation patterns have surfaced in the United States, where contractors hired to do AI knowledge work are paid far below the value being extracted from their labor. The geography varies; the pattern does not. Where action lives The remedies for this kind of harm are long-arc remedies, and they have a poor record of fast wins. Labor regulation is generational work. Disclosure requirements get passed and then weakened. Procurement standards at one university take years to write and may not survive a change in administration. Investigative journalism makes a practice visible and then competes for attention against everything else. What that looks like for someone who cares: pick a piece of the system and contribute to it. Student researchers documenting supply chains have fed earlier waves of reform; that work matters whether or not any single project leads to policy change. Procurement standards can be pushed at one's own institution, even when the result is partial and the institution drags its feet. Voting matters at the slow tempo at which labor law actually moves. Faculty can support this directly, including by using AI as a research tool to help students investigate the supply chains underneath the tools we all use. None of this guarantees change. The alternative, disengagement, guarantees that nothing changes from the side of the people who care. EthicalConcern stands ### Copyright and consent AI companies absorbed creative work without consent to train their models. Unlike search, which pointed users back to sources, AI synthesis returns nothing to the creator. Read full entry The observation The structural difference from search engines is meaningful. Search drove traffic back to publishers and creators. AI synthesis absorbs the work into model weights and returns nothing. The legal question is unsettled and lawsuits are ongoing; the ethical question depends on whether you read training as learning-like or copying-like, and reasonable people disagree. The historical parallel with Google in 2000, when publishers also did not consent and the value exchange was established later, suggests humility about predicting how this resolves. It also suggests that the resolution will not happen on its own. Where action lives Following and supporting the lawsuits and policy debates already in motion, because their outcomes will set the rules. Supporting opt-out mechanisms for creators and the platforms that respect them. Pushing for compensation models in the institutional licensing of AI tools. Faculty using current cases as teaching material rather than treating the question as settled. Voting for representatives who back creator-side reforms. The work is slow and many of the early outcomes will be partial. The conversation that produces eventual norms is happening now and is shaped by who participates. EthicalConcern stands ### Bias and representation Models reflect and amplify biases in their training data, skewed toward Western, English-language content. Students from marginalized groups see this most clearly. Read full entry The observation The tool is a mirror of society's biases, sometimes magnified by training and deployment choices. There is no clean technical fix. Students from marginalized groups are not wrong to point at it. Where action lives Becoming skilled at counteracting bias in practice, including asking for multiple perspectives, questioning default framings, and comparing outputs from different models. Documenting biased outputs in high-stakes contexts so the patterns are visible. Pressing institutions to evaluate AI tools for bias before deploying them in grading, admissions, or advising decisions. Supporting models trained on more diverse data and in more languages, including the academic and open-source efforts working on this. Research on bias in AI used in education itself, conducted by the students and faculty affected. None of this fully solves the underlying problem. All of it shifts the practice toward something better than the passive acceptance of biased outputs in places where they cause real harm. EthicalEmerging ### Privacy and data extraction Every prompt is potentially training data. Free tools rarely promise otherwise, and most students default to those. Read full entry The observation The concern is structural, not paranoid. For informed users with access to enterprise-grade tools, this is largely solvable. Major providers offer enterprise terms that do not train on user data, and the biggest players face serious legal liability for violating those commitments. Educational technology can be built on those terms by default. The harder piece is the equity gap underneath. If you have money, your data is safe; if you do not, it is not. That is a structural concern in its own right. The answer is not to tell individual students to upgrade. It is for institutions and the educational tools they choose to deliver enterprise-grade protection by default, so the student does not have to know to ask. This is a concrete design choice. It is the kind of choice educational software companies should be making, including this one. EthicalConcern stands ### Deepfakes and targeted harm AI has enabled a scale of targeted harm, especially against women and girls, that did not previously exist. Nudify apps, voice cloning, manufactured intimate imagery. Read full entry The observation The harm is real, the victims are disproportionately female and disproportionately young, and the response from the broader AI ecosystem has been slow and uneven. Where action lives Supporting legislation requiring AI labeling and prohibiting non-consensual intimate imagery; some states have passed laws in the last two years and more are pending. Reporting harms when they occur, supporting victims, and treating the issue as serious rather than minimizing it as a side effect of progress. Digital literacy education that takes the threat seriously rather than treating deepfakes as a curiosity. Pressure on platforms for better moderation and faster takedown of non-consensual content. Voting for representatives who treat AI-enabled harassment as the urgent issue it is. The frustrating truth is that the technical capabilities will keep advancing faster than the legal and platform response. The slow work of building legal frameworks and cultural norms is the answer anyway, because the alternative is to leave victims with no recourse. EthicalSolutions exist ### Academic integrity as personal value Many students feel they're cheating when they use AI, even when permitted. They watch classmates cheat and get equal or better grades. The unfairness corrodes their willingness to do honest work. Read full entry The observation This is a character concern, not a rule-compliance concern, and it deserves to be taken on its own terms. The answer is to redesign the work so the cheating question dissolves. When an assignment can be adequately produced by AI alone, the assignment has a problem, not the student. When AI-assisted work requires judgment, integration, iteration, and genuine thinking that AI alone cannot produce, the integrity question reframes: everyone uses AI, and everyone also thinks, and the thinking is what is being evaluated. This is not a cosmetic change. It requires faculty to rebuild assignments around cognitive tasks that AI alone cannot complete. The institutions that do this work solve the integrity problem at its root. CoercionEmerging ### Institutional partnerships students didn't consent to Universities sign deals with AI companies without consulting faculty or students. The partnership is done to them, not with them. Read full entry The observation This is a governance failure more than a technology failure, and the distinction matters because governance failures have known fixes. Real consultation processes. Transparent decision-making. Faculty voice in tool selection. Student representation in the conversations that lead to institutional AI commitments. The opportunity is open. Higher education has not yet built the norms it needs around AI procurement and partnership. The institutions that do this well over the next few years will be the ones that consult before signing, disclose what they have agreed to, and explain why. CoercionSolutions exist ### Incoherent messaging 'AI will reshape your career, but don't use any AI' is contradictory. Policies vary by class, by semester, by professor. Read full entry The observation Coherent AI policy is not a hard problem in theory. It is a small task force, a clear institutional stance, a communication plan, a set of operating principles that hold across courses. The reason most institutions have not done it is not that the problem is intellectually difficult. It is that the work is politically uncomfortable, requires faculty consensus, and forces institutions to take positions that some constituency will not like. The work is solvable. It is just being avoided. The institutions that do the work will get an immediate improvement in how their students experience their AI policy, simply by making it consistent. CoercionEmerging ### The get-left-behind pressure Telling students they must use AI or be unemployable is a form of coercion, especially for students with ethical objections. Read full entry The observation The pressure is real and it's reaching the job market: entry-level roles in AI-exposed fields are visibly contracting. What is durable is not prompting (which is becoming commodity within two years) but the capacity to design AI-human-agent systems, to reason about when to involve which actor, and to hold quality standards across mixed workflows. That capacity is teachable, and it can be taught to students who are not uncritical AI enthusiasts. It does not require ideological commitment. It requires sustained practice with the tools in a context where the practice has stakes. Students who develop these meta-skills enter a labor market that still needs them, even where prompt-only roles are disappearing. Institutions that teach this well are doing the most concrete thing they can do for student employability. CoercionSolutions exist ### False-positive AI detection Students with clean writing styles get flagged by unreliable AI detectors. Honest students feel presumed guilty by surveillance that does not work. Read full entry The observation AI detection tools are genuinely unreliable, and using them as a disciplinary instrument is unsafe. More importantly, the existence of AI detection as a strategy is a pedagogical admission of failure. If a detector matters, the assignment could be produced by AI. The fix is assignment design, not surveillance. Many institutions are arriving at this conclusion and phasing out detectors. The trend is moving in the student's favor, and it should. CoercionSolutions exist ### Inconsistent policies across classes Every semester, every class, new rules. Students navigate compliance puzzles on top of the actual learning. Read full entry The observation The cost is borne by students; the dysfunction is institutional. This is solvable through real institutional coordination, which is the kind of easy that is not actually easy. It requires a faculty body to come to a shared position, communicate it, and hold to it. It requires administrators to back the position when individual faculty want to depart from it. It requires the political work that most institutions defer. What students should expect is consistency. What most institutions deliver is fragmentation. The gap between expectation and reality is what produces the frustration. The fix is procedural and known. IdentityEmerging ### Protection of voice For students who write, voice is the asset being developed. Outsourcing writing to AI threatens the developmental process, even when outputs look fine. Read full entry The observation Writing is not only production; it is often the process by which thought gets refined. You do not always know what you think until you have written it. The pre-industrial clothing analogy is useful here. Hand-making clothes once taught physics, materials, and proportion. Industrial production made hand-making economically optional but did not erase its developmental value, which is why some curricula preserved it as pedagogy long after the economic case had collapsed. AI poses the same choice for writing. The question is not whether AI can produce prose. It is whether the developmental practice of writing through one's own thinking remains worth teaching, and on what terms. The answer is yes, but with curricular commitment that has not yet been broadly made. Writing-as-thinking has to be defended as a pedagogical practice, not as a production technology. That defense is being built; it is not yet finished. IdentityConcern stands ### Corporate capture of the tools of thinking A handful of companies shape the tools that shape how a generation of people think. Open-source alternatives exist but are dwarfed by the commercial frontier. Read full entry The observation The concern is shared by tech ethicists, antitrust regulators, and democratic theorists. It is not fringe. The dominant tools are owned by corporations whose incentives are not the same as the public interest. Where action lives Supporting open-source and academic AI efforts as users and as funders. Pushing universities to collaborate on public-interest LLMs with transparent training data and democratic governance; universities have the intellectual capacity, and the obstacle is coordination and institutional courage, neither of which is technical. Advocating for antitrust action and platform regulation. Voting for representatives who treat tech concentration as the structural problem it is. Choosing alternatives where they exist and are good enough. None of this dissolves the underlying concentration. The concentration is real and durable. What action does is preserve the conditions under which non-corporate alternatives can develop, and create pressure for the eventual antitrust and regulatory action that genuine alternatives would require. IdentityEmerging ### Social signaling from faculty When professors signal 'AI will rot your brain,' students absorb that. Uncritical enthusiasm creates the opposite problem. Read full entry The observation Both stances fail students who are trying to figure out what is true. The useful stance is specific and evaluative: I use AI for these things, not for those, because of these reasons. Students can absorb that and develop their own version of it. They cannot do much with 'AI is bad' or 'AI is great' except pick a side. Faculty modeling matters in both directions. The pedagogical work is to develop a specific, defensible personal AI practice that the faculty member can describe and defend. The institutions that train toward this stance, rather than letting individual faculty improvise both directions, are giving students the model they need. IdentitySolutions exist ### Job market anxiety, inverted Why enthusiastically adopt the technology that is erasing the career path you prepared for? Read full entry The observation The grief is legitimate. So is the frustration that the technology arrived without anyone's consent. What survives the contraction is more, not less, dependent on the durable skills education has always claimed to teach: critical thinking, working with others, communication, growth mindset, the capacity to do hard things and recover from failure. These matter more in an AI-saturated workplace, not less. The problem is how students demonstrate them. An eight-page paper submitted to a learning management system is read by no one, including the AI agents that increasingly screen candidates. The paper does not show critical thinking; it produces an artifact that someone hopes contains critical thinking. The demonstration is broken. What can work: structured reflection, and the ability to share it. Portfolios that show what a student brings beyond what prompting can produce. Evidence of thinking, growth, and judgment, organized so that a hiring manager or their AI screener can actually see it. This is workable today and is among the most concrete answers higher education has to the job-market question. Military & StateConcern stands ### Military, surveillance, and authoritarian use The same generative AI being marketed in education is being deployed by intelligence agencies for targeting, by immigration enforcement to surveil civilians, and by authoritarian regimes to suppress dissent. Read full entry The observation The companies selling AI for education are, in many cases, the same companies sitting on those military and surveillance contracts. The line keeps shifting toward the latter, and students who are paying attention notice. The AI industry's relationship with the security state is structural, not incidental. Where action lives Supporting export controls and disclosure requirements on AI used in lethal or surveillance applications. Investigative journalism, including student journalism, on dual-use deployments of AI by US agencies and contractors. Choosing where to work after graduation, individually or collectively; employee organizing against military contracts has affected company behavior in recent years. Universities applying procurement standards to defense-adjacent AI use, refusing to do business with vendors whose other revenue streams the institution cannot defend. The action paths exist; they are slow, and they have a mixed record. The students who pursue them are doing the work that produces eventual norms, the same way previous generations did this work around chemical weapons, nuclear proliferation, and surveillance technology. The outcomes are not guaranteed. The work matters anyway. The breakdown ## How the 22 concerns distribute. Across the three categories. Some have clear paths. Some are emerging. Some remain genuinely hard. 9 ### Where solutions exist Areas where pedagogy, tools, or institutional posture provides a real answer. May still require execution work, but the path is known. 6 ### Where solutions are emerging Areas where the direction is real and the work is underway, but the finished answer doesn't exist yet. Workable, not solved. 7 ### Where the concern stands Areas where the concern is genuine, hard, and not addressable at the scale of any one company. Action paths exist; easy wins do not. > The correct response to a thoughtful objection is not conversion. It is engagement. Digication · Field Notes · Vol. 01 Stay in the loop ## Get notified when we add new resources We keep adding field notes, presentations, and writing on AI in higher education. Leave your email and we'll let you know when something new is here. ================================================================ # Blog URL: https://www.digication.com/blog Digication Blog # Ideas, research, and stories from the Digication community Practical guidance on ePortfolios, assessment, and the future of learning, from the educators and institutions putting the work in. AllAIAssessment & OutcomesCareer & InternshipsDiversity, Equity & BelongingReflection & StorytellingTeaching & PedagogyePortfolios [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy ## What Students Really Want From College (And How Institutions Can Deliver It) A new national survey from the LearningWell Coalition, AAC&U, and Morning Consult confirms that students want purpose, identity, belonging, and the chance to apply what they learn. The question is whether institutions are set up to give them those things. May 20, 2026·9 min read ](/blog/what-students-really-want-from-college)[ ![](/images/blog/the-missing-layer.png) AI ## The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking Higher education has invested heavily in LMS, analytics dashboards, and AI tools, but the richest source of student data is still missing. It's not in the gradebook or the LMS. It's in what students think, feel, and understand about their own learning, and it's finally time to harness it. May 15, 2026·10 min read ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI ## Why Student Reflection Isn't Working (And How AI Can Help) End-of-semester reflection essays often surface descriptions, not thinking. A look at why traditional prompts fall short, and how AI-guided reflection grounded in TORI changes what students produce and what institutions learn from it. April 30, 2026·5 min read ](/blog/student-reflection-ai-guided)[ ![](/images/blog/cultivating-belonging-ai-identity.jpg) AI ## Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them How College Unbound and Digication are designing AI-guided reflection around belonging instead of efficiency, and what that means for students whose lived experience has rarely fit institutional frames. April 26, 2026·8 min read ](/blog/cultivating-belonging-ai-identity)[ ![](/images/blog/faculty-reflection-pedagogical-superpower.jpg) AI ## Why Faculty Find Reflection Is the Pedagogical Superpower We Need Now More Than Ever Why faculty are calling reflection the connective tissue of every High Impact Practice, and how AI-coached frameworks like TORI are making it more practical to scale. April 22, 2026·4 min read ](/blog/faculty-reflection-pedagogical-superpower)[ ![](/images/blog/transforming-career-services-bucknell.jpg) Career & Internships ## Transforming Career Services: Insights from Bucknell's STEM Career Coach With Christa Matlack Bucknell University's STEM Career Coach, Christa Matlack, shares her insights on the transformative potential of ePortfolios in career services. December 9, 2024·16 min read ](/blog/transforming-career-services-bucknell-universitys-stem-career)[ ![](/images/blog/reflective-storytelling-nursing-shortage-burnout.jpg) Reflection & Storytelling ## Reflective Storytelling in Nursing Education: A New Approach With Sharyl Toscano Reducing Nurse Burnout and Shortages: Sharyl Toscano discusses helping practicing nurses thrive rather than merely survive with reflective storytelling. July 15, 2024·6 min read ](/blog/reflective-storytelling-nursing-shortage-burnout)[ ![](/images/blog/building-sustainable-lgbtq-peer-mentoring.jpg) Diversity, Equity & Belonging ## Building Sustainable LGBTQ+ Peer-Mentoring During COVID With Sam Ascensio Community Building: A chat with Sam Asencio, Founder of “Q Connections” & a JJay College of Criminal Justice student. June 19, 2024·5 min read ](/blog/building-sustainable-lgbtq-peer-mentoring)[ ![](/images/blog/reflection-advocacy-teacher-education.jpg) Teaching & Pedagogy ## The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone Janet Vanlone joined us to discuss the importance of reflection and advocacy in teacher education. Join in! June 19, 2024·15 min read ](/blog/reflection-advocacy-teacher-education)[ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios ## A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence Explore how study abroad ePortfolios enhance students' intercultural competence. Discover the impact of ePortfolios in education with Digication's innovative technology platform. June 5, 2024·10 min read ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/nursing-reflection-national-cancer-institute-unsplash.jpeg) Career & Internships ## The Power of Portfolios in Veterinary Education and Career-Seeking With Jorge Colón Veterinary education faces challenges today, but the ePortfolio, when implemented well, can be a tool for reflection, differentiation, and discovery. March 13, 2024·8 min read ](/blog/reflection-power-eportfolios-veterinary-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/community-based-learning-omar-lopez-unsplash.jpeg) Reflection & Storytelling ## Reflecting on Internship Experiences in Community-Based Learning With Gina Woodall Gina Woodall discusses how she empowers student growth & success through internships, experiential learning, and reflective practices. February 26, 2024·7 min read ](/blog/community-based-learning-internship-experiences)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios ## Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger Share the visionary leadership of a distinguished professor of Music using the ePortfolio to challenge QEP. February 21, 2024·5 min read ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/thaddaeus-canuel-eportfolio.png) Career & Internships ## Unlocking Career Growth & Opportunities Through Internship Experience With Thaddaeus Canuel Learn the transformative power of the ePortfolio in internship experiences in this exhilarating conversation with Thaddaeus Canuel. January 14, 2024·5 min read ](/blog/internship-experience-unlocking-career-growth-opportunities)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios ## Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto Hear the innovative approach to liberal arts education at the Johns Hopkins University powered by the ePortfolio. December 27, 2023·7 min read ](/blog/empowering-liberal-arts-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Student%20looking%20at%20camera%20while%20studying%20with%20classmates%20in%20library.jpeg) Assessment & Outcomes ## Empowering Student Learning & Assessment: Embracing Inclusive Learning Outcomes in Higher Ed With Abby Crew Pioneering innovative strategies for student learning at Colorado Mountain College has its challenges, & none other but Abby Crew has dealt with them. December 13, 2023·9 min read ](/blog/empowering-student-learning-assessment)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Passaic%20County%20Community%20College.png) ePortfolios ## The Highly Impactful ePortfolio: Keeping Students Engaged and Motivated With Alex Della Fera This conversation with Alex Della Fera covers strategies and tools to encourage a meaningful and highly impactful classroom experiences. December 12, 2023·3 min read ](/blog/highly-impactful-eportfolio-keeps-students-engaged-motivated)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/monroe-community-college-magazine.png) Teaching & Pedagogy ## Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee Bridging academic gap: The gap between what students learn in the classroom & realities of the everyday world is vast, as discussed with Kathleen Borbee. December 12, 2023·6 min read ](/blog/service-learning-writing-intensive-courses-bridging-academic-gap)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Screenshot%202023-11-25%20at%2002.24.14.png) Diversity, Equity & Belonging ## A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility With Katie Lester Katie Lester is championing accessible eportfolios in a world that struggles to understand the challenges & accommodate needs of those with disabilities. November 24, 2023·5 min read ](/blog/blind-student-advocates-accessible-eportfolios)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/this-is-engineering-raeng-unsplash.jpeg) ePortfolios ## ePortfolio As Digital Makerspace In Liberal Arts Education With Abe Reshad What makes the ePortfolio a revolutionary tool in liberal arts education, likened to a makerspace with a transformative approach beyond traditional learning? November 23, 2023·6 min read ](/blog/problem-solving-eportfolio-liberal-arts)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/justin-shen-Pi9CXMq4XHM-unsplash.jpg) ePortfolios ## Leading ePortfolio At Scale With Empathy In A Large Research Institution With Kate LaBore Implementing an accessible ePortfolio program at a large research institution can be complex but has many benefits according to Kate Labor. November 21, 2023·5 min read ](/blog/leading-accessible-eportfolio-large-institution)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/etienne-girardet-EP6_VZhzXM8-unsplash.jpeg) ePortfolios ## Telling Your Unique Narrative: Nurturing Belonging Through ePortfolio With Ben Jenkins Everyone has a unique story to tell, which is best shared from the first-person perspective according to Ben Jenkins. November 9, 2023·4 min read ](/blog/tell-story-eportfolio)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/eportfolio-student-advocacy.png) Diversity, Equity & Belonging ## The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism With Abiodun Durojaye Coming from an ethnic minority background, Dr. Abiodun Durojaye believes in creating a world where young people don’t have to change parts of themselves to fit in. October 18, 2023·5 min read ](/blog/eportfolios-advocacy-tools-students-barriers-racism)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/early-childhood-education.png) Teaching & Pedagogy ## How Innovative Technology Is Changing Early Childhood Education With Vail Shoultz-McCole We explore values early childhood educators should have, the place for innovative digital tools, & meaningful reflection in early childhood classrooms. October 4, 2023·7 min read ](/blog/learning-technology-early-childhood-education)[ ![](/images/blog/active-reflection-makes-experiential-learning.jpg) Teaching & Pedagogy ## How Active Reflection Makes Learning Happen at Oxford College With Jill Petersen Adams Learn how one educator uses active reflection and real-world applications to foster deeper, more meaningful learning experiences at Oxford College. September 27, 2023·5 min read ](/blog/active-reflection-makes-experiential-learning)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/active-learning-development.png) Reflection & Storytelling ## The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery With Patrick Green A remarkable path of continuous learning and self-discovery in the odyssey of learning with our guest, Patrick Green. September 27, 2023·6 min read ](/blog/continuous-active-learning-development)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/eportfolio-means-change.png) ePortfolios ## ePortfolio As A Means Of Change, Reflection, And Development With Martin Gaucin The future is going to be all technology-based. Everything now uses websites, including the highest-paying jobs. September 27, 2023·5 min read ](/blog/e-portfolio-means-change-development)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/student-design-thinking-ideas.png) Teaching & Pedagogy ## Empowered Problem Solving and Empathy through Design Thinking With Alison Carson With empathy through design thinking, students understand they can create their own future and focus on their educational interests August 9, 2023·6 min read ](/blog/problem-solving-empathy-through-design-thinking)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/writing-across-curriculum-andrew-neel-unsplash.png) Teaching & Pedagogy ## How Writing Can Help Promote Student Engagement Across the Curriculum With Sarah Zurhellen If you have been honing your writing skills throughout the entire curriculum, is there really any value in participating in a writing program? Listen. July 18, 2023·5 min read ](/blog/writing-engagement-across-curriculum)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/design-thinking-approach-hal-gatewood-unsplash.jpeg) Teaching & Pedagogy ## Using Design Thinking to Create a Diverse and Curious Student Body With Murillo Soronso Students should explore their innate curiosity and creativity: With a design thinking approach, students document their experiences. Learn the benefits... June 25, 2023·5 min read ](/blog/design-thinking-approach-creative-development)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/gen-ed-public-speaking.png) Teaching & Pedagogy ## Preparing Your Students to Take On Tomorrow’s Wicked Problems With Paul Hanstedt Thanks to educators using ePortfolio pedagogy within general education contexts, students have found the opportunity & tools to express themselves. More... June 25, 2023·4 min read ](/blog/eportfolio-gen-ed-wicked-problem)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/assessment-education-reflective-eportfolio.png) ePortfolios ## Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment With Celeste Kong Enhancing education through reflective ePortfolios: By reflecting on the basics of traditional education, we can enhance the future with technology. April 26, 2023·5 min read ](/blog/enhance-assessment-reflective-eportfolios)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/building-culture-confidence-university-paolo-nicolello-unsplash.jpeg) ePortfolios ## Creating a Culture of Confidence and Connection at Boston University With Natalie McKnight Distinct and impactful approaches to building culture and students' strength in colleges? A Dean of Gen Ed at Boxton University talks to us. April 19, 2023·5 min read ](/blog/creating-culture-confidence-connection)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/dance-education-samantha-weisburg-unsplash.jpeg?width=599&quality=low) ePortfolios ## The Dance of your Life Story: The Urgent Need for Arts Education With Jill Flanders Crosby Jill Flanders Crosby opens up on how she has been using her work as a dance educator to help students create a sense of self with ePortfolio. Read more... April 13, 2023·4 min read ](/blog/dance-life-story-arts-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/passion-student-learning-good-faces-unsplash.jpeg?width=599&quality=low) Assessment & Outcomes ## Passion for Student Learning Fuels Ascent to Higher-Ed Leadership & Reform With C. Edward Watson This was an eye-opening talk about helping students & institutions define essential learning outcomes & providing the tools & resources needed. Learn more. April 13, 2023·5 min read ](/blog/passion-student-learning-higher-ed-leadership)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Shamai-thackers-screenshot-from-digication.png) Reflection & Storytelling ## Exploring Cultural Identity and Belonging as an Alaska Native Student With Shamai Thacker Cultural identity & belonging as an Alaska Native student can be a complex and meaningful process since Alaska Native cultures are diverse. Read more... April 12, 2023·4 min read ](/blog/cultural-identity-belonging)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/AAEEBL-digital-ethics.png?width=799&quality=low) ePortfolios ## Ethics in ePortfolio Technology in the Bright New Days of Innovation, Privacy, and Inclusion With AAEEBL Taskforce ePortfolio scholars & practitioners (AAEEBL Taskforce on eP) discuss digital ethics in ePortfolio - guiding principles, strategies, & resources. Learn more... April 12, 2023·7 min read ](/blog/ethics-eportfolio-technology-innovation-privacy-inclusion)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/identity-digital-storytelling-kyle-glenn-unsplash.jpeg) Reflection & Storytelling ## Why Identity and Storytelling are So Powerful in the Digital Era With Beata Jones Beata Jones talks about the powerful effect digital storytelling has on a student’s life, even beyond their academic career. April 12, 2023·4 min read ](/blog/identity-storytelling-digital-era)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/nursing-students-eportfolio-luis-melendez-unsplash.jpeg) Reflection & Storytelling ## How Nursing ePortfolios Enhance Learning and Empower Students With Lillian Rafeldt A blog about the impact of ePortfolios on nursing practitioners & the institutions that develop these professionals. Hear from an expert Lillian Rafeldt. April 12, 2023·4 min read ](/blog/nursing-eportfolios-enhance-learning-empower-students)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/digital-storytelling-self-expression-girl-with-red-hat-unsplash.jpeg?width=599&quality=low) Reflection & Storytelling ## How Oxford College Confronts the Past to Build a Better Future With Peter McLellan Higher institutions are more conscious of learning as a holistic experience. Peter McLellan talks about digital storytelling at Oxford College of Emory. April 12, 2023·5 min read ](/blog/oxford-college-confronts-past-build-better-future)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/constructive-collaboration-krakenimages-unsplash.jpeg) ePortfolios ## Finding Joy & Building a Future of Constructive Collaboration With Nathan Carpenter Constructive collaboration can ensure students coming from different backgrounds, time zones, & experiences have a better transitioning experience. Read More... January 18, 2023·5 min read ](/blog/constructive-collaboration-higher-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/student-encouragement.png) Teaching & Pedagogy ## Empowering Students to Be in Control of Their Learning With Patty Goodman Hayward In this Digication Scholars Conversation, we talked about what it means to practice student-centered learning & why it’s incredibly valuable. Read more... January 18, 2023·4 min read ](/blog/empowering-students-student-centered-learning)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/explore-learning-ePortfolio-thought-catalog-unsplash.jpeg) ePortfolios ## Changing the World by Giving Students the Freedom to Learn and Explore With Brody Tate Explore learning with the ePortfolio - a tool for student-centered reflection. The world's constantly on the go & students hope to learn at any time, wherever. January 18, 2023·5 min read ](/blog/giving-students-freedom-learn-explore-eportfolio)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/service-learning-social-accomplishment-brad-weaver-unsplash.jpeg) Teaching & Pedagogy ## Understanding Service Learning & Social Accomplishment with Guided, Intentional Reflections As one of the high-impact practices, service learning lets students experience social & environmental issues as part of the learning process. Follow the conversation. January 18, 2023·5 min read ](/blog/understanding-service-learning-social-accomplishment)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/digital-storytelling-mindfulness-dmitry-ratushny-unsplash.jpeg) Reflection & Storytelling ## Who Am I?: Authentic Self-Discovery Through Mindfulness and Storytelling With Tracy Penny Light Equip yourself with the methods and tools for successful self-discovery through mindfulness, storytelling, and critical thinking. Read on. January 17, 2023·4 min read ](/blog/authentic-self-discovery-mindfulness-storytelling)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/improving-student-experience-jeshoots-com-unsplash.jpeg) Assessment & Outcomes ## Making the Student's Experience Better With Outcome-Driven Assessment With Jennifer Sparrow Using educational technology to improve the student experience - the big question is how do you accomplish that? Follow the discussion here. January 17, 2023·5 min read ](/blog/better-students-experience-outcome-driven-assessment)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/interconnected-world-brett-zeck-unsplash.jpeg) Teaching & Pedagogy ## Designing Curriculum for Student Success in an Interdependent World With Joe Tranquillo Just how big of an impact can a well-designed curriculum have on your students and the interdependent world at large? This is how an educator sees it. January 17, 2023·4 min read ](/blog/curriculum-design-interdependent-world)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Digication%20Pricing/university-teacher-tutor.jpeg) Reflection & Storytelling ## Community College Veteran Reflects on Leadership & Amplifying Diverse Voices With Howard Wach Can better educational leadership in higher education solve the challenges and help amplify diverse voices in the classroom? December 28, 2022·6 min read ](/blog/community-college-veteran-reflects-leadership-diverse-voices)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/outome-driven-assessment-kenny-eliason-unsplash.jpeg) Assessment & Outcomes ## How To Make the Student Experience Better With Outcome-Driven Assessment With Jennifer Sparrow Outcome-based assessment enhances the student learning experience - driven by the need to equip students for the workplace & address the demands of the job market. October 27, 2022·5 min read ](/blog/better-student-experience-outcome-driven-assessment)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Gallery/ChristinePerry.jpg) ePortfolios ## Maximizing the Impact of ePortfolios for Science Communication Students With Jennifer Stonaker Maximizing the Impact of ePortfolios for Science Communication Students: A Digication Scholars Conversation with Jennifer Stonaker (Stanford University.) July 12, 2022·4 min read ](/blog/eportfolios-science-communication-students)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/elissa-garcia-classroom-engagement-unsplash.jpeg) Diversity, Equity & Belonging ## How Students' Engagement Strategies Help Influence the Value of College Education With David Hubert Dr. David Hubert joined us to talk about practical strategies for improving student engagement to help promote an integrated learning environment. Get It. February 21, 2020·6 min read ](/blog/students-engagement-influence-value-college-education) ================================================================ # How Active Reflection Makes Learning Happen at Oxford College With Jill Petersen Adams URL: https://www.digication.com/blog/active-reflection-makes-experiential-learning [Back to all posts](/blog) Teaching & Pedagogy # How Active Reflection Makes Learning Happen at Oxford College With Jill Petersen Adams Digication|September 27, 2023|5 min read _Jill Petersen Adams (also Maren Jill Adams) Was Featured in the Digication Scholars Conversations_ How can Experiential Learning-based teaching strategies improve student learning and help them develop into well-rounded individuals? [Jill Petersen Adams](https://app.oxford.emory.edu/WebApps/Directory/index.cfm/view/9186) is a Senior Lecturer in Interdisciplinary Studies and Director of Global Learning and Undergraduate Research Studies at the Oxford College of Emory University. She teaches students and oversees experiential learning programs such as [Community-Engaged Learning](https://oxford.emory.edu/academics/signature/cel.html) and [Global Learning](https://oxford.emory.edu/academics/signature/global_learning.html). She joined the Digication Scholars Conversations podcast to talk about the teaching strategies she uses to facilitate deeper, more meaningful student learning experiences that can help equip individuals from different backgrounds with the metacognitive skills they need to meet and overcome any challenges they might face in their academic and professional careers (and beyond). ## Experiential Learning: Teaching Strategies for Deep, Meaningful Education ![reflective-learning](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/reflective-learning.png) [Dr. Adams begins the conversation](https://www.youtube.com/watch?v=Ltn47hfJ364&t=100s) by defining Experiential Learning. Simply put, it means learning by doing, but Jill prefers this expanded definition: learning through reflection on doing. This small but meaningful change provides a better perspective on how this informs her approach. "For the [experiential learning](/learning-platform/eportfolio) – like the pedagogy and the practice – being able to do that thing and then come back and intentionally reflect on what you did, why you did it, how it connected to the stuff that you're learning in class, that's kind of where the real learning happens," she says. [Jill explains that her approach is cyclical](https://www.youtube.com/watch?v=Ltn47hfJ364&t=782s), [modeled on the Four-Stage Learning Cycle by David Kolb](https://www.simplypsychology.org/learning-kolb.html), and that Active Reflection is a key component. Her approach to experiential learning starts with a specific timeframe, such as the beginning of a semester, and a series of questions such as “'What do you know?' 'What do you need to know?' 'What skills do you have to learn…?' Then you come back, and you have an intentional period of reflection," she continues.  The conversation turns to comparing the [iterative cycle of experiential learning to the training methods and performance of Olympic athletes](https://www.youtube.com/watch?v=Ltn47hfJ364&t=1000s). While training and when performing, Olympians take a methodical approach to observe, analyze, and refine their performance so that in the next performance, they can iterate and improve on the previous. "If you are super focused on the discipline and the skills, sometimes you forget that students also need this… aspect of training and in many ways, that's what's going to become most useful for them later on in life," remarks [Jeffrey Yan, Digication’s Co-founder & CEO](https://www.linkedin.com/in/jeffyan/), in response to Jill’s approach. ## The Value of Experiential Learning: Real-World Applications A Liberal Arts education that facilitates Experiential Learning has immense value. It equips the individual with the metacognitive skills and tools that allow them to strategically think through and effectively solve problems in situations that may be unexpected or those that may be new and unfamiliar to them. These skills and tools also allow them to look and think from a broader perspective, helping them make connections and devise solutions that they otherwise wouldn’t have, especially if there is no resource or reference available for them to draw upon. Jill provides an example of how one such situation played out in practice with one of her student’s experiences, who felt a rift between her family’s expectations of what her path in life should be and what she was passionate about. Without these metacognitive skills and tools, she may have been resigned to the fact that her situation in life was an either-or situation. Still, with this knowledge, she could take what she had learned from her preferred field based on her passions and apply it to the other in various ways. This allowed her to find an acceptable balance between her family’s expectations and her desires, wherein she reframed her profession and her values in a different light for the benefit of all involved and her enlightenment. ## Adapting Teaching Strategies to Students’ Needs and Real-World Issues Sometimes, situations beyond the educators’ and students’ control require drastic changes to the educational experience. Due to the COVID-19 pandemic, Jill was forced to rethink how she would execute [the travel component of their Global Learning program](https://oxford.emory.edu/shorthand/spain-sociology/index.html) to still be a viable experience in the context of the current situation, considering the risks and with all the restrictions in place. Jill leveraged technology combined with an immersive, virtual approach. "There are still a lot of ways to explore – discover, explore, reflect – still several ways to explore from home. People are tired, they are isolated, they are video conference fatigued. What can still be done to kind of bring that light back into experiential learning?" she asks. "The creative process of trying to think about ‘how can I do as much of an immersive experience in the virtual space and then how can I help students make meaning?’” Using ePortfolios as a tool to facilitate the assembly of multimedia “travel guides” pulled from various sources of material that included rich visuals, immersive videos, and 3D museum exhibits, and having students present these in a variety of cohesively organized ways, Jill was able to creatively overcome the limitations of the situation and still provide a valuable global learning experience for students that they could build upon in useful and meaningful ways, regardless of whether the travel aspect remained virtual or real in the near future. Want to dive deeper and hear more from Dr. Maren Jill Adams? Get all the details on Oxford College’s approach to Experiential Learning and Active Reflection, how Jill managed an effective, virtual global learning experience during the lockdown, how she used ePortfolios to allow her students to “travel” abroad during the lockdowns, and how her experience as a martial artist and battling cancer informed her as an educator and her pedagogical approaches, and more. listen to the full episode here. Don’t miss an episode. [subscribe to the Digication Scholars Conversation podcast](https://youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q). Tagged Teaching & Pedagogy ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/reflection-advocacy-teacher-education.jpg) Teaching & Pedagogy #### The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone June 19, 2024 ](/blog/reflection-advocacy-teacher-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/monroe-community-college-magazine.png) Teaching & Pedagogy #### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee December 12, 2023 ](/blog/service-learning-writing-intensive-courses-bridging-academic-gap) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Who Am I?: Authentic Self-Discovery Through Mindfulness and Storytelling With Tracy Penny Light URL: https://www.digication.com/blog/authentic-self-discovery-mindfulness-storytelling [Back to all posts](/blog) Reflection & Storytelling # Who Am I?: Authentic Self-Discovery Through Mindfulness and Storytelling With Tracy Penny Light Digication|January 17, 2023|4 min read What does it mean for you to discover your true, authentic self? What does it take, and why does it matter? [Tracy Penny Light](https://tracypennylight.ca/) is the Dean of the Faculty of Arts and Sciences at Capilano University in British Columbia, Canada. She is the President and Board Chair of [AAEEBL](https://aaeebl.org/), the Association for Authentic Experiential and Evidence-Based Learning. [Tracy joined us to talk](https://youtu.be/STT-WWk4iEI) about how she empowers learners and equips them with the methods and tools for successful self-discovery through mindfulness, storytelling, and critical thinking, along with how to pull it all together and make meaningful connections using [Digication’s ePortfolio](/learning-platform/eportfolio) system. ![digital-storytelling-mindfulness-dmitry-ratushny-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/digital-storytelling-mindfulness-dmitry-ratushny-unsplash.jpeg) ### How To Help Students Practice Mindfulness and Critical Thinking Part of helping students become effective thinkers is helping them develop the ability to think critically and practice mindfulness as they progress through their academic careers. The benefits of assisting them to develop these two skills extend beyond their academic time and, if practiced consistently, can extend well into their professional careers. > Why do these skills matter? Helping students understand the processes of thinking, rethinking, and making connections between learning experiences can help them have more meaningful learning experiences. This allows students to understand the whys behind the hows of their time in higher education. When put into practice, students learn to connect ideas, subject matter, and even courses that, at first, may seem utterly irrelevant to their interests and pursuits. Still, with the appropriate guidance, they can develop incredible insights and self-discovery by understanding how these connect to them as learners and how these topics and ideas may have impacted others differently. This allows students to develop the ability to think both broadly and deeply, which results in more meaningful learning experiences, allows for more effective reflection, and helps them discover their authentic selves. ### Self-Discovery and Meaningful Learning Through Storytelling The ability to think critically and practice mindfulness is the foundation that allows someone to discover themselves, and storytelling is a powerful way to pull it all together with a cohesive and meaningful structure. > How does it start? Tracy encourages educators to ask guiding questions that help students discover the answers for themselves, starting with simple questions like: - “What’s happening?” - “Who am I?” - “How do I fit into this context?” … along with more profound questions such as: - “How does my positionality \[that is, my stance or positioning with the social and political context of the study\] impact how I’m understanding this material?” - “How can I tell my story and still bring in the threads from a lot of different contexts so that I \[can\] better understand whatever I’m exploring?” These are just some of the approaches educators can take to help students organize what they have learned and craft a narrative structure that [helps them see the bigger picture](/blog/active-reflection-makes-experiential-learning) of why they are learning what they are learning. This also encourages student feedback, which helps educators refine their teaching methods and adapt them to the student's needs based on their backgrounds and lived experiences. Tracy says that students and educators will “have a much better understanding of not only themselves... but also for the kinds of experiences their students might have, and they are just going to build their empathy. They are going to get something good out of it because they are going to develop this professional identity and it's going to be a win for everyone.” ### How ePortfolios Empower Students, Faculty, and Institutions Central to the initiatives that Tracy has been involved in are well-considered methods of teaching and [making meaningful connections](/blog/creating-culture-confidence-connection), and these are things that Digication’s ePortfolio system is well-suited to facilitating. She said ePortfolios are excellent tools for enabling all of these for students because they place learners at the heart of everything. [The storytelling component](/blog/reflective-storytelling-nursing-shortage-burnout) is a powerful aspect of any ePortfolio initiative, and further to that are the variety of pedagogies that academics have been experimenting with. [Tracy’s work](https://scholar.google.ca/citations?user=4DuVWK4AAAAJ) with AAEEBL encourages conversations with people to help them think through what would enable them to be successful at their respective institutions with their portfolio initiatives, regardless of scale. They provide guiding questions such as: - What do you need? - Why do you need it? - How can you implement these for different purposes? - What evidence of success do you need to see? They also provide crowdsourced resources that the community can use, and they foster a communal approach of learning from one another and employ iterative processes that allow academics to avoid constantly having to “reinvent the wheel,” all to do things better. Do you want to hear more from Tracy Penny Light about how she implements her ePortfolio initiatives to help students and educators? Listen to Tracy discuss critical thinking, mindfulness, authentic self-discovery, and more **in-depth in** [**the episode**](https://youtu.be/b20FwUXc9OM). Don’t miss an episode. [Subscribe to the Digication Scholars Conversation podcast by clicking here](https://youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q). Tagged Reflection & Storytelling ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # How To Make the Student Experience Better With Outcome-Driven Assessment With Jennifer Sparrow URL: https://www.digication.com/blog/better-student-experience-outcome-driven-assessment [Back to all posts](/blog) Assessment & Outcomes # How To Make the Student Experience Better With Outcome-Driven Assessment With Jennifer Sparrow Digication|October 27, 2022|5 min read _Jennifer Sparrow was featured on Digication Scholars Conversations_ Enhancing outcome-based assessment to better the student’s learning experience is imperative in higher education. This is clear in the widespread emphasis on the current educational system. Currently, higher institutions are facing several challenges, including poorly designed curriculums that inadequately prepare students for the future workplace or address the demands of the job market.  As higher education prices keep soaring, academic institutions are under tremendous societal pressure to provide students with an education that will result in employment. The big question is, _“how do you enhance student learning in the 21st century, where almost everyone owns a smartphone?”_  In this [Digication Scholars Conversation](https://youtu.be/poJg9VzQvTg) - Jennifer Sparrow, Associate Dean of Academic Affairs at City University of New York’s (CUNY) School of Professional Studies (SPS), discussed outcome-based education with teaching and learning technologies to improve the student experience. ### **The Need For Outcome-Based Education** ![outome-based-assessment-kenny-eliason-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/outome-driven-assessment-kenny-eliason-unsplash.jpeg)Outcome-based education is a method where teachers focus on what students can do (outcome) after being taught. Purpose-driven teaching, curriculum, and teaching decisions are centered on the best ways to accomplish the desired outcome. Hence, the introduction of backward design, which is different from traditional educational planning, is important. By first identifying the desired learning outcomes students should achieve, a curriculum is created detailing methods students will use to attain the intended outcome. The need to shift from the significance placed on traditional gradings, such as the hours spent in class and course credits earned, has never been more clear – especially with the limitations experienced by institutions during the COVID-19 pandemic. Consequently, educators in higher institutions and stakeholders are currently attempting to change how the effectiveness of education is measured using an outcome-based assessment. This also includes accepting and using education technology to improve learning and outcomes. ### **Education (Teaching and Learning) Technologies to Improve Student Experience** Technological advances have also enhanced the student experience in higher learning institutions and contributed to the success of outcome-driven assessments. But, the most significant catalyst for the speedy implementation of teaching and learning is due to the situation caused by the COVID-19 pandemic. Many professors who believed they would never use education technology or have any use for it until they retired were forced to go online, teaching remotely during the lockdown period. The result of the horrible pandemic created an opportunity for everyone to have that experience. As a result, institutions are now adopting education technology, including ePortfolios, for [learning outcome assessments](/learning-platform/assessment). Institutions are now reshaping educational spaces/curriculums to support new and innovative ways of delivering courses for teachers and students. Educators are now equipped with hardware and software to aid teaching and learning experiences. Furthermore, instructors can personalize and tailor teaching to student needs and prepare them for real-world success. Jennifer shared her experience with outcome-based assessment at CUNY. True to her words, modern-day students would prefer to take online classes instead of being physically present in a class. Students would instead choose their mode of education and how it is delivered–especially when they consider classroom education not fun. With both sides wanting more from digital education technology and for teachers and learners to collaborate effectively, Digication has helped institutions make more innovative investments in [project-based assessments](/learning-platform/assessment) and experiential learning. And many institutions like CUNY have found [Digication’s eportfolio](https://www.digication.com/) to meet their expected outcomes. They have since been using it to bridge educational gaps. Using technology, students who prefer the experience of their own devices can still collaborate across platforms with teachers, other students, and prospective employers. ### **Outcome-Based Assessment and Credit for Prior Learning** _“This isn’t scientific yet, but try to compare the people who have credit for prior learning versus those who don’t, and the 3-year graduation rate, if I’m correct, is like 20% higher [like they’re really graduating,”](https://www.youtube.com/shorts/xc8pNBtGr9M)_ **[says Jennifer](https://www.youtube.com/shorts/xc8pNBtGr9M).** It’s no longer a secret that many academic institutions are challenged with the problem of grade inflation, resulting in the drop in value of the grade point average (GPA) model. Therefore, educational institutions seek alternatives to continue providing education to improve the student experience in a highly competitive world.  In that view, several higher learning institutions are leaning towards or have adopted the outcome-based education system rather than the GPA model. Credit for Prior Learning (CPL), or Prior Learning Assessment, is an educational process where students can earn academic credit for their real-life equivalent of college-level learning experience acquired outside the traditional classrooms.  Furthermore, accreditation bodies are proposing institutions develop sustainable methods of assessing student’s learning outcomes, specifically to improve the experience in general education courses.  Jennifer opined that when a course syllabus is built based on portfolios and learning outcomes, it should be measurable and able to be demonstrated by students, which will engage students in writing better learning outcomes demonstrating competency. Being able to factor in people who don’t speak English as their first language but can still learn in their native language and even get a credit if they could read and write in other major languages is a development that would improve the student learning experience and equity. Jeff talked about having no wrong approach to competency but judging how good at it students are in their chosen field of competence. Since some accountants, engineers, programmers, and many more experts who don’t speak English but are proficient in their fields seek to further their education, some institutions are now offering to allow non-native English speakers to demonstrate competency and even offer exams in other languages. In addition, digital technology like ePortfolio is used for experiential learning, outcome assessment, and credit for prior learning. Using an outcome-based technology curriculum, students are required to develop ePortfolios to showcase their work and demonstrate progress toward completing learning outcomes. Through experiential learning and practical engagements, students will quickly gain hands-on experiences and replicate them in real-world situations. It is anticipated that soon, institutions will rely upon more student portfolios for information to evaluate curriculum and the effectiveness of learning outcomes. Therefore, every institution should consider enhancing the student’s experience in higher education because students are always looking for a more comfortable space with a better learning system that will guarantee employment with their learning experience. Finally, the student’s experience should be at the center of every educational decision, and technology will produce positive results. **Want to know more? Listen to Jeff and Jennifer on [Digication’s Scholar Conversations](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q).** Tagged Assessment & Outcomes ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Student%20looking%20at%20camera%20while%20studying%20with%20classmates%20in%20library.jpeg) Assessment & Outcomes #### Empowering Student Learning & Assessment: Embracing Inclusive Learning Outcomes in Higher Ed With Abby Crew December 13, 2023 ](/blog/empowering-student-learning-assessment)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/passion-student-learning-good-faces-unsplash.jpeg?width=599&quality=low) Assessment & Outcomes #### Passion for Student Learning Fuels Ascent to Higher-Ed Leadership & Reform With C. Edward Watson April 13, 2023 ](/blog/passion-student-learning-higher-ed-leadership) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Making the Student's Experience Better With Outcome-Driven Assessment With Jennifer Sparrow URL: https://www.digication.com/blog/better-students-experience-outcome-driven-assessment [Back to all posts](/blog) Assessment & Outcomes # Making the Student's Experience Better With Outcome-Driven Assessment With Jennifer Sparrow Digication|January 17, 2023|5 min read Enhancing educational practices to improve students’ learning experiences in higher education is of great importance. This is clear in the widespread emphasis on the current educational system. Currently, higher education institutions are facing several challenges, including poorly designed curriculums that inadequately prepare students for the future workplace or address the demands of the job market. As higher education prices keep soaring, academic institutions are under tremendous societal pressure to provide students with an education that will result in employment. The big question is, “_how do you enhance student learning in the 21st century, where almost everyone owns a smartphone_? In [this Digication Scholars Conversations podcast - Jennifer Sparrow](https://youtu.be/xxaNB53lwFs), Associate Dean of Academic Affairs at City University of New York’s (CUNY) School of Professional Studies (SPS), discussed outcome-based education with teaching and learning technologies to improve the student experience. ![improving-student-experience-jeshoots-com-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/improving-student-experience-jeshoots-com-unsplash.jpeg) ### The Need For Outcome-Based Education Outcome-based education emphasizes predefined skills and knowledge a student should have when they complete a course or series of courses or graduate from an institution. Purpose-driven teaching, curriculum, and teaching decisions are centered on the best ways to accomplish the desired outcome. Hence, the introduction of backward design, which is different from traditional educational planning, is important. By first identifying the desired learning outcomes students should achieve, a curriculum is created detailing methods students will use to attain the intended outcomes. The need to shift from the significance placed on traditional gradings, such as the hours spent in class and course credits earned, has never been more clear – especially with the limitations experienced by institutions during the COVID-19 pandemic. Consequently, educators in higher institutions and stakeholders are currently attempting to change how the effectiveness of education is measured through outcome-driven assessment. This also includes the acceptance and use of education technology to improve learning and outcomes. ### Using Technology to Improve The Student Experience Over the past decade, education technology has undergone remarkable changes. Technological advances have also enhanced the student experience in higher learning institutions and contributed to the success of outcome-driven assessments. However, the greatest recent catalyst for the critical implementation of teaching and learning technology was the COVID-19 pandemic, and its impact continues. Many professors who believed they would never use education technology or have any use for it until they retired were forced to go online, suddenly teaching remotely during the lockdown period. The result of the horrible pandemic created a rare opportunity for everyone to have that experience at the same time. As a result, institutions are now expanding the use of education technology, including ePortfolios for learning outcome assessments. Institutions are reshaping educational spaces and curriculums to support new and innovative ways of delivering courses and supporting pedagogical practice for teachers and students. Educators are now equipped with hardware and software that aid the teaching and learning experiences. Furthermore, instructors can personalize and tailor teaching to student needs and prepare them for real-world success. Jennifer shared her experience with outcome-driven assessment at CUNY. True to her words, modern-day students would prefer to take online classes instead of being physically present in a class. Students would rather choose their mode of education and how it is delivered–especially when they now consider classroom education not fun. With both sides wanting more from education technology and for teachers and learners to collaborate effectively, Digication has helped institutions make smarter investments in online assessments and experiential learning. And many institutions like CUNY have found Digication’s eportfolio to meet their goals. They have since been using the platform to bridge educational gaps. Using technology, students who prefer the experience of their own devices can still collaborate across platforms with teachers, other students, and prospective employers. [![Instagram Reel Embed Screenshot Celeste Kong](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/Instagram-Reel-Embed-Screenshot-Celeste-Kong.png)](https://www.instagram.com/reel/CkrexMwIfsC/) ### Outcomes Assessment and Credit for Prior Learning > This isn’t scientific yet, but try to compare the people who have credit for prior learning versus those who don’t, and the 3-year graduation rate, if I’m correct, is like 20% higher…they’re really graduating **...Jennifer Sparrow**. It’s no longer a secret that many academic institutions are challenged with the problem of grade inflation, resulting in the drop in value of the grade point average (GPA) model. Therefore, academic institutions are seeking alternatives to continue providing education to improve the student experience in a highly competitive world. In that view, several higher education institutions are leaning towards or have adopted the outcome-based education system in addition to the GPA model. Credit for Prior Learning (CPL), or Prior Learning Assessment, is an educational process where students have the opportunity to earn academic credit for their real-life equivalent of college-level learning experiences acquired outside the traditional classroom. Furthermore, accreditation bodies are proposing institutions develop sustainable methods of assessing student learning outcomes, specifically to improve the experience in general education courses. Jennifer believes strongly that when a course syllabus is built based on portfolios and learning outcomes, it should be measurable and able to be demonstrated by students. This practice will engage students in better understanding learning outcomes and providing evidence of their competencies. Being able to recognize those who don’t speak English as their first language but are still able to learn in their native language and even get a credit if they could read and write in other major languages is a development that would also greatly improve the student learning experience and equity. Since some accountants, engineers, programmers, and many more experts who don’t speak English but are proficient in their fields seek to further their education, some institutions are now allowing non-native English speakers to demonstrate competency and even offer exams in other languages. In addition, education technology like Digication is employed for experiential learning, outcome assessment, and credit for prior learning. Using an outcome-based curriculum, students develop ePortfolios to showcase their work and demonstrate progress toward achieving learning outcomes. Through experiential learning and practical engagements, students will quickly gain hands-on experiences and replicate them in real-world situations. It is anticipated that soon, institutions will rely more on portfolios for information to evaluate learning outcomes and the effectiveness of the curriculum. Therefore, every institution should deeply think about enhancing the student’s experience in higher education because students are always looking to gain experience, knowledge, and skills to increase their employability and future success. . Want to know more? Listen to [Jeff and Jennifer on Digication’s Scholar Conversations](https://youtu.be/poJg9VzQvTg). Tagged Assessment & Outcomes ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Student%20looking%20at%20camera%20while%20studying%20with%20classmates%20in%20library.jpeg) Assessment & Outcomes #### Empowering Student Learning & Assessment: Embracing Inclusive Learning Outcomes in Higher Ed With Abby Crew December 13, 2023 ](/blog/empowering-student-learning-assessment)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/passion-student-learning-good-faces-unsplash.jpeg?width=599&quality=low) Assessment & Outcomes #### Passion for Student Learning Fuels Ascent to Higher-Ed Leadership & Reform With C. Edward Watson April 13, 2023 ](/blog/passion-student-learning-higher-ed-leadership) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility With Katie Lester URL: https://www.digication.com/blog/blind-student-advocates-accessible-eportfolios [Back to all posts](/blog) Diversity, Equity & Belonging # A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility With Katie Lester Digication|November 24, 2023|5 min read _Katie Lester Was on the Digication Scholars Conversations_ Have a look at the life of a visually impaired student navigating the complexities of higher education in a world that struggles to understand the challenges and accommodate the needs of those with disabilities. In this [outstanding episode](https://youtu.be/MI7KWFH0okY?si=d0B2IOejPUBwFUxZ), we share the heartening journey of Katie Lester, a visually impaired student pursuing a [degree in social work at the University of Alaska Anchorage](https://www.uaa.alaska.edu/academics/college-of-health/departments/school-of-social-work/bsw/). She reveals how ePortfolios have significantly supported her journey and how she has used her experience to educate others. She hopes the visually impaired get the support they deserve as they tell their story using web-based technology platforms. > _The Digication team will forever be grateful for Katie. We appreciate her unique perspective, dedication to helping others, and the time she invested in our work together. Our partnership improved our platform and approach to creating accessible technology. Advancements that go beyond accessibility requirements while providing delightful user experiences for individuals with visual impairments._ ## Overcoming Learning Limitations With Accessible ePortfolios ![blind-student-showcases-accessible-eportfolio](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/blind-student-showcases-accessible-eportfolio.png) Katie’s vision impairment became evident in her thirties when she started losing her vision. She admitted that it was a very trying period, especially “_when you’ve had sight for thirty years, and then you don’t have it_,” but she never allowed it to determine her learning capabilities. Pursuing her passion with unwavering courage, Katie said it was an awakening to her current reality. She talks about embracing her challenges head-on, relying on modern technology like speech recognition, color contrast codes, and accessible labels while using the ePortfolio. In the company of her specially-trained seeing-eye dog, these tools have enabled Katie to break barriers and pave her way toward academic success. According to her, [having practical and easy-to-use tools “feels like independence](https://youtu.be/qwO4sLpHamA?si=i4-6USVnedATIQQV).” She talks about the need to be able to do things independently, including surfing web pages and creating and managing an ePortfolio. Going blind as an adult and training to adjust to this new reality was challenging. However, Katie’s determination to never give up allowed her to shine bright and become [one of the thirty scholarship recipients](https://www.uaa.alaska.edu/academics/college-of-health/departments/school-of-social-work/blog/archive/2022-09-01-katie-lester.cshtml) at the [National Federation of the Blind Scholarship Program](https://nfb.org/programs-services/scholarships-and-awards/scholarship-program). Her scholarship was for academic excellence and service to the community. ### How Is An ePortfolio Useful To The Visually Impaired? The ePortfolio presented a lifeline for Katie’s ambitions. The learning, reflection, and assessment tool plays a vital role in how blind students perceive and tell their story. This piece of technology comes in handy for collecting, keeping, and showcasing academic track records. It’s, nonetheless, a prominent learning tool in gen ed, project-based, active and experiential learning.  It’s rather underwhelming for educational technology tools to not be inclusive for both the abled and disabled. Leveraging headings, labels, and lists to scan pages, Katie could easily navigate through different pages of the Digication ePortfolio with the help of a screen reader. The reflective capabilities and ability to conveniently store and assess her work proved to be a complementing tool that grants her accessibility to ease her studies.  1. #### For Promoting Accessibility for Empowerment [Accessibility features on Digication](/learning-platform/eportfolio) opened up a new chapter of possibilities for our visually-impaired guest. She emphasized the importance of making websites usable for people with disabilities. Katie, a blind student, demonstrated how she seamlessly navigates through her ePortfolio pages while using digital assistants. Equipped with screen readers and voice-over functionalities, the platform enabled her to navigate course materials, assignments, and feedback effortlessly. Over the years, we’ve had several collaborations between Katie, Jeff, and [Paul Wasco from the University of Alaska Anchorage](https://youtu.be/9VYy3mzZvhs?si=BM2ELMc-FfxyjZxo) to improve accessibility in ePortfolios and other technology, benefiting both visually impaired and non-impaired users. Katie implores advocates and technology providers to focus on accessibility to create a more inclusive digital environment for equal access to education, particularly for students with disabilities. 2. #### To Aid Active and Reflective Learning As a social work student, Katie’s coursework often included field experiences, reflective writing, and other presentations. Katie could use different file formats, such as audio recordings and text-to-speech conversations, with the help of an accessible ePortfolio.  So good her creativity can be easily showcased, as well as her skills and insights. Katie could document her personal growth, challenges, and achievements as she navigates her academic journey, she highlighted the importance of making websites usable for people with disabilities.  Using the Accessible Rich Internet Applications (ARIA) technical specifications, items with ARIA labels, such as buttons, forms, search widgets, or links, can be more descriptive. This will, in turn, enhance the ease with which people with disabilities interact with the different elements in the learning tool. 3. #### To Build a Professional Identity By routinely updating her ePortfolio, Katie could visualize her progress and build on her learning experiences, creating a rich archive of her educational and professional development. As she delved deeper into her social work program, she fuels her passion through the outstanding outcomes she’s managed, and plans to pursue [a master’s degree in social work](https://www.uaa.alaska.edu/academics/college-of-health/departments/school-of-social-work/msw/). More so, she intends to work with individuals who have lost their sight or have disabilities. Using the ePortfolio platform, she highlights her advocacy work, volunteer experiences, and research projects, all while incorporating her unique perspective as a visually impaired individual. Katie’s ePortfolio reflects her passion and dedication to social work, and it is a digital showcase of her charismatic personality, skills, and achievements to potential employers, investors, or mentors. In conclusion, Katie’s resilience and journey are a worthy model. They serve as a beacon of hope for fellow visually impaired learners, encouraging them to embrace their aspirations and pursue higher education despite any perceived barriers. Through her unwavering spirit, Katie has conquered the challenges posed by her vision impairment, proving that with the right tools, barriers can be broken, and dreams can be achieved. As we celebrate Katie’s journey, let us remember the importance of creating inclusive environments that empower everyone to shine and contribute their unique perspectives to society. Katie’s resonant voice reminds us that empowerment has no limitations, and when provided with the right support, people can significantly impact the world around them. Tagged Diversity, Equity & Belonging ### Related Posts [ ![](/images/blog/cultivating-belonging-ai-identity.jpg) AI #### Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them April 26, 2026 ](/blog/cultivating-belonging-ai-identity)[ ![](/images/blog/building-sustainable-lgbtq-peer-mentoring.jpg) Diversity, Equity & Belonging #### Building Sustainable LGBTQ+ Peer-Mentoring During COVID With Sam Ascensio June 19, 2024 ](/blog/building-sustainable-lgbtq-peer-mentoring)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/eportfolio-student-advocacy.png) Diversity, Equity & Belonging #### The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism With Abiodun Durojaye October 18, 2023 ](/blog/eportfolios-advocacy-tools-students-barriers-racism) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Building Sustainable LGBTQ+ Peer-Mentoring During COVID With Sam Ascensio URL: https://www.digication.com/blog/building-sustainable-lgbtq-peer-mentoring [Back to all posts](/blog) Diversity, Equity & Belonging # Building Sustainable LGBTQ+ Peer-Mentoring During COVID With Sam Ascensio Digication|June 19, 2024|5 min read Community building is not just a buzzword; it's the cornerstone of societal progress and individual empowerment. Within the LGBTQ+ community, the importance of belonging cannot be overstated. It serves as a lifeline, a source of support, and a platform for advocacy and education. In [this episode of the Digication Scholars Conversations podcast](https://www.youtube.com/watch?v=jxyWAgA1Zfg), we had the privilege of chatting with Sam Asencio, the Founder of “Q Connections” and a John Jay College of Criminal Justice student. Our discussion centered on the profound influence of community building within the LGBTQ+ sphere, shedding light on its pivotal role in mentoring, fostering inclusivity, driving advocacy efforts, and nurturing leadership development. ## LGBTQ+ Mentoring: Fostering Belonging Mentoring within the LGBTQ+ community is more than just sharing advice; it provides a safe space for individuals to explore their identities and navigate the world's complexities. Sam Asencio’s journey with “Q Connections” began as a vision for peer-to-peer mentoring tailored specifically to LGBTQ+ individuals. This initiative, rooted in personal experiences and a deep understanding of the challenges faced by gender nonconforming individuals, blossomed into a beacon of hope and support for countless members of the community. The concept of LGBTQ+ mentoring is multifaceted, encompassing academic and career guidance, emotional support, and affirmation of identity. Through “Q Connections,” Sam and their team have created a nurturing environment where LGBTQ+ individuals can thrive, find solidarity, and forge meaningful connections. Mentors play a crucial role in this process, offering empathy, understanding, and encouragement to their mentees as they navigate the complexities of their identities and experiences. ![Q Connection john Jay College of Criminal Justice](https://www.digication.com/hubfs/Q%20Connection%20john%20Jay%20College%20of%20Criminal%20Justice.png)_[Q'onnections ePortfolio](https://johnjay.digication.com/qonnections/the-history-of-qonnections) John Jay College of Criminal Justice._ ## LGBTQ+ Inclusion and Education: Breaking Down Barriers In educational institutions, LGBTQ+ inclusion is essential for creating environments where all students feel valued and respected. However, many LGBTQ+ students face significant barriers to inclusion, ranging from discrimination and harassment to a lack of representation in curricula and support services. “Q Connections” addresses these challenges head-on by advocating for LGBTQ+ inclusion and education within academic settings. Sam’s journey highlights the importance of creating spaces where LGBTQ+ individuals can feel affirmed and supported in their academic pursuits. Through initiatives like the Student Belonging Project, Sam and their team are working to research and implement strategies that foster a sense of belonging for marginalized student populations, including LGBTQ+ students. By centering the experiences and needs of LGBTQ+ individuals, “Q Connections” is paving the way for a more inclusive and equitable educational landscape. ## Social Activism and Advocacy: Amplifying Voices and Driving Change Social activism has long been a driving force behind the LGBTQ+ movement, driving change and building communities that celebrate diversity and inclusion. Sam’s commitment to advocacy is evident in their efforts to secure funding and support for “Q Connections.” Sam is making a tangible impact on campus and beyond by amplifying the voices of marginalized communities and advocating for their rights. The “Q Connections” journey is a testament to the power of grassroots activism and community organizing in effecting change. Through their tireless advocacy efforts, Sam and their team have secured funding and support for their initiative, ensuring that LGBTQ+ students can access the resources and support they need to thrive. From grassroots organizing to policy advocacy, “Q Connections” exemplifies the transformative potential of social activism in creating a more just and inclusive society. ## Supporting Students and Fostering Leadership: Empowering the Next Generation Supporting LGBTQ+ students is not just about providing resources; it’s about empowering them to become leaders in their own right. Sam’s dedication to mentoring and leadership development is evident in the success of “Q Connections.” By nurturing a sense of belonging and agency among LGBTQ+ students, Sam is helping them realize their full potential and become advocates for change in their communities. “Q Connections” is more than just a mentoring program; it catalyzes leadership development and community engagement within the LGBTQ+ community. Through initiatives like the CALI pillars (Community, Advocacy, Leadership, and Identity), Sam and their team are empowering LGBTQ+ students to become agents of change in their own lives and communities. By providing opportunities for leadership development and mentorship, “Q Connections” is building a pipeline of LGBTQ+ leaders poised to make a difference in the world. > “It’s important to embrace various experiences and try to enjoy being in the moment without thinking too far ahead about what you're going to be doing next.” - **Sam Asencio** “Your major doesn't have to be what you do at the end of the day for a career. It may not even line up with what's meaningful to you at the end of the day and what your values mean,” Sam added. ## Building a Strong and Inclusive Community: Nurturing Belonging and Support At its core, “Q Connections” is about more than just mentoring; it’s about building a community where everyone feels valued, supported, and empowered to be their authentic selves. Sam’s vision of a vibrant and inclusive space reflects their commitment to creating a world where LGBTQ+ individuals can thrive. Sam is laying the foundation for a brighter future for us all through collaboration and solidarity. “Q Connections” embodies the spirit of community building and advocacy within the LGBTQ+ community. From its humble beginnings to its current state as a thriving network of support and empowerment, “Q Connections” is a testament to the power of grassroots initiatives and the resilience of the human spirit. As we reflect on Sam’s inspiring journey, let us all commit to actively participating in community-building efforts and supporting LGBTQ+ individuals in their quest for acceptance, equality, and belonging. Together, we can create a world where everyone feels seen, heard, and valued. The “Q Connections” journey exemplifies the transformative power of community building, advocacy, and education in creating a more inclusive society. By fostering belonging and support within the LGBTQ+ community, Sam and their team are paving the way for a future where everyone can live authentically and without fear. As we reflect on their inspiring journey, let us all commit to actively participating in community-building efforts and supporting LGBTQ+ individuals in their quest for acceptance and equality. Together, we can create a world where everyone feels seen, heard, and valued. Ready to explore the insightful conversation we had with Sam Asencio on mentoring, fostering inclusivity, and community building within the LGBTQ+ sphere further?  Listen to the full [podcast episode](https://youtu.be/v9e23mQM1bI) on our Digication Scholars podcast. Tune in now for more inspiration and valuable insights! Tagged Diversity, Equity & Belonging ### Related Posts [ ![](/images/blog/cultivating-belonging-ai-identity.jpg) AI #### Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them April 26, 2026 ](/blog/cultivating-belonging-ai-identity)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Screenshot%202023-11-25%20at%2002.24.14.png) Diversity, Equity & Belonging #### A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility With Katie Lester November 24, 2023 ](/blog/blind-student-advocates-accessible-eportfolios)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/eportfolio-student-advocacy.png) Diversity, Equity & Belonging #### The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism With Abiodun Durojaye October 18, 2023 ](/blog/eportfolios-advocacy-tools-students-barriers-racism) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Reflecting on Internship Experiences in Community-Based Learning With Gina Woodall URL: https://www.digication.com/blog/community-based-learning-internship-experiences [Back to all posts](/blog) Reflection & Storytelling # Reflecting on Internship Experiences in Community-Based Learning With Gina Woodall Digication|February 26, 2024|7 min read _Gina Woodall was featured on the Digication Scholars Conversations_ From an ambitious undergrad to an impactful professor, Gina Woodall's story at Arizona State University is nothing short of extraordinary. In this episode of the [Digication Scholars Conversations](https://youtu.be/IUhSgVXz85U), Gina Woodall shares her experience as she has happily evolved within the hallowed halls of ASU from her undergrad days to donning the hat of a professor. Aside from her role as a Teaching Professor in the School of Politics and Global Studies at Arizona State University, she is also the Director of the Capital Scholars Internship Program. Gina joined us to discuss how she empowers student growth and success through high-impact practices, including experiential learning, internships, and reflective practice utilizing ePortfolio pedagogy. ## Importance of mentoring and guiding students in reflective practices Reflective practices in internship experiences involve a deliberate and thoughtful analysis of one's actions, experiences, and learnings. It goes beyond the surface level, encouraging individuals to delve deeper into the meaning and implications of their encounters. As a Gen Xer, Gina attests that the inclination to reflect was not as prevalent during her academic journey– and for most people in her generation. However, the current generation displays an innate ability to introspect, pondering the significance of their work, experiences, and their transformative impact on their personal and professional growth. Reflective practices, particularly within [internship experiences](/learning-platform/internships), are pivotal in guiding students toward a more nuanced understanding of themselves and their interests. A case in point is Gina's observation that, despite an initial inclination towards law school, many students– in her practice– undergo a significant shift in perspective through [reflective experiences](/blog/enhance-assessment-reflective-eportfolios) during internships. Whether engaged as policy analysts, campaigners, or contributors to city government or chambers of commerce, students discover a broader spectrum of possibilities beyond the traditional law school paths. Thaddaeus [Canuel, one of Gina’s students, exemplifies the ePortfolio's power in internship](https://www.youtube.com/watch?v=ODRnbcbZKYU) experiences– as he has gone [from being an ambitious student to securing a spot in the House of Representatives](/blog/internship-experience-unlocking-career-growth-opportunities). While the innate skill for reflective practices exists within students, practical guidance and mentoring are crucial. Let’s examine some of the methods Gina applies to guide, mentor, and instruct students on their reflection process. ![thaddaeus-canuels-eportfolio](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/thaddaeus-canuels-eportfolio.png) An ePortfolio by one of Gina's students navigating the intricacies of a regulated environment. ### Selective sharing This method involves skillfully guiding students in crafting reflections that balance openness and discretion. For instance, a student navigating the intricacies of reporting experiences in a regulated environment like the Supreme Court's Press. Gina counsels them to focus on publicly available information, like opinions discussed in the press. What makes this approach to reflection extraordinary is the dual nature of growth. Students not only discover how to present themselves effectively but also engage in critical thinking about what's appropriate to share and in what context.  > _"The e-portfolio, I think, is kind of a different animal and that it really goes in depth about what that person experienced and the work that they produced at the internship,_" **says Gina**. "_So, at the internship, what did you produce? You could give, if you get permission from the internship, of course, examples of, of policy position, papers you've written, um, you know, there are pictures of you kind of in action at the Capitol with your cohort of other interns, et cetera_. “_It really lets the employer, you know, really look and see what work you produced or what your day-to-day was like. And I think that just gives more insight, you know, and that gives more insight into the person_.” The method instills a valuable skill set, extending beyond academia and preparing students for nuanced communication in diverse professional landscapes. ### Alumni connection and community-based learning This approach leverages the enduring connections Gina has cultivated within the ASU community and the alumni community’s enthusiasm to give back to their alma mater. Harnessing the longevity of her ASU tenure, she can forge partnerships with individuals who were once in her current students' seats. Beyond the practical aspects of ePortfolio development, these alumni play a pivotal role in shaping the narrative. They assess the image the student is projecting and provide constructive feedback to refine and enhance their professional identity. The mentorship doesn't stop at technicalities; it extends to the nuanced art of presenting oneself in the professional realm. As a result, reviewing ePortfolios becomes a dynamic dialogue, with alumni guiding students on what to include or modify. This collaborative effort ensures the outcome aligns with industry expectations and fosters a sense of pride and accomplishment for the students. ### Nurturing agency and autonomy The role of mentors and alumni in [shaping student ePortfolios](/learning-platform/assessment) is to mold them for real-world consumption, aligning with recruiter expectations. However, trainers must be flexible and allow students to break free from predefined skills and qualifications when necessary. Gina allows students to take the reins of their ePortfolios, emphasizing the importance of identifying and showcasing the skills and competencies they have acquired. This flexibility leads to discovering a wide range of skills beyond the conventional ones typically highlighted in general education outcomes. Gina has observed her students showcasing intriguing competencies such as appropriations, flexibility, critical analysis, and [advocacy](/blog/eportfolios-advocacy-tools-students-barriers-racism), attributes not commonly seen in traditional templates. Consider a student who was also a professional cook besides being an online political science major. Merging these two disparate worlds, the student engaged in community outreach, using her culinary skills to serve unsheltered individuals. This truly unique experience transcended the constraints of traditional ePortfolio templates and will be suppressed if the student is not allowed autonomy. Nurturing autonomy and agency is a testament to the diverse and exciting skill sets that students can showcase. It underlines the importance of flexibility in allowing students to express their journey in their own words, which [creates a culture of confidence](/blog/creating-culture-confidence-connection) and encourages a more holistic and authentic representation of their skills and experiences. ## How ePortfolio supports experiential learning through internships As the Director of the Capital Scholars Internship Program, Gina Woodall seamlessly integrates ePortfolio into experiential learning, utilizing this dynamic tool to foster [personal growth and development](/blog/internship-experience-unlocking-career-growth-opportunities) among her students. Adopting ePortfolio for experiential learning, however, is not without its challenges. Students accustomed to platforms like LinkedIn, initially grapple with the unique environment of ePortfolio. The unfamiliarity might lead to resistance, often reflected in ePortfolios adorned with generic stock images rather than meaningfully reflecting their experiences. Yet, Gina, with her astute leadership, transforms this learning curve into an opportunity for growth, drawing inspiration from sample templates provided by ASU’s ePortfolio team. Recognizing the potential of ePortfolio to transcend traditional platforms, she navigates through constant iteration, interaction, and feedback provided to students throughout the internship experience. Here's how Gina supports experiential learning and ePortfolio pedagogy for students: ### Inviting real-world leaders to educate her class An innovative approach Gina Woodall employs to enrich student learning involves the active engagement of real-world leaders in the learning process. In her 400-level class, "Women in Politics," Gina takes experiential learning to the next level by inviting influential figures, such as a friend from Maryland's assembly, to connect with her students via Zoom. This intentional effort to bring real-world leaders into the classroom serves multiple purposes. Firstly, it adds a layer of authenticity to the learning experience, allowing students to glean insights directly from practitioners in the field. Secondly, it allows students to record and reflect on these valuable interactions. These interactions, whether discussions, Q&A sessions, or personal anecdotes, provide students with a depth of understanding beyond textbooks. ### Embedding ePortfolio into the program with precise grading and assessment measures Incorporating the [ePortfolio tool](/learning-platform/eportfolio) into a course's syllabus and providing clear expectations for how they will be graded serves as a deliberate strategy to ensure students approach this reflective tool with the seriousness it deserves. Effective strategies can be orchestrating the process as an iterative journey, fostering accountability, and setting clear measures for growth and personal development. For example, students can start with a template with a page to write their bio and a page to add their resume, a task deemed accessible yet impactful. This initial step is assigned a tangible point value providing a clear benchmark for performance. You can introduce a flexible revision policy to ensure the final result is a strong ePortfolio that aptly captures a student’s experiential experience. If students receive initial feedback suggesting improvement, they can revise and enhance their work. Want to know more? [Listen to this episode](https://youtu.be/IUhSgVXz85U) to hear about Gina's experience and how she helps students grow and succeed using hands-on learning, internships, and reflection with ePortfolios. Tagged Reflection & Storytelling ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Community College Veteran Reflects on Leadership & Amplifying Diverse Voices With Howard Wach URL: https://www.digication.com/blog/community-college-veteran-reflects-leadership-diverse-voices [Back to all posts](/blog) Reflection & Storytelling # Community College Veteran Reflects on Leadership & Amplifying Diverse Voices With Howard Wach Digication|December 28, 2022|6 min read _Howard Wach Was on the Digication Scholars Conversations Can better educational leadership in institutions solve the numerous challenges in higher education?_ The ability of an organization to create inclusive cultures and work practices is greatly influenced by its leaders. Therefore, a fundamental principle of leadership is modeling inclusive leadership behaviors and putting deliberate effort into creating inclusive environments. This leadership will enable the organization to embrace new initiatives, have adaptive teams and attract and keep talent. The same benefits of inclusive leadership can be found in institutions of higher learning. Over the years, the higher education system has faced many issues and challenges. For example, there have been reports of institutions witnessing huge changes, such as low student enrollment in their communities or increasing student dropout rates.  ![university-teacher showcases educational leadership in class](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Digication%20Pricing/university-teacher-tutor.jpeg) ##### **There may be several factors that could lead to such situations.** Some colleges may not attract students because people don’t see enough value in obtaining a degree from these institutions. But on the other hand, students may be skeptical that the institutions weren’t diverse enough, or perhaps the rising cost of higher education created a hurdle. Can better educational leadership in institutions solve the numerous challenges in higher education? We invited Howard Wach to join us on the Digication Scholars Conversations podcast to share his insight and perspective. Howard is a former Professor, Dean, Provost, and Vice President of Academic Affairs at Guttman Community College, part of the CUNY system in New York. Previously, he held various VP-level positions at LaGuardia Community College and Bronx Community College. Before that, he was a professor of history. Howard joined us to discuss issues facing higher education. These issues include decreasing student enrollment, the intrusion of partisan politics, and the difficulties of catering to a diverse student body. ### The Leadership Challenges in Higher Education Past leadership styles are no longer enough to meet the increasing demands and the complex challenges of the 21st century. As we move decades into the millennium, the advancement of technologies has not been able to resolve all the complexities and challenges we now face, especially in the education sector. Hence, leaders and academic stakeholders must adopt a modern mindset and leadership style to meet the distinctive challenges of the current generation of students. The demands for our education system to undergo transformation are ever-present. Identifying and solving students’ challenges will improve the rate of enrollment, retention, and completion of college degrees by students. People who want to enroll in an institution will want to look at how diverse their intended educational community will be. People will ask questions – especially about the mode of delivery, engagement, campus proximity, and many more. ### Millennial Leadership in Higher Education Educational leaders at different levels face many challenges, such as political, economic, and social pressure. They also have to face various academic-related issues daily, some related to their students’ employability after graduation, the current technological trend, and even global market competition. However, Howard reflects positively on his career with CUNY. “_I had an opportunity to do many different things in these different institutional spaces that I found myself in, and I feel a lot of gratitude. I feel fortunate to have been able to do that and made some kind of a difference in the places where I worked._” Having a foot in administration and the other in teaching gave Howard a valuable perspective on educational leaders’ challenges. For example, the primary challenge of many community colleges is completion – many community college students start but never finish. The student who enters a community college hoping to earn a degree but never completes it incurs a social cost that everybody pays for and a personal cost that the student pays for. Dropping out of school and wasting resources are points of concern for educational leaders. Therefore, stakeholders needed ways to improve and scale the education system in their communities to stimulate and encourage students to enroll and complete their education. Although community colleges strive to create the best academic environment to give students access to higher education, many students drop out before earning a degree or certificate. So, what could be the solution? One of the solutions to this challenge is for community colleges to create First-Year Experience (FYE) courses. This will provide first-year students with the skills and guidance needed to be successful in college. While at Bronx Community College as the Interim Provost, Howard was fully involved in creating an effective freshman-year program for community college students. He fully kick-started a ‘First Year Seminar Program,’ which continued after he left and became institutionalized after it showed good results. When Howard moved to LaGuardia, a similar effort was underway, ultimately becoming institutionalized – ePortfolios were involved in both of those efforts. Howard talked about the role of the electronic portfolio. He highlighted that experiential and active learning idea may not be new, but the ePortfolio tool is a kind of amplifier that fits well with the ideology. He described ePortfolio as the best amplifier to help students integrate their learning and become active learners in the process. ### Leadership for Educational Equity Many people find community colleges as their entry point into higher education; however, they frequently struggle to meet their educational goals. They encounter several challenges that overwhelm their drive for a college degree and eventually drop out of college. Some of these students abandon their college degrees due to having to choose between feeding their families or using that same amount for a train ticket to get to class. Community college students frequently sign up for their college degrees and begin their first classes without knowing what they need to succeed. Howard shed some light on this topic and urged stakeholders to consider structures that could help mitigate the current challenges. He said: “Public school students get bus passes and train passes, but they don’t extend to university students or CUNY students.” Due to the alarming decrease in student enrollment in higher institutions, community colleges have been under internal and external pressures to increase the graduation rate of their students. Therefore, people in leadership positions need to identify students’ pain points and negotiate ways to solve most, if not all, of these challenges. Setting up structures to ease student transitioning and proper orientation may help students to complete their education. Other factors to consider are adopting new educational tech tools and setting a positive tone to accept diversity. Higher education leadership involves negotiating and executing changes and becoming the bridge that connects all parties – it’s never an easy task. It may not be easy, but these leaders must steer and direct people toward providing effective solutions to various challenges. They must also recognize and consider the diverse voices, make and implement decisions, and create a healthy academic environment that helps achieve educational goals and objectives. Moreover, the leaders of educational institutions must have a supportive attitude and provide equal rights and opportunities to all students. You can watch the inspiring and interesting three-part Digication Scholars Conversation with Howard Wach below: [Community College Veteran Reflects on Leadership and Amplifying Diverse Voices Part 1](https://www.youtube.com/watch?v=8n1Rkg4QoNc&t=4s) [Community College Veteran Reflects on Leadership and Amplifying Diverse Voices Part 2](https://www.youtube.com/watch?v=KjMVzthBTeQ) [Community College Veteran Reflects on Leadership and Amplifying Diverse Voices Part 3](https://www.youtube.com/watch?v=FmGPzsFFQzQ&t=24s) Tagged Reflection & Storytelling ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Finding Joy & Building a Future of Constructive Collaboration With Nathan Carpenter URL: https://www.digication.com/blog/constructive-collaboration-higher-education [Back to all posts](/blog) ePortfolios # Finding Joy & Building a Future of Constructive Collaboration With Nathan Carpenter Digication|January 18, 2023|5 min read It might seem like a no-brainer to ensure students have the best experience in college. Still, bringing people from different backgrounds, time zones, and experiences to transition smoothly into life in higher education could be challenging. However, constructive collaboration from people who have passed through that phase can ensure students have a better transitioning experience. Constructive collaboration, whether on or outside the campus, sparks creative problem-solving and encourages value creation. But even with the noblest intentions, it’s not enough to bring a group of people or students together and expect a great team to form on its own. This is where specially designed programs and educational tools such as ePortfolios serve as a missing link to help you feel more connected and collaborate more effectively. In this [two-part interactive Digication Scholars Conversations podcast](https://www.youtube.com/watch?v=K0uDHUcJHJM&t=108s), Nathan Carpenter, the Director of Academic Peer Advising and Coordinator for Strategic Initiatives in the College of Arts and Sciences at Oberlin College, will discuss the importance of peer advising and how students benefit from constructive collaboration inside and outside the campus. ![constructive-collaboration-krakenimages-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/constructive-collaboration-krakenimages-unsplash.jpeg) ### The Need For Collaborative Learning with Peers Collaborative learning can occur in large groups or peer-to-peer settings. It is an encompassing term for diverse educational approaches comprising peer learning or students and teachers collaborating. Peer learning involves collaborative intellectual effort where students work in groups of two or more, mutually discussing concepts and seeking solutions to problems. Through peer instruction, Oberlin has built a culture of allowing more experienced students to help newer students through transitioning to college and navigating course registration and academic advising. It’s a system that helps new students feel like they have the tools they need right from their first semester. It guides them to make intentional choices around their academic pathway and the areas they want to explore. Of course, their academic advisor is their primary guide in that respect. Still, the older students are essential and effective in helping new students know how to make the most of their newbie experience, what questions to ask, and how to navigate resources. Nathan mentioned that there are many reasons why peer mentorship can be helpful as a supplement to the excellent advising that students receive from faculty and staff at Oberlin. First, students find it more reassuring to see someone who was in their shoes not long ago helping out. Besides raising their confidence bar, these new students will begin to look forward to when they can help juniors transition and settle into the school system in the future. Furthermore, it also is a form of experiential learning. The students will gain real-life experiences, such as leadership and self-management skills, better concept retention, improved critical thinking, establishing connections and building relationships, gaining wider knowledge and skills, and fostering team collaboration. ### Building a Future of Constructive Collaboration Oberlin has set a standard for constructive collaboration through programs like the Sophomore Opportunities and Academic Resources (SOAR) and Peer Advising Leaders (PAL) programs. Both are designed to help students transition into Oberlin, improve collaborative learning, and achieve better education outcomes. The PAL program aims to help and support all new students in community building. First-year students are guided through a seamless transition to make the most of their first-year experience. SOAR is fundamentally about helping students navigate those key moments of sophomore year that all students encounter. Both programs aim to help students make important educational decisions inside and outside the classroom. Because of the beneficial effects of early planning, it is believed that students will find it much easier to make the most of the opportunities that come their way. Speaking on future plans for the programs, Nathan said they would continue to evaluate how these programs can be best positioned to support students. Also, Oberlin’s partnership with Digication has enriched these programs in many ways – since students can use ePortfolios to build and share their academic goals and interests. According to Nathan, the portfolios students build help draw connections between theory and practice. Students can identify and articulate problems, clearly define why they are passionate about an issue, and record their experiences addressing it. Furthermore, the ePortfolio provides students with an enabling digital space to build, share, reflect, archive, and continue to improve themselves. And as a tool that aids reflection and planning, the ePortfolio’s versatility aids constructive collaboration at different levels. ### The effects of a collaborative classroom Collaborative classroom effects are seen through improved communication between peers, teachers, and students. Also, it saves time, improves working relationships, reduces repetition and duplication of effort, and improves shared experiences between people. The collaborative classroom has been shown to equally develop thinking skills among peers, boost their self-esteem, and prepare students for leadership positions through experiential learning. In addition, group interactions and programs can amplify deductive reasoning while improving social and interpersonal skills. Finally, collaborative learning requires the participation of all parties. It is generally based on group interaction and learning principles, peer feedback, and cooperation. In addition, technology such as laptops, ePortfolios, tablets, and smartphones are employed to improve class participation, discussions, and knowledge sharing. All of these make constructive collaboration a valuable tool that prepares students for the future and improves their employability. Hear more from Nathan Carpenter and get the full details on constructive collaboration and how students at Oberlin College have integrated programs and technology to make the most of the academic experience. [Listen to the full episodes](https://www.youtube.com/watch?v=K0uDHUcJHJM&t=108s) here. Don’t miss an episode – [subscribe to the Digication Scholars Conversation podcasts](https://youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) by clicking here! Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery With Patrick Green URL: https://www.digication.com/blog/continuous-active-learning-development [Back to all posts](/blog) Reflection & Storytelling # The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery With Patrick Green Digication|September 27, 2023|6 min read _Patrick Green was on the Digication Scholars Conversations_ Life is a remarkable journey filled with countless opportunities for growth, learning, and self-discovery. As we navigate different twists and turns, we embark on a continuous and evolving learning odyssey, discovering new aspects of ourselves and the world around us because there’s no end to learning and development. In [our Digication Scholars Conversations podcast](https://www.youtube.com/watch?v=07YbFZhz_og), we embarked on a captivating voyage inspired by two incredible stories of [Dr. Patrick Green](https://www.linkedin.com/in/patrickmatthewgreen/), the Executive and founding Director of the Center for Engaged Learning, Teaching, & Scholarship, and a Clinical Assistant Professor at Loyola University Chicago. We explored the essence of active learning and how it fuels our pursuit of knowledge, personal development, and a deeper understanding of ourselves. ## The Power of Knowledge ![active-learning-development](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/active-learning-development.png) In our conversation with Patrick, we witness the transformative power of knowledge and how experiential learning, ePortfolio programs, and technology enhance our ability to unlock the doors to endless possibilities. Knowledge is the foundation upon which learning is built. It empowers us to dream, imagine, and envision a world beyond our limitations. Speaking on learning portfolios, Patrick emphasized that [technology will continue to evolve, and so will its impact on education](https://www.youtube.com/watch?v=07YbFZhz_og&t=1109s). Hence, educators need to encourage embedding the practice into the school curriculum. ePortfolio is a high-impact practice that contributes to deep learning, and it is an opportunity for students to bring their knowledge to life and make it visible. Students will also be opportune to use evidenced-based learning and critically reflect on it. What better way can a student make meaning with their education? Active learning enables them to be more practical, name their knowledge, and link what they learn to the larger world. The [](https://www.youtube.com/watch?v=07YbFZhz_og&t=1341s)technology involved in the [learning ePortfolio, a remarkable tool in the ongoing process of Odyssey learning,](https://www.youtube.com/watch?v=07YbFZhz_og&t=1341s) makes it both a process and a product. This means the learning portfolio can become a showcase portfolio where mentors, investors, or employers can see the value of a student through their portfolios. > “The real magic in life is always in the process... **Patrick Green**” Learning happens when people can feel, think, and reflect critically – and one of the ways students can demonstrate that is through the elements, such as audio, visuals, arts, results of their research, and other artifacts embedded in their digital portfolios. Our conversation with Patrick highlights how knowledge empowers individuals, sparking curiosity, creativity, and a desire to make a positive impact. > Remember to [explore Patrick Green's e-Portfolio](https://luc.digication.com/Patrick.M.Green/home) too. Combining cognitive and meta-cognitive thinking and feeling makes learning more practical and not confined to formal education alone; it permeates every aspect of our lives. According to Patrick, whether we seek knowledge through books, experiences, or the wisdom of others, our thirst for learning is insatiable. Therefore, having one foot in the classroom and the other in the social community puts him in the right position to help more people. The conversation further points out that every step we take on our journey to knowing brings us closer to uncovering our true potential and contributing meaningfully to the world. "Although we are in a gratification society where people want the easy way out, most people aim for the product and not the process, but the real magic in life is always in the process; that is where the building blocks are solidly laid." ## The Journey of Self-Discovery > “An ePortfolio is like a students’ museum, and they are the curator... **Patrick Green**”  Students curate everything in their portfolios, and even though educators may guide them a little, the students are the ones who are fully in control and make meaning of their learning through a reflective process. Through deep learning, we embark on a profound journey of self-discovery. As we delve into the depths of our being, we uncover hidden passions, strengths, and vulnerabilities that make us uniquely human. When people see a student’s portfolio, they can quickly relate and resonate with them through the meaning they give all the artifacts in their digital portfolios. Everything is named and labeled, and there’s a meaning attached to it. Patrick suggests that any student who can build a portfolio must have passed through a powerful learning and reflective process. We further examined how self-discovery, the continuous unfolding of our understanding in Odyssey learning, is a critical part of mastery and allows us to understand better our individualized selves, a product created by our environment, upbringing, beliefs, passion, decision-making process, goals, and life mission. Humans never stop learning, and a portfolio showing all our processes tells that we have a growth mindset and have not reached the finish line – we are still open to new experiences and opportunities. The journey of self-discovery is not always easy. It requires introspection, self-awareness, and a willingness to confront our fears and insecurities. However, the rewards are boundless, as self-discovery fosters a deep sense of acceptance, self-love, and the courage to embrace our true selves. ePortfolio as a tool enhances our experiences throughout the journey. It puts people ahead of their pairs because they’re equipped with practical experiences from working with a portfolio. Through this journey, we become better equipped to navigate life’s challenges and forge a path of purpose and fulfillment. ## Documenting the Learning Odyssey As we explore different aspects of learning, documenting our experiences becomes invaluable. Keeping a journal or creating a digital diary allows us to reflect on the lessons we’ve learned, the insights gained, and the personal growth achieved. It becomes a treasure trove of knowledge, capturing the essence of our journey and reminding us of the milestones we’ve achieved along the way. Many people are just coming into contact with ePortfolio, experiential learning, and community work as a learning process. Sharing our learning with others can inspire and ignite a thirst for knowledge and self-discovery in them. [Community-based learning, or service learning](/learning-platform/eportfolio), is a powerful form of teaching and learning. It involves engaging students in community work, either through direct service or working on community projects. The experience allows students to connect their actions to their studies and reflect on their impact. It emphasizes both student learning and addressing community priorities. Community members become co-educators, bringing their wisdom and experience to the educational process. This [type of learning is considered high-impact](/learning-platform/eportfolio) because it promotes deep learning, transfer of knowledge, and integration over time. Critical reflection is vital in community-based learning, and portfolios are ideal for fostering this reflection. Community-based learning aims to create meaningful connections between students, higher education, and the community, enabling students to explore learning and find purpose in their contributions to society. Through podcasts, blogs, vlogs, or even simple conversations, we can become catalysts for positive change in the lives of those around us – just like we are doing through this conversation. Finally, Experiential learning, a core component of lifelong Odyssey learning, is an extraordinary voyage that never ends throughout our lives. It is an exciting journey that entwines the pursuit of knowledge and self-discovery, leading us toward personal growth, fulfillment, and a deep understanding of our purpose. It is also promising that we can leave a complete record of our process for others to learn from. As we navigate this path, we enrich our lives and contribute to humanity's collective wisdom. [Hear more from Patrick Green](https://youtu.be/07YbFZhz_og?si=ZwEFXN0EHITGfWyX) [](https://youtu.be/07YbFZhz_og?si=ZwEFXN0EHITGfWyX)and get the full details. Don’t miss any episode of the [Digication Scholars Conversations](https://youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) podcast. Tagged Reflection & Storytelling ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Creating a Culture of Confidence and Connection at Boston University With Natalie McKnight URL: https://www.digication.com/blog/creating-culture-confidence-connection [Back to all posts](/blog) ePortfolios # Creating a Culture of Confidence and Connection at Boston University With Natalie McKnight Digication|April 19, 2023|5 min read _Natalie McKnight on the Digication Scholars Conversations_ As institutions become more intentional about student-centered learning, it has become more pertinent than ever to inspire confidence in students. It is no surprise that training timid and uninspired students is an effort in futility. Do you wonder why talks about culture in colleges have now shifted from typical humanities course discussions to talks about defining campus culture? It is because schools are now intentional about building students’ strengths and abilities as individuals. The College of General Studies at Boston University has effectively created a culture of confidence and connection at the institution. And who better to give a first-hand account of that success than [the Dean of General Studies and Professor of Humanities Natalie McKnight](https://www.bu.edu/cgs/profile/natalie-mcknight/)? As Natalie chatted with Jeffrey Yan, Co-founder and CEO of Digication, [on the Digication Scholars Conversations podcast](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q), she let us in on Boston University’s efforts to create a culture of confidence and connection between members of the institution’s faculty and the students. ## The Culture Keeps Defining and Improving ![building-culture-confidence-university-paolo-nicolello-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/building-culture-confidence-university-paolo-nicolello-unsplash.jpeg?width=799&quality=low) Natalie explains that it has become important for students and faculty members to do what they do to the best of their ability. According to her, this will not be possible without a well-defined culture. Everyone is involved in honing and developing this culture through different years and levels of study - students, faculty, staff, alumni, and even parents are fully involved in creating this culture as “part of the whole enterprise.” The university’s culture is no longer a mere topic of discussion in the classroom, but it is now a phenomenon that they keep “defining and improving.” As an inherent part of their practice of continuous improvement, [Boston University’s College of General Studies](https://www.bu.edu/cgs/) has been using [Digication ePortfolios](/learning-platform/eportfolio) and [assessment tools](/learning-platform/assessment) over the last decade to see what students are doing to reflect as an organization. > Natalie shares, “it is kind of staggering for me to think about how much those ideas about culture have evolved over the last 10 years and Digication has been part of that…in getting our students to use Digication, to kind of reflect on their learning and to archive what they've done and then, using it to assess how students have progressed in our program and then to assess how changes we've made in our program have worked or not worked.” ### Boston University Uses Teamwork To Enhance Campus Connection Natalie makes us understand that Boston University's goal is not to churn out graduates but to produce critical thinkers who can communicate and solve problems. To reach this goal, no one is an island. Both [students and faculty work as parts of teams with common interests](/learning-platform/eportfolio) and missions. At BU, campus connection is truly brought to life through teamwork and collaboration. She believes strongly in the powerful and lasting effects of teamwork. It is, therefore, not surprising that she declares that the team system is "best for learning and is best socially…” She explains that General Studies students have shared classes with students in different disciplines. This way, they learn more about each other while faculty members also get to know their students. She further describes this system as “socially and intellectually cohesive.” The General Studies faculty forms teams of an average of 80 students who then take classes with the faculties in humanities, rhetoric, and social sciences in the freshman year. Then, the team shares three humanities, social sciences, and natural sciences faculties in the sophomore year. During those two semesters each year, the faculty get to know the students, the students get to know the faculty, and the students also get to know each other. In Natalie’s words, this makes the school “distinct and impactful.”  The school's effort toward creating a culture of confidence and connection doesn't end here. Members of the faculty also have roles to play. Faculty meet every week to discuss with each other what is happening in their courses. This helps create “interdisciplinary connections among their courses,” [Natalie explains](https://youtu.be/039iUOP-oE8) in this revealing podcast episode. To shed more light on how they enforce student-centered learning at BU, Natalie highlights how this interdisciplinary approach works in practice: “_Let's say you were teaching social science and you were talking about World War I; you're introducing what led the world into war, and I'm teaching humanities but I would have known because I'm on a team with you that you're going to be talking about that. I'd line up my syllabus so I'd be talking about World War I poets who were in the trenches writing sonnets and films that were filmed during the war so that they \[sic\] (students) get the artistic perspective on the war. In rhetoric, which is a writing argumentation research class, they might be looking at World War I propaganda posters and how people hung those posters to persuade others to enlist in a war that was basically decimating an entire generation._” In essence, rather than discussing the war in Social Science, Medieval poetry in Humanities, or verb modifiers in Rhetoric, the interdisciplinary approach helps the faculty to give a "holistic perspective" on the subject. This way, students now view and talk about the war from different perspectives, regardless of their field of study. They are furnished with a more critical understanding of a particular era in human history. This way, they can easily remember facts about this era or topic because each course reinforces the other.  You are right if you surmise critical thinking and versatility as some of the strong points of BU students and graduates. [In this Digication’s Scholars Conversations podcast](https://youtu.be/ixIsuVe41Qg), Natalie McKnight helps guide us through the institution’s strategies for creating a culture of confidence and connection amongst students and faculty members and effectively raising future leaders from Boston University. Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them URL: https://www.digication.com/blog/cultivating-belonging-ai-identity [Back to all posts](/blog) AI # Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them Digication|April 26, 2026|8 min read What does it actually mean to belong in higher education? Not to be admitted, not to pass, not to comply with institutional expectations, but to genuinely belong? That question sits at the center of a conversation Abby Crew and Jeff Yan brought to the AAC&U Conference on Learning and Student Success (CLASS) 2026 this past April. Their session, "Cultivating Belonging through AI and Identity," drew on years of partnership between College Unbound and Digication to explore what happens when you design technology around belonging rather than efficiency. The answer, it turns out, changes everything. ## Who We're Actually Talking About Before getting to the technology, it helps to understand the students. College Unbound serves a population that looks almost nothing like the traditional college student. Seventy-six percent of CU students identify as BIPOC. Seventy-one percent identify as women. Seventy-nine percent are Pell eligible, compared to 34% nationally. The average student age is 38. These are parents and caregivers balancing family responsibilities with coursework. They are first-generation students navigating systems that were not designed with them in mind. They are people returning to finish degrees they started years ago, working full-time, building new pathways. They are, as the CU framework puts it, not deficits to be remediated but people carrying wisdom that institutions have historically failed to recognize. For these students, belonging is not a soft concept. It is often the difference between staying enrolled and dropping out. ## The Challenge of Scale Here is the tension that every faculty member in higher education knows: the most powerful learning happens in relationships. Deep, reflective conversations between a student and an advisor, a faculty member who sees the whole person, a community that honors lived experience as legitimate knowledge. But those conversations do not scale. A faculty member can have that depth of engagement with a handful of students. They cannot have it with everyone, at every transition point, across a semester. The question College Unbound asked when they began working with Digication was not "What can AI do?" It was something more honest: "What do we value, and can AI serve that?" The answer they arrived at was AI-guided reflection, designed not as a replacement for human connection but as a way to make space for it at scale. ## How AI-Guided Reflection Actually Works Digication's approach positions AI as a coach, not an evaluator. When a student sits down to reflect, they are not filling out a form or answering a checklist. The AI guides them through structured questions connected to CU's Big 10 Competency Framework, mirroring their own language back to them, helping them see patterns in their growth that they might not have named for themselves. The Big 10 framework is worth understanding on its own terms. Rather than measuring student success through GPA alone, it tracks ten competencies: accountability, critical thinking, advocacy and agency, equity and justice, collaboration, well-being, communication, lifelong learning, creativity, and resilience. Together, these form what CU calls a student's "learning fingerprint," a holistic map of where they are strong and where they are growing. The AI does not grade students on these competencies. It helps them see their own patterns. And faculty see the results in an analytics dashboard that gives them something they have rarely had before: a real-time signal into student growth that goes well beyond grades and attendance. Faculty can see depth levels (is this student engaging superficially or deeply?), emerging competencies (which Big 10 areas are showing up organically?), growth patterns over time, and early intervention signals for students who may be struggling before it shows up in their grades. For students whose average journey at CU is approximately 2.2 years, a missed signal in semester one cannot be recovered if there is no semester six. ## What This Looks Like for a Real Student Consider the case of Stacy Archibald, who gave her consent to be named and her reflection shared publicly. Stacy represents a student archetype that institutions serve constantly but rarely design for: someone with deep wisdom and life experience who is paralyzed by the academic blank page. She did not lack insight. She lacked a bridge between her lived knowledge and the institutional framework that would recognize it. When Stacy began a guided reflection session, her opening was simple: "I have no idea where to start." The AI entered not as an author but as a listener. Through guided questions, it helped her translate her natural language into the Big 10 framework in real time. When it asked how her caregiving experience related to Resilience, something clicked. "Oh, that's what that is!" By the end of the session, she was asking, "Can I come back to this? I have more to say." That shift, from "I have no idea where to start" to "I have more to say," is what belonging looks like in practice. Technology did not create that transformation. Technology made the space for it. ## The Prompt Is the Pedagogy One of the most important insights from this work is deceptively simple: most AI tools fail students not because the technology is broken but because the questions the technology asks are wrong. Your AI tool is only as good as the question it asks. At CU, the design question is always: What do we want the student to discover about themselves? That framing changes everything about how prompts are built, what competencies they connect to, and how the AI positions itself in the conversation. When you start from that question rather than from efficiency metrics, you end up with something that feels genuinely different to the student using it. ## A Classroom Conversation Worth Having In a recent capstone class at College Unbound, students used generative AI to translate their Big 10 portfolios into what they called "traditional higher ed speak," the kind of language that grants, graduate programs, and employers recognize. What emerged was not just a writing exercise. It became a deeply uncomfortable and necessary conversation about power, identity, and whose voice gets heard in academic spaces. Students confronted the tension between being understood by institutional gatekeepers and preserving the authenticity of their own voices. Audre Lorde's provocation, "The master's tools will never dismantle the master's house," became a touchstone for the room. One student, Renaldo Hudson, formerly on death row and now a prison reform advocate, brought a perspective that challenged every assumption in the room about what counts as knowledge. This is why design decisions about AI prompts are not neutral. How we design the questions, what we ask students to reflect on, and whose framework we use are all pedagogical decisions with real consequences for belonging. ## What We Do Not Know Yet One of the most refreshing aspects of this work is that its architects are willing to say clearly what they are still figuring out. The data is early and promising, but preliminary. Questions about consent and data ethics, specifically who owns a student's reflection and how it is stored, are being treated not as compliance issues but as questions of student agency. There are also honest questions about AI mimicry versus genuine reflection. How do you ensure students are using AI as a mirror rather than a ghostwriter? Equity in access matters too: not all students have reliable devices or private spaces, and a tool that requires consistent technology access must grapple honestly with who gets left out. And faculty adoption is never automatic. The best tool in the world fails if it adds burden without clear benefit. Their guiding principle through all of it: student agency over AI efficiency. ## An Invitation If any of this resonates with challenges you are working through at your institution, the conversation is worth continuing. The full session details, slides, and LinkedIn links for Abby Crew and Jeff Yan are on our [AAC&U CLASS 2026 event page](/events/aacu-class-2026). From there you can also learn more about College Unbound's model and Digication's AI-guided reflection tools. The question they left hanging at the end of their session is one worth sitting with: Technology didn't create the belonging. Technology made the space for it. What are you making space for? [Get in touch with our team](/contact) to continue the conversation. Tagged AIReflection & StorytellingDiversity, Equity & Belonging ### Related Posts [ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided)[ ![](/images/blog/faculty-reflection-pedagogical-superpower.jpg) AI #### Why Faculty Find Reflection Is the Pedagogical Superpower We Need Now More Than Ever April 22, 2026 ](/blog/faculty-reflection-pedagogical-superpower) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Exploring Cultural Identity and Belonging as an Alaska Native Student With Shamai Thacker URL: https://www.digication.com/blog/cultural-identity-belonging [Back to all posts](/blog) Reflection & Storytelling # Exploring Cultural Identity and Belonging as an Alaska Native Student With Shamai Thacker Digication|April 12, 2023|4 min read _Shamai Thacker on the DIgication Scholars Conversations_ Understanding who we are is essential to create a culture of belonging. Exploring cultural identity and belonging as an Alaska native student can be complex and meaningful as Alaska native cultures are diverse and span thousands of years. [Shamai Thacker](https://directory.uaa.alaska.edu/People/Details/skthacker), an ePortfolio strategist at [the University of Alaska Anchorage](https://www.uaa.alaska.edu/), joined us in this interactive Digication Scholars Conversation. Shamai discussed the challenges and triumphs she encountered while receiving a master’s of education in teaching and learning. She also wanted to follow her path by giving back to the Alaska community. In her words: > “I wanted to give back as well, and I saw myself doing that by getting in touch with Alaska Native groups somehow, but I had no idea how to do that.” ## Why cultural identity is so important? ![Alaska-alexis-mette-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/Alaska-alexis-mette-unsplash.jpeg) Cultural identity, while highlighting differences, can also bring together people of the same culture. If you’ve ever been in a situation where everyone seems to understand or connect to something but can’t grasp it, you might have witnessed the effects of cultural identity. Cultural identity is important because we all want to find ourselves in positions where [we feel a complete sense of belonging](/blog/creating-culture-confidence-connection). For many Alaska Native students, exploring their cultural identity and belonging can involve learning about their cultural traditions, history, and values and finding ways to connect with their cultural community. Shamai mentioned how profound ePortfolios and related reflective pedagogies are and how they [helped her and fellow UAA students draw connections](https://alaska.digication.com/skthacker). In this context, the beliefs, practices, behaviors, and values that a particular group considers appropriate are called culture. On the other hand, identity is about realizing what is right and true for you. We develop a cultural identity when we unconsciously interpret and absorb environmental signals into our identities to feel like we belong. While trying to discover her identity, Shamai talked about her journey of developing a deeper connection to her Alaska Native heritage alongside her educational pursuits. Furthermore, she explained, “How do I teach other indigenous students if I don’t understand their cultures as they’re different to mine.” Important questions like this inspired Shamai to pursue a second bachelor’s degree in Alaska Native Language and Studies. ### Understanding Diversity Equity Identity Belonging and Decolonization (DEIBD) Diversity, equity, identity, belonging, and decolonization (DEIBD) are important points that Shamai talked about because these concepts relate to her desire to create a more inclusive and equitable society. Shamai’s family has a background in commercial fishing, which contributed to a challenging and somewhat irregular educational journey. However, she has used these experiences to fuel her passion for mentoring and advising kids in similar circumstances. Shamai believes that even when people use our identities to devalue and plant voices in our heads to make us feel lesser, we should not hesitate to share our experiences to help others because people can benefit greatly by learning about the experiences of others by seeing other people’s journeys and how those experiences have impacted them – by creating ePortfolios. Incorporating these concepts into education and other systems can help to create a more inclusive and welcoming environment for people from diverse backgrounds. This includes creating policies and practices that support diversity and equity, such as offering accommodations for students with disabilities, providing resources and support for students from underrepresented groups, and challenging and disrupting systems of oppression. It is also important to recognize and respect marginalized groups’ histories and experiences and work toward decolonizing systems and institutions. Here are some ways that Alaska Native students can explore their cultural identity and belonging: 1. Learn about their culture: Alaska Native cultures are diverse and have a rich history. Students can learn about their culture by reading books, listening to stories and music, and attending cultural events and festivals. 2. Connect with their cultural community: Alaska Native students can connect with their cultural community by joining cultural clubs and organizations, participating in cultural activities and events, and volunteering in their community. 3. Seek out mentors: Alaska Native students can seek mentors who can guide and support them as they explore their cultural identity and belonging. These mentors can be elders, teachers, or other community members who deeply understand Alaska Native culture. 4. Reflect on their own experiences: Alaska Native students can reflect on their own experiences and how they relate to their cultural identity and belonging. This can include thinking about their family and community, values and beliefs, and goals and aspirations. Finally, exploring cultural identity and belonging can be a lifelong journey, and it is an important aspect of personal and cultural development for everyone. People can develop a deeper understanding of their cultural identity and belonging by learning about their culture, connecting with their community, seeking out mentors, and reflecting on their own experiences. Hear more from **Shamai Thacker,** [Cultural Identity and Belonging](https://www.youtube.com/watch?v=ktwCD6v0kpk&t) by clicking here to listen to the full episodes. Don’t miss an episode – [subscribe to the Digication Scholars Conversation](https://youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) podcasts! Tagged Reflection & Storytelling ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Designing Curriculum for Student Success in an Interdependent World With Joe Tranquillo URL: https://www.digication.com/blog/curriculum-design-interdependent-world [Back to all posts](/blog) Teaching & Pedagogy # Designing Curriculum for Student Success in an Interdependent World With Joe Tranquillo Digication|January 17, 2023|4 min read _Joe Tranquillo on the Digication Scholars Conversations._ Just how big of an impact can a well-designed curriculum have on your students and the world at large, and what exactly does crafting one involve? Joe Tranquilo is the Associate Provost for Transformative Teaching and Learning and Professor of Biomedical Engineering at Bucknell University, and he joined us for a conversation on why curriculum design matters when it comes to equipping students for success in an increasingly interdependent world.  The conversation ranges from talking about systems and frameworks, liberal arts philosophy, global education, the role that higher education plays in creating a world with great citizens who have the skills necessary to solve difficult problems that affect all of us, and more. ![interconnected-world-brett-zeck-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/interconnected-world-brett-zeck-unsplash.jpeg) ### Principles for Designing a High-Impact and Meaningful Curriculum The world is constantly changing and is now more connected than ever, and those who live in it have greater opportunities for success if they are equipped with the skills and abilities to deal with the uncertainties that modern life brings. This is where higher education can play a key role in a learner’s life, and it all starts with a well-designed curriculum. Joe talked about his 3 Pillars: effectively, the high-level principles that inform his educational approach: 1. Genuine Care for Others 2. Being a Good Steward of Your Environment 3. Continuous Investment Yourself “How do you treat another person as a person?” Joe asks. A key part of designing an impactful curriculum involves helping students develop empathy and the ability to build and sustain relational connections that aren’t just transactional. Skills and abilities matter, but the effect of being a capable and empathetic citizen with those skills and abilities provides greater opportunities for making a positive impact on society at large. Being a good steward of one’s environment doesn’t simply mean one’s physical natural environment, but branches into categories such as family, classes, community, and the like: how will a person’s decisions impact those environments, as well as in relation to other environments? "That's where things get to be tricky and it's where a lot of times issues come,” Joe says. “Well, I could do something that's great for my family, but it may not be so good for my community,’ right? How do you actually think through that? And the idea is, okay, well, you need some tools, you need some ideas and frameworks to help you think through those difficult questions and come up with your own decision." Helping students develop the ability to invest in themselves continuously involves providing them with the tools necessary to become lifelong learners, better understand who they are, and harness what excites them. At the center of Joe’s 3 Pillars is purpose: “What is your purpose?” Joe likes to ask. To go deeper pedagogically, he expands his question and extends it to educators, asking, "how do we give students the tools that they need to go deeper in each of these areas?" ### Systems, Frameworks, and Processes Reflecting on his thoughts when seeing his students graduate, Joe asks, "There's always this moment that I find myself having, where I go, 'did I teach them enough?' And I always have to catch myself that if it's about the quantity of things that I taught \[my students\], I've failed." He points out that the systems, frameworks, and processes that educators teach students matter more than the specific subject matter and content that they provide because those three things are ultimately more useful and resistant to obsoletion than any subject matter that they may cover. "It doesn't matter what where you are or what it is that you're trying to do… having a process helps you navigate uncertainty,” Joe says. “Frameworks help you navigate uncertainty, and the world is not becoming more certain. If anything, it feels like it's becoming less certain and the folks who have an appreciation, I think, for frameworks and processes are going to be able to navigate in a way that the folks who don't have them won't." ### The Role of Higher Education in Solving Modern Society’s Problems As the world becomes more interdependent, education becomes more global in its outlook. Learners are not only becoming more cognizant of the many issues that affect modern society, but they are also looking for purpose, meaning, and the ability to be effective in their respective roles in it. Higher education can and should play a key role in facilitating all of that, and it starts with not losing sight of the reason why. "If we \[focus on\] the university piece of it, our job is, again, to go back to the very beginning of this piece to… educate great citizens," Joe points out. Unfortunately, this isn’t always the case in academia as it stands today, and work remains to be done in many respects. "The hope is \[that\] long-term, if you have systemic education change, that this begins to change the way business leaders think, change the way politicians think… change the way folks design new technologies." #### Want to hear more from Joe Tranquilo? Dive deeper into the principles for effective curriculum design, his thoughts on systems, frameworks, and processes, the powerful impact higher education can have on society and on dealing with modern issues, and more. listen to the full episode here. Don’t miss an episode. subscribe to the Digication Scholars Conversation podcast by clicking here Tagged Teaching & Pedagogy ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/reflection-advocacy-teacher-education.jpg) Teaching & Pedagogy #### The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone June 19, 2024 ](/blog/reflection-advocacy-teacher-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/monroe-community-college-magazine.png) Teaching & Pedagogy #### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee December 12, 2023 ](/blog/service-learning-writing-intensive-courses-bridging-academic-gap) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # The Dance of your Life Story: The Urgent Need for Arts Education With Jill Flanders Crosby URL: https://www.digication.com/blog/dance-life-story-arts-education [Back to all posts](/blog) ePortfolios # The Dance of your Life Story: The Urgent Need for Arts Education With Jill Flanders Crosby Digication|April 13, 2023|4 min read _Jill Flanders Crosby on Digication Scholars Conversations_ It sounds plausible to want to get a degree in English, Literature, Health Sciences, Engineering, etc., but of what use is a dance degree? Are dancers, not mere entertainers who are only relevant for momentary theatrical performances? Of what use is dance education? Like many art courses, the questions surrounding the validity of a Dance degree beg for answers. Thanks to dance educators and researchers like [Jill Flanders Crosby](https://www.uaa.alaska.edu/academics/college-of-arts-and-sciences/departments/theatre-and-dance/faculty/flanders-crosby.cshtml), a Department of Theater and Dance professor at the University Of Alaska Anchorage, we understand the essence of unconventional degrees like Dance. [In this episode of the Digication Scholars Conversations](https://youtu.be/7aZq9QiznpA) podcast, Jill opens up on how she has, over the years, used her work as a dance educator to help students create a sense of self with ePortfolio. According to her, a dancer’s training applies to all parts of their life, including academics, and this is what she helps her students understand and embrace. ## Inside the Dance Students’ ePortfolio: a World of Creativity and Self-expression ![dance-education-samantha-weisburg-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/dance-education-samantha-weisburg-unsplash.jpeg?width=599&quality=low) ePortfolios are great avenues for Dance students to delve into their identity by knitting research and choreography to create a fine [blend of artistic and academic expression of who they](/learning-platform/assessment) are and who they wish to become. For someone like Jill, dancing has always been a way of life. It’s not something she stumbled upon for the want of earning a living. “When I was very young, I used to say, when I'm up on stage, I can be the person that I can't be in public…” she explains what dance means to her in this podcast episode. Combining her lifelong love for dancing and her passion for dance education, it is not surprising that she inspires her students to excel academically and document their dance routines with amazing ePortfolios. In her words, her students’ ePortfolios aren’t just black-and-white text. “Pop it out, bring it alive, make it dance,” she says. She inspires students to be creative and innovative with their ePortfolios and embrace them as their avenue of expression. These portfolios served as a new stage for students in the rare situation presented by the global pandemic when collaborative learning was only made possible by virtual platforms. Jill reflected on her students' challenges during the pandemic, including what happened to students with short attention spans and those who found it challenging to keep up with virtual classes. Rather than dismissing such students, Jill turned to “ePortfolio as an [alternative assessment method](/learning-platform/assessment).” Jill shared the struggles of a particular student who could, against the odds, create an ePortfolio during a challenging time. Jill said, “In the end, she wound up being able to pass all her classes when the teachers said you're going to fail.”  ### Confronting the Naysayers of Arts Education [The need for making arts accessible](https://books.google.com.ng/books/about/Situated_Narratives_and_Sacred_Dance.html?id=a4TSEAAAQBAJ&source=kp_author_description&redir_esc=y) in schools is probably one of the many motivations for the [University Of Alaska Anchorage’s dance course](https://www.uaa.alaska.edu/academics/college-of-arts-and-sciences/departments/theatre-and-dance/) offered to students of different disciplines outside the arts. However, one would understand some students’ lackadaisical attitude towards this course because why dance? “I am a student of Nursing, why do I need to take a dance class?” As a Dance professor, Jill is aware of these sentiments. She has always faced such sentiments from family and colleagues. Jill explains that it took a lecture at the Smithsonian Center for Folklife and Cultural Heritage for her brother to realize the immense value of dance education and research. She uses ePortfolios to shift the attitudes of her general studies students. She helps them realize that dance is an avenue for “understanding the body in culture throughout time and space. It gives us windows into history and cultural realities. It gives us windows into lived experiences and helps them understand the past, the present, and the potential future in ways they never thought possible.” [Jill’s experiences](https://www.uaa.alaska.edu/research/secrets-under-the-skin/contributing-artists/flanders-crosby.cshtml) informed her resolve. Her journey is fueled by a mission to shift people’s perspectives to see the power of dance. She hopes to ensure that her students don’t go through the levels of disapproval she faced. “I don't want to see my students have to confront that without being armed with the ability to say; I'm not just a dancer. Look at what I can do. What can you do?” She said in the podcast. With ePortfolio, Dance students can more easily show people the value of dance education and research. In summary, ePortfolios for Dance students are about making their experiences accessible to people, especially those who may “not have valued dance as a discipline.” Arts education in institutions is paramount for creating avenues for self-expression, identity, creativity, and confidence across disciplines. [Part two of this Digication Scholars conversation](https://youtu.be/LxNifdufMDA) covers much more about the story of Dance Education ePortfolios and Jill's perspectives. Do not miss a second of this mind-blowing conversation. Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Using Design Thinking to Create a Diverse and Curious Student Body With Murillo Soronso URL: https://www.digication.com/blog/design-thinking-approach-creative-development [Back to all posts](/blog) Teaching & Pedagogy # Using Design Thinking to Create a Diverse and Curious Student Body With Murillo Soronso Digication|June 25, 2023|5 min read In the past higher education systems were often designed to deliver curriculum and few co-curricular activities were offered to keep students engaged as they pursued their degrees. We have all heard of students working tirelessly to beat deadlines and earn passing grades for courses they don’t care about or don’t feel connected to their future goals. In these cases, higher education institutions left little or no room for students to explore their innate curiosity and creativity. As higher education institutions have adopted models of design thinking to better support the needs and desires of today’s students, many positive changes have been implemented. In [this episode of Digication Scholars Conversation](https://www.youtube.com/watch?v=3nKnWHJzSJU), we discuss the system at the University of Illinois Urbana-Champaign with the Assistant Dean of First Year Experience, Murillo Soronso. In his years of working with the University’s College of Liberal Arts and Sciences, Murillo has moved the first-year experience course from a less structured system to one which inspires students through creative explorations. They achieved this with design thinking, peer education, and encouraging students to document their experience using ePortfolio. ![design-thinking-approach-med-badr-chemmaoui-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/design-thinking-approach-med-badr-chemmaoui-unsplash.jpeg) Murillo tells us about how he and two other colleagues made conscious efforts to learn the design thinking approach by enrolling at Stanford’s Life Design Studio. He explains that this studio is designed for people who wish to “learn more about how to apply life design thinking methods and mindsets into higher education.” From this week-long experience, they designed the ingenious creative strategy that inspires 2200 first-year experience students for their life and career every year. ### What Does it Mean to Think Like a Designer? The concept of design thinking involves creating solutions to problems by focusing on what one’s target needs above every other thing. The design thinking approach lies heavily in paying keen attention to the way people relate to their surroundings. It uses a hands-on approach to create mind-blowing solutions to problems. To put their students on a path of creative development, Murillo explains that he and his team encourage students to empathize with themselves. _“How do you understand yourself? You can do more of that by being curious about trying things out of the radical collaboration,_” he says as [he explains the UIUC's design thinking strategy](https://www.youtube.com/watch?v=3nKnWHJzSJU) while speaking on the podcast. Unlike the usual practice where higher institutions encourage students to be nondivergent, the first-year experience program at the University of Illinois, Urbana-Champagne teaches students to hone their creative development. The over 2200 students that enroll for this course yearly are encouraged to be curious and open to trying new things. Although they are training to become a doctor, lawyer, or whatever their field of study may be, they are encouraged to listen to their environment; “is something calling you over there? It's okay to take a step to the side. Go and check it out then come back.” Murillo Soronso also explains that they take their students to the museum as part of the program. While at the museum, the students are encouraged to move around, but _“when something calls to you, we would like for you to interact with that object and then yes, we would like for you to sketch it to the best that you can from different angles because again, you can look at it from different ways. Then we want to reflect on that experience. What was that? What was it like when something called to you?”_ Students are encouraged to develop in these new areas and find opportunities in them. This creative development process helps students to understand that they can be open to new things. They learn to answer when new ideas call to them. They also get to understand that it’s okay to return to the status quo after interacting with a new idea and that they can also choose to stick to the “other path.” ### Helping Students to Discover Themselves with the Design Thinking Approach Perhaps, one of the most impressive parts of Murrilo’s discussion with Digication Scholars Conversation is the fact that students at this University are not boxed into conventions. Although they are in a particular course of study, they are allowed to explore the length of their creativity in different ways. If they choose to change their major, they can only be glad they did because they won’t have to spend a chunk of their years pursuing a path where they wouldn’t find joy or fulfillment. When junior and senior year students work as peer educators, they get to learn leadership skills and also learn about responsibilities. _“We want them to begin their leadership and professional development in this course,”_ Murillo explains. He also tells us about students who decided to stick to the teaching profession after their internship role as peer educators. “We have had students who, after this experience, \[sic\] they are changed. They are changing \[sic\] say you know what? I really enjoyed teaching. I really enjoyed interacting with people in this environment, in this setting. Then they decide to pursue a career in education, or they're now …little bit more open to thinking of learning and development in their own future.” Murillo Soronso also talks about how his students prioritize their mental health and their efforts toward this cause on campus in this episode of the podcast. You’ll also learn about how Murillo was able to learn English from scratch as a Brazilian immigrant who has also had the rare experience of spending a semester at sea in a floating university that moves around the world on a ship. To unpack this insightful session, [head on to Digication Scholars Conversation](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q). Don’t forget to subscribe to Digication’s YouTube Channel to stay up-to-date with our interactive sessions with erudite scholars who have had years of impactful experience in higher institutions. Tagged Teaching & Pedagogy ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/reflection-advocacy-teacher-education.jpg) Teaching & Pedagogy #### The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone June 19, 2024 ](/blog/reflection-advocacy-teacher-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/monroe-community-college-magazine.png) Teaching & Pedagogy #### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee December 12, 2023 ](/blog/service-learning-writing-intensive-courses-bridging-academic-gap) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # ePortfolio As A Means Of Change, Reflection, And Development With Martin Gaucin URL: https://www.digication.com/blog/e-portfolio-means-change-development [Back to all posts](/blog) ePortfolios # ePortfolio As A Means Of Change, Reflection, And Development With Martin Gaucin Digication|September 27, 2023|5 min read _Martin Gaucin was on the Digication Scholars Conversations_ The last decade has seen a rapid increase in the use and acceptance of technology, as evident in every aspect of human activities – including the educational sector. The proliferation of technology has changed how education is delivered and how learning is captured, including the increasing use of ePortfolios to develop self-reflective learning in various institutions. As a learning tool, an ePortfolio is used for deeper learning [and integration](/learning-platform/assessment) by reflecting on one’s existing knowledge and making connections over time. But how can it bring the much-desired change and development to institutions? [Martin Gaucin](https://www.linkedin.com/in/martin-h-gaucin) is a Political Science and International Relations Student at Salt Lake Community College (SLCC), an ePortfolio Specialist, and a Diplomacy Coordinator. He joined us on [Digication Scholar’s Conversations](https://youtu.be/YRURgSw8sGY) to elaborate on how ePortfolio has impacted his school community as a learning tool. ## The Impact of ePortfolio As a Means of Change and Development ![eportfolio-means-change](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/eportfolio-means-change.png) > “ You can use your ePortfolio as a means of change within your community and change between yourself and your institution.” – **Martin Gaucin**. The use of [ePortfolios as a learning tool](/learning-platform/eportfolio) has become increasingly popular, and their potential to be used for a wide range of purposes is even more interesting. Although some may feel it’s a hassle to learn about ePortfolios or flatly ask, “What is the purpose of learning it?” As Martin mentioned, “think about the benefits – you’ll earn a new tool.”  The future will be based on technology, and your participation will be determined by how prepared you are. So, getting a head start on your education (and ePortfolio), the economy, the market, and employment is an advantage you should pursue. [ePortfolios offer](/learning-platform/eportfolio) the possibility to build and manage an online collection of digital artifacts that serve as proof of competencies and abilities gained over a certain period. The flexibility of ePortfolios allows them to be designed and applied in various ways. ePortfolios can be used to improve traditional teaching and learning methods, keep track of achievements, Recognize Prior Learning (RPL), help people with Personal Development Planning (PDP), or support Continuing Professional Development (CPD), among other things. Martin pointed out that besides the educational part of ePortfolios, they help people focus on “reflection and personal development.” In addition, it helps people understand their skills and qualities and boost their self-confidence through a reflective and growth process. Using ePortfolio means you have the opportunity to track your process and progress. This way, you can tell where you started and the point you presently are and think about ways to grow and make changes to your life. Martin also mentioned that ePortfolio has deeply impacted his life, highlighting the major changes he noticed in his college experience, personal life, and classes. Using ePortfolio, Martin knew where he had performed well and made appropriate changes. An ePortfolio is more than a tool for presenting your work; it can also be your personal space where you can be your most authentic self. According to the ePortfolio specialist, students can look back on their entire time at the college, and their college experience will reflect their authentic selves. Furthermore, their final assessments will show their progression as a student. Students can track their progress and say, “I may have started in a really bad place at the beginning of the semester, but look at how I’ve grown, what I’ve struggled with, and what I’ve learned.” ## Making Connections Through ePortfolio ePortfolios promotes deep learning and allows learners and educators to connect people within their communities even when learning occurs in different contexts. Recognizing these qualities, especially the possibilities of learning beyond the classroom, makes ePortfolios appealing to the academic communities – and you can network! Networking is when you make connections and build relationships. ePortfolio connects people even when they are not physically present or in the same environment. Martin noted that nowadays, you can easily build connections with your professors using an ePortfolio. They can read your ePortfolio and understand your progress, process, and the direction you’re headed. It takes less effort to “feel comfortable with each other.” That’s why Martin is more focused on the open-ended version of ePortfolios so that people can get a chance to connect, get to know one another, and network. For example, [learners can benefit when they get to see the processes and progress of others](/learning-platform/eportfolio). The students get to see the stories of others, such as their struggles, successes, and how they managed to overcome their challenges. These processes give learners a better idea of who they want to be and how they can make a positive change in the world – because they are connected. These connections go beyond the academic settings and can provide students with valuable advice and contacts, which can help them make informed career decisions. ## The Future of Learning Although the current society is already shifting from the traditional education system, it is still a challenging process with “lots of hills to climb.” Even when it’s clear that the future of education is tilting in favor of using technology, educating and convincing people or departments to use an ePortfolio system may still feel daunting. However, seeing students and educators make this change is rewarding. Martin pointed out that, even though the pandemic was never a happy incident, it made digital learning a part of us and sped up the future of education. Therefore, education needs to evolve! ePortfolio is one of the learning tools specifically tailored for this evolution. [Where students can gather and record digital artifacts](/learning-platform/assessment) for present and future learning.  ePortfolios enhance the learning experience. They offer students a virtual space where they have the opportunity to self-reflect, critically assess their academic work, and reflect on their activities. Students also have the opportunity to make connections among courses and assignments. Meanwhile, an ePortfolio can also capture other important aspects of a learner’s life, such as volunteer experiences, work experience, extracurricular pursuits, and employment history. The most we could do as learners and academic teachers is to develop the skills and processes required to implement the evolution of education. Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto URL: https://www.digication.com/blog/empowering-liberal-arts-education [Back to all posts](/blog) ePortfolios # Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto Digication|December 27, 2023|7 min read _Laura DeSisto Was Featured on the Digication Scholars Conversations._ _A liberal arts degree can provide valuable career success and personal growth skills and encourage critical thinking and open-mindedness._ What if there’s a place where learning isn’t confined within the walls of a single discipline? Johns Hopkins University stands out for its innovative approach to liberal arts education. At the heart of this approach lies an interdisciplinary program that not only values the historical and epistemological foundations of liberal arts but also actively integrates [cutting-edge tools for intellectual exploration](https://jhu.digication.com/app/portfolios). In our Digication Scholars Conversations podcast with [Dr. Laura DeSisto](https://advanced.jhu.edu/directory/laura-desisto/), a passionate Program Director for the [Master of Liberal Arts program at Johns Hopkins University](https://www.linkedin.com/showcase/liberal-arts-studies-at-johns-hopkins-aap/?viewAsMember=true), we delved into the rich background of liberal arts education, philosophy, and the profound impact of integrating ePortfolios into the learning experience. Laura’s insights shed light on the dynamic intersection of technology, philosophy, and the ever-evolving field of education. [Incorporating reflective prompts](/learning-platform/eportfolio) allows students to engage with their learning experiences deeply. Philosophy in education encourages students to question, reflect, and articulate their thoughts, contributing to developing their critical thinking skills. ## ePortfolios provide students with a unique opportunity for self-expression and synthesis of knowledge. A distinctive feature of this educational paradigm is the [utilization of digital portfolios](/learning-platform/eportfolio), providing students with a powerful platform for self-expression and knowledge synthesis. Facilitated through the Digication platform, these portfolios serve as dynamic spaces where students showcase their academic journey. [Laura’s insights](https://www.youtube.com/watch?v=MghyVu97qZQ) reveal the transformative potential of ePortfolios in fostering narrative unity, reflective engagement, and the synthesis of personal and academic growth. ## The Uniqueness of the Master of Liberal Arts (MLA) Program ### Pioneering the Way Johns Hopkins University takes pride in hosting [the first Master of Liberal Arts (MLA) program in the United States](https://advanced.jhu.edu/academics/graduate/master-of-liberal-arts/), setting a precedent for innovative graduate education. This trailblazing program is a testament to the institution’s commitment to pushing the boundaries of conventional education and providing students with a transformative academic experience. > “History is a field that is constantly in the process of being made.” – **Dr. Laura DeSisto**. At the core of the MLA program is a deliberate emphasis on interdisciplinary learning, a distinctive feature that sets it apart. Courses within the program are designed to foster interdisciplinary connections and focus on specific topics, ensuring a nuanced exploration of subjects that transcend traditional disciplinary boundaries. This intentional approach encourages students to engage deeply with multifaceted perspectives, contributing to a holistic understanding of the liberal arts. The program’s uniqueness extends to its commitment to appreciating complexity within each discipline. Rather than viewing subjects in isolation, students are encouraged to understand the interconnectedness of various disciplines. This approach cultivates a capacity to navigate the intricate web of knowledge, promoting intellectual agility and adaptability. An intriguing facet of the MLA program is its recognition of the role of storytelling in education. Acknowledging students' diverse backgrounds and perspectives, the program values the narrative as a means to connect with, understand, and appreciate the multifaceted stories within each discipline. The emphasis on story serves as a bridge, fostering connections between students and their academic journey, as well as with the diverse perspectives embedded in the liberal arts. ## Value of a Liberal Arts Education [![Discussing Liberal Arts Education With Laura DeSisto JHU Digication2](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Discussing%20Liberal%20Arts%20Education%20With%20Laura%20DeSisto%20JHU%20Digication2.png)](https://youtu.be/egRgsQxMYRU)**_Laura Shares Insights on the Diverse Perspectives in Liberal Arts Education_** ### Skills for the Professional Arena: A Harvest from Liberal Arts Programs The Master of Liberal Arts (MLA) program at Johns Hopkins University equips students with profound knowledge and hones a spectrum of skills vital for success in professional environments. Beyond subject-specific expertise, liberal arts programs cultivate critical thinking, effective communication, and analytical prowess: skills that resonate deeply in today’s dynamic and complex job market. The interdisciplinary approach embedded in the MLA program transcends academic boundaries and extends its influence into the professional realm. Graduates emerge with a unique ability to navigate diverse perspectives, fostering flexibility and adaptability. This feature proves invaluable in careers that demand innovative thinking and the ability to connect disparate ideas. A distinctive privilege of a liberal arts education is intentionally providing time and space for reflection. The MLA program emphasizes the significance of critical turning points and the lessons learned throughout one’s academic journey. This reflective practice enhances the depth of understanding and fosters personal growth, allowing students to articulate the evolution of their thoughts and perspectives over time. The journey through a liberal arts program is more than an academic expedition; it is a profound process of self-discovery. Within the MLA program, students experience the privilege of being heard, seen, and recognized by themselves. Dr. Laura DeSisto, an advocate for this transformative aspect, emphasizes recognizing one’s unique voice and power in shaping a meaningful academic narrative. ### Cross-disciplinary Collaboration and Analyzing Different Viewpoints The Master of Liberal Arts (MLA) program at Johns Hopkins University pioneers an innovative approach by emphasizing cross-disciplinary collaboration and the integration of [multiple methods of inquiry](https://www.aglsp.org/). This intentional design goes beyond the conventional boundaries of academic disciplines, fostering an environment where students engage with various perspectives and methodologies. The impact is transformative, enriching their ability to synthesize knowledge from diverse sources. Success often hinges on navigating complexity and understanding diverse perspectives in today's professional landscape. The MLA program underscores the importance of analyzing different viewpoints, providing students with the skills to thrive in workplaces that demand nuanced understanding and collaboration. By fostering an appreciation for diverse perspectives, the program equips graduates with a competitive edge in professions that value a comprehensive and inclusive approach. ePortfolios, a hallmark feature of the MLA program, are pivotal in encouraging students to identify critical moments in their academic journey. As repositories of reflective responses, they serve as tools for students to articulate their experiences, chart personal growth, and recognize the transformative impact of their education. This emphasis on reflection enhances the depth of understanding and empowers students to analyze the significance of their unique academic trajectory. The nature of self-expression and synthesis within the MLA program defies linearity and specialization. Embracing the non-linear path, students explore the intersections of disciplines, cultivating a versatile approach to knowledge acquisition and application. By encouraging a non-specialized narrative, the program fosters a holistic understanding of the interconnectedness of diverse fields, preparing students for the intricacies of an ever-evolving professional landscape. ## Crafting Professional Pathways and Lifelong Learning Within the Master of Liberal Arts (MLA) program at Johns Hopkins University, ePortfolios are potent catalysts for students to synthesize their learning and articulate profound reflections. These curated collections encapsulate the essence of each student’s academic journey, providing tangible evidence of intellectual growth, critical insights, and transformative experiences. As dynamic tools, ePortfolios empower students to navigate their professional pathways with a nuanced understanding of their evolving capabilities. Liberal arts education, exemplified by the MLA program, is not confined to the academic realm but extends its influence into individual professional pathways. The program operationalizes the core values of liberal arts by fostering adaptability, critical thinking, and interdisciplinary perspectives. Graduates emerge equipped to navigate diverse professional landscapes, enriching their respective fields with the unique blend of insights from a multidisciplinary education. The MLA program promotes a culture of continuous dialogue, emphasizing the importance of expression, self-expression, and the art of reaching across disciplinary boundaries. Through this ongoing discourse, students cultivate a refined ability to articulate ideas, engage in meaningful conversations, and bridge perspectives. The dynamic exchange of thoughts and experiences further enhances the program's interdisciplinary nature, fostering an environment where diverse voices are heard and celebrated. As we conclude this exploration, we invite you to reflect on the transformative potential of liberal arts education, where ePortfolios become vessels of intellectual growth and self-discovery. The Master of Liberal Arts program at Johns Hopkins University educates, empowers, informs, and inspires: a testament to the enduring value of education that goes beyond the classroom and resonates through individual lives and professional endeavors. Don’t miss any [episode of the Digication Scholars Conversations](https://youtu.be/egRgsQxMYRU?si=eE6kmCtv4b1ARVQa) podcast - listen to more from Dr. Laura DeSisto. Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Passaic%20County%20Community%20College.png) ePortfolios #### The Highly Impactful ePortfolio: Keeping Students Engaged and Motivated With Alex Della Fera December 12, 2023 ](/blog/highly-impactful-eportfolio-keeps-students-engaged-motivated) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Empowering Student Learning & Assessment: Embracing Inclusive Learning Outcomes in Higher Ed With Abby Crew URL: https://www.digication.com/blog/empowering-student-learning-assessment [Back to all posts](/blog) Assessment & Outcomes # Empowering Student Learning & Assessment: Embracing Inclusive Learning Outcomes in Higher Ed With Abby Crew Digication|December 13, 2023|9 min read _Abby Crew was featured on the Digication Scholars Conversations._ In an era where higher education constantly evolves to meet students' diverse and changing needs, Colorado Mountain College (CMC), a Dual Mission, Hispanic Serving Institution, stands out as a pioneer in embracing innovative student learning and assessment strategies. One of the college’s most impactful initiatives is the implementation of ePortfolios, a digital platform enabling students to showcase their academic journey and accomplishments. This approach vividly represents the college’s commitment to [student-centered learning](/blog/empowering-students-student-centered-learning). For the most part, transparency in teaching and learning is on the front burner of the college’s plans, helping “faculty think through assignments and how they align with student learning outcomes, both at the course and institutional levels.” We welcomed [a respected guest, Abby Crew](https://www.linkedin.com/in/abby-ruby-crew-ph-d-11a23591/), on [the recent episode of the Digication Scholars Conversations](https://youtu.be/LijmHuXSi78). Abby is the Assistant Dean of Academic Planning, Assessment, and Improvement: Curriculum Review and Innovation [at Colorado Mountain College](https://coloradomtn.edu/). The College’s expedition into ePortfolios significantly portrays a strategic alignment of academic and student affairs, transforming the student learning experience strengthened by learning outcomes. Adopting the learning and reflection tool aligns with its broader goal of enhancing student engagement and academic achievement, a forward-thinking approach to education. ## Pilot Phase and Extending the Program with the Launch of Digication’s Kora Courses Features ![Colorado Mountain College Journey Map](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Colorado%20Mountain%20College%20Journey%20Map.png) [The ePortfolio initiative began as a pilot program](https://coloradomtn.digication.com/app/), as outlined in the [Journey Map](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/image001%20\(1\)-1.png), evolving and expanding with capabilities offered by [the launch of Digication Kora Courses](https://support.digication.com/hc/en-us/articles/19987463166747-Digication-Kora-Courses-Production-Release-Resources). There have been endless possibilities for exploring and refining further with the ePortfolio, particularly as a tool for enforcing authentic assessment. Abby agrees CMC is “getting someplace” regarding program- and [institution-level assessment](/learning-platform/assessment). Forthwith, there’s an opportunity to “move the work forward.” Sooner or later, the ePortfolio can become a tool for “reimagining advising aligned with academic and career communities,” shares Abby. Here is an initial draft of the vision for Embedding ePortfolio in Holistic Advising to Capture and Celebrate the CMC Experience**.** In the meantime, a pivotal aspect of these structural improvements is a demonstrable alignment with the [institutional learning outcomes](https://coloradomtn.edu/academics/islo/) and the AAC&U VALUE rubrics. CMC’s Institutional Student Learning Outcomes (ISLOs) of Knowledge, Involvement, and Application were developed in 2022-23. This alignment to ISLO's ensures that the ePortfolios not only serve as a reflection of a student’s academic journey but also adhere to established educational standards. The integration of [AAC&U VALUE rubrics](https://www.aacu.org/initiatives/value-initiative/value-rubrics) with [ePortfolio assessment](/learning-platform/assessment) underscores the college’s commitment to maintaining a high-quality educational standard that is both rigorous and relevant. ## Strategic Alignment with Academic and Student Affairs through the COMPASS Initiative: The utilization of Digication ePortfolio is part of CMC’s broader COMPASS initiative, which seeks to align academic and student affairs strategically. The initiative aims to create a cohesive and personalized educational experience for students, leveraging the strengths of both theoretical and experiential services to support student success. ## The Beginning Stages of Adopting ePortfolios Colorado Mountain College took a bold leap into digital portfolio adoption, crafting a narrative of educational innovation. Abby, a passionate leader, and strategic guide in this journey, clearly represents a quest to redefine learning experiences. The guided pathway she’s helped foster isn’t just about portfolios; it’s about transforming education through a strategic blend of academia and student engagement, setting the tone for a progressive educational era at CMC. ### Piloting Innovation: Where It All Began In the early days, CMC initiated a pilot program, a small yet impactful experiment that sparked the curiosity of faculty and students alike. Abby walks us through those foundational moments, illustrating how a modest beginning laid the groundwork for revamping educational practices. But CMC didn’t settle for the ordinary. They seamlessly integrated [high-impact practices](/learning-platform/eportfolio) into the ePortfolio ecosystem, turning a simple transition into a dynamic and engaging educational journey. It’s not just about adopting ePortfolios; it’s about setting a new standard for excellence in learning. Sharing is caring, and CMC didn’t keep the ePortfolio excitement to themselves. The institution spread its wings, participating with renowned organizations and opportunities like the [AAC&U ePortfolio Institute](https://www.aacu.org/) and the [Association for the Assessment of Learning in Higher Education](https://www.aalhe.org/) (AALHE) assessment conference. Imagine being in a room brimming with innovative ideas and discovering the transformative power of ePortfolios in education. The school has thrived on collaboration in these settings, exploring uncharted territories with colleagues to uncover innovative strategies and learning from institutions that have embarked on similar journeys. ## Igniting Passion: Faculty Engagement and Resources Imagine ePortfolios not as a task but as an exciting opportunity. With her infectious enthusiasm, Abby led the charge in positioning ePortfolios as more than just a tool; they became an adventure for faculty. It’s not about compliance but embracing a new way of teaching, engaging with students, and learning. They didn’t mandate the use of the technology but instead extended an invitation to faculty to join the journey with their unique experiences and approaches. This opt-in strategy allowed educators to be partners in a transformative experience. And guess what? Students played a role, too. Advocacy bubbled up from within, making ePortfolios a shared passion between faculty and the bright minds they guide. It wasn’t just about introducing ePortfolios but about creating a support system. CMC tapped into the power of embedded tutors and student scholars, making the ePortfolio experience collaborative. Picture an inaugural student symposium: a celebration of achievements and a testament to the collective brilliance fostered by a vibrant and multi-faceted showcase of student learning and reflections. But, of course, resources were vital. CMC went all out to ensure faculty readiness. Onboarding checklists became roadmaps for this exciting journey, ensuring no one felt lost. Like with the school’s preferred [Canvas platform, easy integration](/community/integrations) with Learning Management Systems facilitated a virtual space where faculty can [seamlessly integrate ePortfolios into their courses](/learning-platform/assessment). ## Student-Centric Voyage: Engagement and Support ### Unleashing Creativity: Open-Ended Prompts and Student-Led ePortfolios Now, let’s shift the spotlight to the students at CMC. Imagine ePortfolios as canvases for self-expression. Abby and the faculty at CMC introduced open-ended prompts, allowing students to shape their ePortfolios into reflections of their learning journeys. It’s not about ticking boxes; it’s about unlocking creativity. Faculty didn’t just set the stage; they became role models. Imagine students as learners and active creators of their educational narrative. Faculty guided their paths while the students crafted their experiences. It’s a collaborative dance where educators offer support, but students take center stage. Transparency became the guiding light. It wasn’t about hidden criteria but about laying everything out in the open. Faculty and students alike embraced openness and transparency in teaching and learning. Imagine a process where the learning path is well-lit, and [every step contributes to the bigger picture of student outcomes](/learning-platform/assessment). ## Navigating Early Pilot Challenges: Lessons Learned ### Recognizing Hurdles with ESL Classes As with many innovative journeys, hurdles emerged when integrating ePortfolios with English as a Second Language (ESL) courses. Abby candidly shares the struggles, acknowledging that innovation sometimes comes with complexities. It’s not about shying away from challenges but finding solutions that ensure every student benefits. CMC’s commitment to inclusivity goes beyond hurdles. Plans are in motion to offer instructions in Spanish, break down language barriers, and ensure that ePortfolios are accessible to all. It’s like gleaning from a future where language isn’t a barrier to education but a bridge that connects students to a world of learning. Recognizing the reality of tech navigation challenges for students, CMC didn’t just identify the problem; they saw it as an opportunity for empowerment. Abby envisions a future where students confidently navigate the technological landscape, making ePortfolios an educational tool and a skill set that prepares them for the digital era. As this journey continues, Abby underscores the importance of continuous evolution. Acknowledging that innovation is an ongoing process, there’s a call for feedback loops, close communication with platform providers, and continuing technology and resource development. A system that adapts, learns, and grows meets the evolving needs of faculty and students. What truly stands out is the palpable enthusiasm among faculty members for outcomes assessment through ePortfolios. ## Transformative Ripples: Impact on Student Experience and Multimodal Assessment ### ePortfolios: More Than a Record, a Living Transcript Let’s talk about how ePortfolios became more than a snapshot; they evolved into living transcripts. Abby envisioned a dynamic reflection of student journeys, where ePortfolios weren’t just records but living narratives, a space where every click tells a story of growth, challenges, and triumphs. The college knew traditional assessment practices wouldn’t be enough. They instead embraced equitable assessment practices, recognizing the richness of diverse student identities. You can liken this to a gold standard assessment celebrating the uniqueness of every student’s journey. It’s not just about meeting benchmarks but acknowledging and valuing how students engage with their instruction. ### Beyond the Ordinary: The Power of Authentic and Multimodal Assessment Now, let’s dive into the heart of engagement: the authenticity and multimodality of assessment. Authenticity became the hallmark of evaluation at CMC. Assessments weren’t just tasks; they were real-world reflections of skills. Imagine a space where students weren’t confined to traditional measures but could express themselves through various mediums, creating a vibrant tapestry of assessments. ## Empowering Futures: Articulating Institutional Goals and Student Empowerment ### Igniting the Spark: Inspiring Innovation and Passion Imagine an educational setting where innovation isn’t just encouraged; it’s the driving force. Abby and the educators at CMC envisioned an environment that inspires colleagues and students alike. It’s not about adhering to norms but sparking a passion for learning beyond the classroom. They didn’t just see ePortfolios as digital files; they viewed them as tools for democratizing higher education. Abby envisioned a scenario where every student, regardless of background, could access and benefit from the power of ePortfolios. It’s about breaking down barriers and ensuring that education is a universal right, not a privilege. But ePortfolios at CMC weren’t confined to a checkbox exercise. They held intrinsic value beyond demonstrating institutional outcomes like an educational landscape that prioritizes the essence of learning, where the journey is as valued as the destination. It’s not just about meeting goals; it’s about understanding the profound impact of education on each individual. It’s a passionate endeavor to witness student growth and achievement and provide meaningful assessment. ### Looking Ahead: The Future of ePortfolios at CMC CMC’s commitment to ePortfolios remains unwavering. Abby envisions a landscape where ePortfolios showcase institutional goals and become integral in shaping student learning experiences. It’s a commitment beyond the digital realm, impacting CMC’s education core. In the grand tapestry of education, ePortfolios emerge as more than just a technological tool. They become catalysts for student learning and faculty engagement. Imagine a future where every student’s unique journey is celebrated, faculty finds joy in assessing outcomes, and knowledge isn’t confined to classrooms. As we close this discussion on the Colorado Mountain College ePortfolio experience, we’re not witnessing an end; we’re standing at the threshold of a future where innovation, enthusiasm, and commitment shape the very essence of education.  Don’t miss any episode of [the Digication Scholars Conversations](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) podcasts. Tagged Assessment & Outcomes ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/passion-student-learning-good-faces-unsplash.jpeg?width=599&quality=low) Assessment & Outcomes #### Passion for Student Learning Fuels Ascent to Higher-Ed Leadership & Reform With C. Edward Watson April 13, 2023 ](/blog/passion-student-learning-higher-ed-leadership)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/improving-student-experience-jeshoots-com-unsplash.jpeg) Assessment & Outcomes #### Making the Student's Experience Better With Outcome-Driven Assessment With Jennifer Sparrow January 17, 2023 ](/blog/better-students-experience-outcome-driven-assessment) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Empowering Students to Be in Control of Their Learning With Patty Goodman Hayward URL: https://www.digication.com/blog/empowering-students-student-centered-learning [Back to all posts](/blog) Teaching & Pedagogy # Empowering Students to Be in Control of Their Learning With Patty Goodman Hayward Digication|January 18, 2023|4 min read _Patty Goodman Hayward on the Digication Scholars Conversations._ How much value can you get from deeper student collaboration in University programs, and how does this impact the university and the organizations they work with? [Patty Goodman Hayward](https://www.linkedin.com/in/pattygoodmaneducator/) is the [Associate Teaching Professor of two graduate programs at Northeastern University](https://cps.northeastern.edu/faculty/patty-goodman/): Corporate and Organizational Communication and Human Resource Management. In this Digication Scholars Conversation, we discussed what it means to practice student-centered learning and why it’s incredibly valuable to focus on each individual’s skills and competencies through teacher-student collaboration as they craft their student portfolios. ### What Student-Centered Learning Involves Patty started by approaching students in the [HRM graduate program](https://hr.northeastern.edu/), inviting them to put together a student group to investigate and understand their current way of doing things from an HRM perspective and what the real-life implications were, and they made some surprising discoveries. ![student-encouragement](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/student-encouragement.png) First, as they studied the differences between groups and surveyed Human Resource professionals, they discovered that many within HR didn’t even know about ePortfolios! Then, many who became familiar with digital student portfolios agreed that it would help get to know a student’s skills and competencies, which are useful in a hiring context and is a high-impact insight. - When the students and faculty were asked what they thought were important things to include in an ePortfolio, two big, actionable points came up: - Organize by competencies versus just organizing by courses and reflections on these courses Having templates that facilitate this is a good way to encourage uptake Thanks to the [deep collaborative approach between students and teachers](/learning-platform/eportfolio) and soliciting input from industry professionals, Patty tells us that they have now moved forward with implementing what they’ve learned and using the Digication platform to execute these action steps. Host Kelly Driscoll noted that without this student collaboration and investigation process, any changes the programs may have made would likely have been superficial and would have left so much value on the table, both for the students and the university’s graduate programs! ### How You Can Implement Student-Centered Learning in Your Programs At the heart of it all, this open process is [key to student-teacher collaboration](/blog/curriculum-design-interdependent-world). It empowers people to find and hone their best version by showcasing their skills and competencies and effectively sharing that with others. Patty expressed this idea clearly by saying, “I think it's very important, especially in the adult learning process, that the learner should be in control of what it is that they're learning, and then how they're going to actually demonstrate and show that they've learned it.” In practice, a key point for student collaboration includes Touch-Point seminars on a student’s career and his prospects, where you essentially ask and expand on the questions: 1. How does an ePortfolio help you extract value from what you've gained and learned? 2. How does this help you build your brand? She points to the tools that Digication provides students to do these very things, from videos, presentations (and even specific aspects of those presentations), pictures, and other media that allow the student a great deal of control and accountability for [crafting their digital portfolio to showcase](https://northeastern.digication.com/app/) what they want people to know about them. Patty also noted that the advantages of using Digication’s system extend beyond a student’s graduation – whether it’s editing, refining, or redacting certain parts of their portfolio – their work isn’t locked in and limited as it would have been if they had used older, more conventional systems and approaches that other programs and universities are still using. ### The Student-Teacher Collaboration Challenges You Might Face and How to Deal With Them Effectively When it comes to suggesting changes to how things are currently done, you might face some initial opposition, so it’s important to start with the all-important whys: - Why should they care, and why does it matter to them? - What are the reasons and benefits of allowing students and teachers to work together with “equal voices” in a collaborative environment, especially regarding their learning and increasing the value that can be extracted from it? It’s useful to highlight the value you can get from this approach, not just from a student perspective but also for the specific programs that this is implemented in, as well as the value that it brings to the industry professionals and organizations that your institution works with; this can provide a powerful incentive for stakeholders and help assuage any reasonable skepticism. Want to dive deeper and hear more from Patty about the student-centered learning approach they implemented in Northeastern University’s Graduate Programs? Get the details on how they implemented Digication’s class-leading ePortfolio system in their programs, their approach to student-teacher collaboration, how they grade and account for the differences between students who are more on the creative side and those who aren’t, and the powerful effects of ethical intercultural communication, and more: [listen to the full episode here](https://youtu.be/1VaE7o7vMEQ). Don’t miss an episode. [Subscribe to the Digication Scholars Conversation podcast](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q/videos) by clicking here. Tagged Teaching & Pedagogy ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/reflection-advocacy-teacher-education.jpg) Teaching & Pedagogy #### The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone June 19, 2024 ](/blog/reflection-advocacy-teacher-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/monroe-community-college-magazine.png) Teaching & Pedagogy #### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee December 12, 2023 ](/blog/service-learning-writing-intensive-courses-bridging-academic-gap) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment With Celeste Kong URL: https://www.digication.com/blog/enhance-assessment-reflective-eportfolios [Back to all posts](/blog) ePortfolios # Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment With Celeste Kong Digication|April 26, 2023|5 min read While ePortfolios might seem new to some people, the support for using them as a reflective learning tool to enhance education and assessment in higher education has increased over the past decade, partly due to the growing need for [better accountability of student academics](/learning-platform/assessment). [ePortfolio pedagogy](/learning-platform/eportfolio) includes an evidence-based learning process and should ideally utilize technology that supports the long-term storage of academic work beyond the scope of students’ college careers. A well-structured electronic portfolio will improve learning and teaching as students can collect, store, and access their work and document learning experiences over time. In addition, since these [tools encourage long-term collection and storage of works](/learning-platform/assessment), it is an ideal virtual space that allows students to reflect critically on their academic works. An assessment ePortfolio has become increasingly essential for students in today's fast-paced and technologically advanced world. It is a wise choice and a powerful tool that can propel students' careers to new heights and offer [institutions invaluable insights into the student's learning](/learning-platform/assessment) journey and overall experience. ![educational-assessment-examination-mikael-kristenson-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/educational-assessment-examination-mikael-kristenson-unsplash.jpeg) Students can do more with their ePortfolio by sharing their selected works with others, including their advisors, professors, colleagues, or potential employers; it can be used for goal setting, resume building, and career development. ## Harnessing the Power of the Assessment ePortfolio to Propel Professional Growth While [speaking as a guest on our recent Digication Scholars Conversations](https://youtu.be/uxghLVS2T_A) podcast, [Dr. Celeste Kong](https://www.bu.edu/dental/profile/celeste-kong/), then  Professor and the Chair at The Henry M. Goldman School of Dental Medicine at Boston University, shared her reasons and the motivation behind encouraging her students to adopt these tools. Celeste eagerly shared her experience as Director, where she challenged her students to create cases that required innovative designs and models for their patients. Initially, the students would painstakingly put their ideas on paper, only to later transfer them to PowerPoint for presentation, showcasing their remarkable "before" and "after" processes. They would even display their impressive designs and models to patients.  But then, a revolutionary idea struck the [soon-to-be-retired professor](https://www.instagram.com/p/CeO_VOIAXqB/). What if the students started creating [ePortfolios to assess](/learning-platform/assessment) these exceptional cases? What if they could effectively document their enlightening learning journeys and invaluable experiences using a versatile medium they could easily carry wherever they go? The possibilities were endless – they could effortlessly demonstrate countless versions of their brilliant creations, allowing people from all walks of life to deeply admire and appreciate their outstanding works. Afterward, she [encouraged her students to show their work to prospective employers](/blog/eportfolio-gen-ed-wicked-problem) or Directors if they plan to go Post-Doc. Celeste has been using ePortfolio technology for a few years after attending a workshop where she was introduced to Digication. She’s convinced Digication has the right technology to help scale her students’ careers by assessing their projects anywhere they go. > In her words, “_**What I wanted our students to do was to shine, to make themselves shine in a way that was more mobile because carrying castes and models of patients to an interview - that’s tough, and you know it’s much better if you can do it digitally.**_” ### How ePortfolios Enhance Other Core Skills When Used in Collaboration with Other Practices A crucial point Celeste mentioned was that many people, including her colleagues, had difficulty adjusting to ePortfolio for assessment. Additionally, the transition to utilizing an [assessment ePortfolio](/learning-platform/assessment) posed difficulties for faculty members and students when evaluating alternative skills. She had difficulty selling the idea to colleagues because they told her, “_I’d have to read all that? When am I going to have time to read all of that, or when will the students have time to upload all of that?_” Although people initially perceived the process as tedious to read through, arrange, organize, and upload documents, projects, artifacts, and other items, the benefits were clearly seen and appreciated. All these collections help endorse individuals for their specific skill sets, knowledge, and experiences. Often, people are surprised to see how much students improve when exposed to reflective and experienced-based learning. This is because each entry is a statement, telling the story of the individual’s undertakings, accomplishments, experiences, learning, and skill acquisition process. Using ePortfolios in collaboration with other practices provides opportunities for students to assess the less-talked-about skills like critical thinking, evidence-based practices, visual thinking, and communication. Several of our findings at Digication revealed that learning with ePortfolio enhances the learning experience when students are presented with their virtual space to reflect and evaluate what they’ve learned. In line with our results, Celeste acknowledged that ePortfolio is a great tool to enhance critical thinking and communication skills and make connections between various educational experiences. Celeste also pointed out the limitations of current assessment systems, which predominantly rely on multiple-choice questions and fail to foster [critical thinking through the essay writing element](/blog/writing-engagement-across-curriculum). She noted that the [accreditation process](/learning-platform/assessment) of the Dental School emphasizes the need for students to possess good communication and critical thinking skills. Are any successes recorded from commissioning a reflective ePortfolio module as a tool for assessing students’ reflection? In her words, Celeste said, “We have them (students) reflect, and we have them post on their ePortfolios, and I think that went well. In fact, during our last accreditation, one of our students was asked to show them (accreditors) what she had online, and she showed them a case, something that she had posted on her portfolio - which is, of course, on Digication.” “And then they (accreditors) asked her, How would you know whether she had reached competency? We have other digital platforms where they can look at grades and their progress, so she also pulls that up and shows that to them.” The exceptional results the students showed mean they could evaluate their learning and accurately document their experiences meaningfully after processing their thoughts – using ePortfolio. ### Conclusion In Celeste’s words, _“We can only chase the future of education and assessment in medicine if we understand how far we’ve come and how to use what we’ve learned in the basics, old-fashioned way to enhance the future with technology.”_ ePortfolios are valuable tools with limitless pedagogical and career benefits. You can start documenting your career process and [tell your story](https://campus.digication.com/app/system/search). Digication is a platform that allows students to own their virtual space by building ePortfolios throughout their academic years. Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Preparing Your Students to Take On Tomorrow’s Wicked Problems With Paul Hanstedt URL: https://www.digication.com/blog/eportfolio-gen-ed-wicked-problem [Back to all posts](/blog) Teaching & Pedagogy # Preparing Your Students to Take On Tomorrow’s Wicked Problems With Paul Hanstedt Digication|June 25, 2023|4 min read Classrooms are usually a convergence of different types of students with various backgrounds, strengths, and mindsets. While some are more confident to raise their hands to answer questions, others are not so bold. Those who belong to the latter category are the ones Paul Hanstedt describes as those who sit in the corner. Often these students feel like they don’t belong in the classroom. Maybe they feel out of place or don’t know all the nuances and higher education jargon. Thanks to the dedication of educators using ePortfolio pedagogy within general education contexts, students have found the opportunity and tools to express themselves and show what they are capable of to their teachers and peers. In [this episode of Digication’s Scholars Conversation](https://youtu.be/1tgqQHQqoiI), Paul, Director of the Center for Teaching and Learning at Washington and Lee University, talks about how he looks out for the seemingly timid in the classroom and tries to get them out of their shell. As the author of the well-known [book, Creating Wicked Students: Designing Courses for a Complex World](https://www.amazon.com/Creating-Wicked-Students-Designing-Courses/dp/1620366975/ref=sr_1_1?qid=1687701039&refinements=p_27%3APaul+Hanstedt&s=books&sr=1-1), Paul needs no further introduction as an [advocate of an interdisciplinary and cross-cultural approach to teaching and development](https://twitter.com/curriculargeek). Having also felt out of place in the past, he shares his experience with different categories of students and how he prepares them to take on wicked problems outside of the school curriculum, with hopes they’ll become well-equipped for the dynamics of the world after graduation. ### Creating Insights to Tackle Tomorrow’s Wicked Problems The general practice in higher education is that professors hand materials to students and expect them to assimilate the material to get an ‘A’. Anything short of this means the student is neither good enough, nor smart, nor capable. While this approach to teaching has long been the norm in general education, Paul disagrees. He tells Digication’s Scholars Conversation that this model of higher education is simply about checking boxes and not about preparing students for the main purpose of being in school, which isn’t merely to get good grades. ![gen-ed-public-speaking-1](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/gen-ed-public-speaking-1.png) On identifying the different types of students in the classroom, Paul explains: > “you've got a variety of students. You've got students who have performed the traditional academic game really well and they can regurgitate the material. They can take the multiple-choice test and they know exactly how to write a paper in order to get an ‘A’ for their professor.” He explains that such students go on to encounter bosses who aren’t ready to hand them the template they need to excel or solve a problem. These students are now faced with an entirely different audience. The world suddenly becomes “a wicked and complicated place so the algorithms they were applying in university no longer work.” For Paul, the goal is to ensure that the student from a rural community who is now in an urban University understands that they are just as capable as the student from a private school who raises their hand to answer every question. While there may be a lot of conflicting forces against the student from the rural community, the general education ePortfolio is always available as a bridge that links everything together and helps the students that may lack confidence in the classroom to excel against the odds. Paul also explains that there’s a need to pay attention to the students always putting up their hands in class. This student has done the reading, taken notes, and can apply what they’ve read. However, they are often quick to forget what they’ve read after a few days. What prepares these students for the post-university world they are about to step into? For Paul, the real question is; “how do we align the educational system to the complexity of the world, and within that \[sic\] educational system make sure that all students at all levels reach their full capacity?” The [general education ePortfolio](/learning-platform/eportfolio) helps students to synthesize their learning and make connections across courses and other learning experiences such as [internships](/learning-platform/internships), volunteering, and [study abroad](/learning-platform/eportfolio). With this, when students in fields like Engineering encounter the dynamic wicked problems of the industry, later in life, they are able to solve the problems. They had received insights on how to tackle wicked problems during their days in the university, without sticking to the rigid system of regurgitating the content of their professors’ reading materials. Paul also touches on how some professors resist active learning for so many reasons, some of which are valid reasons. However, he explains that there is a need to change what happens in the classroom. “Pure content delivery is simply not enough because a person can know all the content and walk into the world and not know what to do with it.” Listen to [this  Digication Scholars Conversation](https://youtu.be/DlvzG8FQPco) Podcast on YouTube to learn more about solving wicked problems and preparing students for the future. Don’t forget to [subscribe to Digication’s YouTube Channel](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) for more insights from experienced educators from different higher institutions across the globe. Tagged Teaching & Pedagogy ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/reflection-advocacy-teacher-education.jpg) Teaching & Pedagogy #### The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone June 19, 2024 ](/blog/reflection-advocacy-teacher-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/monroe-community-college-magazine.png) Teaching & Pedagogy #### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee December 12, 2023 ](/blog/service-learning-writing-intensive-courses-bridging-academic-gap) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism With Abiodun Durojaye URL: https://www.digication.com/blog/eportfolios-advocacy-tools-students-barriers-racism [Back to all posts](/blog) Diversity, Equity & Belonging # The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism With Abiodun Durojaye Digication|October 18, 2023|5 min read _Abiodun Durojaye discusses the ePortfolio as an advocacy tool for students facing systemic barriers in Education on Digication Scholars Conversations_ Immigrating into a new society could be challenging, regardless of age or gender. The greatest challenge, however, is coming to terms with institutional racism at an early age, which can create systemic barriers to education and alter the trajectory of life in many ways. For Dr. [Abiodun Durojaye, her experiences](https://www.urbanalliance.org/employee/abiodun-durojaye/) as a Nigerian child in the United States shaped her to advocate for creating opportunities for young people. As one from an ethnic minority background, Abiodun believes in creating a world where young people wouldn't have to change parts of themselves to fit in or face systemic deterrents. In this episode of the [Digication Scholars Conversations](https://youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q), Dr. Abiodun Durojaye, the Chief Executive Officer of Urban Alliance, shares her experiences. As an immigrant, she has had to deal with the issues of diversity, equity, inclusion, belonging, and decolonization. Like having to go by the name Abby for 25 years because someone had nicknamed her in Fourth Grade as “Abby” - perceived easier to pronounce than Abiodun. It took getting a doctorate around ethnic and black-sounding names and workplaces to embrace her original name. Getting bullied as a fourth grader for “how you sound and how you look and what you say and your weird name” isn’t pleasant, but Abiodun has now embraced those things she was bullied for. These experiences, which highlight the hindrances encountered by many minority students, inform her professional mission, [to assess opportunities for young people](https://www.urbanalliance.org/location/chicago/). Having worked as the Executive Director of Career Services and Placement at a University, our guest realized that mentorship for young people must start early. This realization also stems from her wanting to be the advocate she never had as a young black girl. As a result, she now encourages people to gain different perspectives for the good of young people. By creating opportunities for those who do not feel included, she hopes that, unlike her, they won’t take 25 long years to feel valued. ## The Place of ePortfolio as an Advocacy Tool for Marginalized Students ![eportfolio-student-advocacy](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/eportfolio-student-advocacy.png) At Urban Alliance, the goal is to help young people hone their career development skills before they get to the College. They do this by creating opportunities for and linking high school students up with professionals to help them expand their network. This non-profit organization aims to create a level playing field by [nurturing social, emotional, and career development skills](https://www.youtube.com/shorts/UCrGTHgU7CI). Unlike traditional internship programs, Urban Alliance has a high school internship program connecting young people to one-on-one mentors at internship sites. Creating opportunities for young people is not without challenges. First, potential partners need to see the value of high school internships. For Abiodun, waiting until college to start an internship might be too late. This program, therefore, works to get employers to “see the value in a 17-year-old resilient kid from the south side of Chicago who wants to do good work.” Having undergone these mentorship programs through their internship, these kids have professional stories to tell even before college. The ePortfolio, therefore, comes in handy to help students gain career exposure by showcasing their unique stories and overcoming systemic barriers to education. Emphasizing the value of the ePortfolio to these students, Abiodun marvels at how much she could have done if she had her hands on a digital portfolio at 17. Being able to tell their stories using ePortfolio creates a level playing field. Regardless of one’s background or privileges, everyone can share their stories to connect with the same employment opportunities. Considering the number of students Urban Alliance works with who would ordinarily not have access to opportunities, ePortfolio saves the day. ## Unconventional Decision-Making Patterns The regular approach to career development often goes from high school to college, seal that first job, and proceed to achieve other career goals. Our outstanding guest tells us this may not be the case for everyone, especially those facing systemic educational barriers. While some people go to college and later get jobs, others must do both concurrently. Moreover, the mother of three would tell young people to see the forest for the trees while making career choices. For example, some people, perhaps, enjoy high school and would love to go to college, but they don’t have the resources to do so. As a result, such people must work for a while to save up for college. She suggests people should “start from the end and work their way right back.” The first question young people should ask themselves is what they want to do and what they want to be. While some careers, like medicine, are tied to college, others, like entrepreneurship, are about the length of experience. They must go through a decision-making process to gain career exposure and tap into opportunities for young people in fields like entrepreneurship. One must consider what they wish to sell and get certified, go for workshops, or do skill acquisitions to help them excel in their chosen fields. Each person's decision-making process is unique, so what works for Alice might not work for Geoffrey. Based on this premise, it is consequential to remember that young people have different privileges. As such, some are bound to be more privileged than others, and these privileges largely determine their decisions at every point in their lives. By starting from the end with their goals in mind, young people can find their unique pathways to success. With this comes the realization that although it is good to go to college, it may not align with their career goals. [Abiodun Durojaye also speaks on getting support from the parents and families.](https://youtu.be/rT9zXbLtiU4?si=znv5hMUtXOa7xi4J) Listen to this episode to learn from her experiences and why she thinks young people should also consider attending community colleges to navigate systemic educational barriers. Tagged Diversity, Equity & Belonging ### Related Posts [ ![](/images/blog/cultivating-belonging-ai-identity.jpg) AI #### Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them April 26, 2026 ](/blog/cultivating-belonging-ai-identity)[ ![](/images/blog/building-sustainable-lgbtq-peer-mentoring.jpg) Diversity, Equity & Belonging #### Building Sustainable LGBTQ+ Peer-Mentoring During COVID With Sam Ascensio June 19, 2024 ](/blog/building-sustainable-lgbtq-peer-mentoring)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Screenshot%202023-11-25%20at%2002.24.14.png) Diversity, Equity & Belonging #### A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility With Katie Lester November 24, 2023 ](/blog/blind-student-advocates-accessible-eportfolios) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Maximizing the Impact of ePortfolios for Science Communication Students With Jennifer Stonaker URL: https://www.digication.com/blog/eportfolios-science-communication-students [Back to all posts](/blog) ePortfolios # Maximizing the Impact of ePortfolios for Science Communication Students With Jennifer Stonaker Digication|July 12, 2022|4 min read _Student portfolios are a powerful tool for students, institutions, and potential employers._ Student portfolios are a powerful tool for students, institutions, and potential employers, but is your program getting the most value out of your student’s digital portfolios? Jennifer Stonaker is an advanced lecturer in Stanford University’s Program in Writing and Rhetoric, and we talk about their unique approach to ePortfolios and the impact that it is making on their students and their long-term prospects. ### How To Create a Good Student Portfolio: Show Your Work to More People Jennifer tells us that Stanford’s program provides two classes that support students while building their portfolios: the first is a one-unit course when they join the notation program, and the second one is a two-unit course toward the end when they are about to graduate and are putting the finishing touches on their ePortfolios. During the first course, they do showcases of student portfolios that are in progress, and these would enable students to get feedback both from a wider array of voices in-campus, such as from their peers and other experts, as well as from outside, such as family and friends, and this approach is unique to Stanford’s program and is not commonly found in other institutions who also make use of ePortfolios. This enables students to gain a broader perspective on how to make their presentations more insightful, make better connections between ideas, and answer questions that may otherwise not have been obvious.  Overall, getting feedback from a more diverse audience has resulted in students creating better ePortfolios, which has also helped them become better thinkers, storytellers, and communicators. ### The Interdisciplinary “Scaffolding” Approach to Creating ePortfolios The Stanford program’s approach to students and their portfolios originated from Jennifer and her colleagues answering the questions such as "How can we give students a meaningful experience where they really learn something about science communication?" and "How can we help students think critically about the work that they're already doing on-campus and use reflection as a way of integrating all of those experiences?" This led to having an interdisciplinary approach to helping students construct their ePortfolios and using them as a space where _learning happens_. They do this using a “scaffolding” process, which includes the following key factors that students learn: - The process of reflection - The process of building a portfolio - Artifact curation - Making connections - Storytelling This is something that students learn and practice throughout the two courses using a variety of tools and methods that Jennifer and those involved in the program have implemented. ### How A Well-Made Student Portfolio Impacts Everyone Around Them The impact of a well-made ePortfolio goes beyond just their own academic careers and future prospects. Not only have they created something that helps others realize the incredible work that they do, but they have more meaningful conversations with both their peers and ordinary people (such as their family and friends) about the positive impact that their work can have on society.  Another benefit is that they can be seen as _people_, not just scientists; as such, ePortfolios have genuinely changed students’ lives for the better. ### The Digication Advantage Jennifer then tells us that moving over to the Digication platform has resulted in students having more flexibility and power in how they organize and present their artifacts. Digication’s ePortfolio platform gives them greater control with pages, categories, and nested architecture that they previously did not have. Practically speaking, the work that students do in creating their digital portfolios is transferrable and has real-world applications, such as creating websites that can serve their purposes or provide insights for future employers, providing immense value for all involved, and this is something that the Digication platform facilitates. ### The Life-Changing Power Of ePortfolios The powerful effect that working on their student portfolios cannot be understated: students go from being nervous and lacking confidence as communicators, to being great storytellers and better thinkers, able to showcase their work and explain the real-world impact that this can have to people from a wider range of backgrounds. This has allowed them to take so much of what they have learned – and more – and continue to expand on these as they go out into the world in their chosen fields, continuously creating a positive impact as they do. Want to hear more from Jennifer and get the full details about the Stanford Program? Learn more about how Stanford developed their program, how they approach curation and storytelling, the role that alumni play in student development, and more. **listen to [the full episode](https://youtu.be/MRpKtGjRY9k) here**. Don’t miss an episode. [**subscribe to the Digication Scholars Conversations podcast by clicking here**.](https://podcast.digication.com/subscribe) Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Ethics in ePortfolio Technology in the Bright New Days of Innovation, Privacy, and Inclusion With AAEEBL Taskforce URL: https://www.digication.com/blog/ethics-eportfolio-technology-innovation-privacy-inclusion [Back to all posts](/blog) ePortfolios # Ethics in ePortfolio Technology in the Bright New Days of Innovation, Privacy, and Inclusion With AAEEBL Taskforce Digication|April 12, 2023|7 min read Technology is rapidly changing academia, and not everyone is always able to keep pace. What unseen challenges and risks need to be addressed? What are the best ways to do so, and how can these means be adapted to the wide array of backgrounds, contexts, and needs of those in higher education across the globe?  In 2018, The [Association for Authentic, Experiential, & Evidence-Based Learning](https://aaeebl.org/) (AAEEBL) realized that there was a need for guiding principles to ground the practices related to ePortfolios and formed a [Digital Ethics Task Force](https://aaeebl.org/digital-ethics-task-force/) comprised of ePortfolio scholars and practitioners to develop guiding principles, strategies, and resources. ![AAEEBL-digital-ethics](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/AAEEBL-digital-ethics.png?width=799&quality=low) We invited four members of the task force to discuss the reasons behind the principles that were developed and how these were designed for the benefit of everyone in the sphere of higher education: [Elizabeth Clark](https://jelizabethclark.com/whats-new), Professor of English at LaGuardia Community College, The City University of New York; [Megan Mize](https://fs.wp.odu.edu/mmize/), Director of ePortfolios & Digital Initiatives at Old Dominion University; [Peter McLellan](https://emory.academia.edu/PeterMcLellan/CurriculumVitae), Educational Analyst at Oxford College of Emory University; and [Sarah Zurhellen](https://wac.appstate.edu/directory/sarah-zurhellen), Assistant Director of the Writing Across the Curriculum Program and Professional Consultant in the Writing Center at Appalachian State University. ## What Are Digital Ethics (and Why Do They Matter)? With any new technologies come obvious advantages as well as less-obvious challenges and risks. This is true for ePortfolios and the impact this technology has had on pedagogical approaches, students, and faculty. "The need for conversation around digital ethics really came from the fact that ePortfolios have come of age and so as they have become more commonplace in colleges and universities as more and more students, faculty, and staff are working with them," said Elizabeth. > “The digital world around us is constantly morphing and evolving, so we need to be attentive to that and attentive to the ways that… new challenges that arise… we want to think about \[these\] in respect to the various digital ethics and the digital principles." Sarah noted that the intentional diversity in perspectives (and the content it would produce) would also help individuals from different backgrounds feel more compelled to participate and contribute, which continues the cycle of progressive and inclusive development. "It evolves because the team evolved, and people are coming in with new perspectives all the time and we benefit from that," said Megan. The discussion then turned toward certain principles and the situations that they served, as the panel highlighted experiences that planted the seeds that would grow into the [set of Digital Ethics principles](https://scalar.usc.edu/works/aaeebl-digital-ethics-principles-v2/index) that the task force developed. ### The Practice and Support Principles **Practice**: ePortfolio creators need opportunities to develop and practice the digital literacies necessary to create accessible and effective ePortfolios. **Support**: Institutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios. Sarah highlighted the [Practice](https://scalar.usc.edu/works/aaeebl-digital-ethics-principles-v2/principle-3-practice) and [Support](https://scalar.usc.edu/works/aaeebl-digital-ethics-principles-v2/principle-1-support) principles, and her job was to help faculty implement ePortfolios in their classrooms and was concerned about how to build that in for students so that it wasn't simply “tacked-on” technology, but that they also understood the pedagogical approach that would help them see how to effectively use that new technology in ways that made sense for their specific context. It's also important for institutions to provide the appropriate support necessary for everyone involved, whether it’s students, educators, administrators, and staff, which includes providing the necessary resources and professional development required to be able to sufficiently benefit from ePortfolios. ### The DEIBD Principle **Diversity, Equity, Inclusion, Belonging, and Decolonization (DEIBD)**: Educators are aware of equity-related challenges and address learning needs related to each student’s identity, culture, and background as they create ePortfolios. The panel moves on to discuss the [DEIBD principle](https://scalar.usc.edu/works/aaeebl-digital-ethics-principles-v2/principle-5-deibd-diversity-equity-inclusion-belonging-and-decolonization), and one of the significant challenges this helped to address was the potentially inequitable treatment of student work with respect to what influenced their development. Many factors can affect how educators perceive student work, and these may not always be appropriate in the context of fairly assessing results because of differing values and perspectives. The DEIBD can provide a framework that can facilitate appropriate adjustments based on the needs of a student and their specific contexts. "'What is it \[that\] we're really reviewing and rewarding and prioritizing?' and out of that, I will tell you the calibrations were much tighter, and the top portfolios that started being picked certainly reflected the population. We were dealing… far more accurately instead of privileging people's personal preference for sameness or for familiarity \[and\] to recognize the rhetorical moves those students were doing and valuing them," said Megan. ### The Access to Technology Principle [Access to Technology](https://scalar.usc.edu/works/aaeebl-digital-ethics-principles-v2/principle-5-access-to-technology): Adequate access to technology must be available for all students, and ePortfolio software should be accessible with institutional devices. The discussion then turns to the unrecognized challenges of unequal access to technology that students can face and the various implications this has for the way institutions and educators should be providing support. “If you're going to ask students to engage in ePortfolios and other digital kinds of work, then you need to make sure that it's possible… having a device, having a space to work, and having internet, really thinking about what that looks like in a very intentional way,” said Elizabeth. The panel discusses the fact that there is a real digital divide that affects more people than many in higher education might realize, and this affects students in many ways that aren’t immediately obvious.” “We have a lot to learn about how to support students who do not have physical access to devices, \[the\] internet, who do not have knowledge of how to use these digital devices in a sophisticated way,” she said. ### The Visibility of Labor Principle **Visibility of Labor**: The labor required by students, educators, and administrators to create, develop, implement, support, and evaluate ePortfolios should be visible, sustainable, compensated where appropriate, and counted toward evaluation and advancement. While discussing the [Visibility of Labor principle](https://scalar.usc.edu/works/aaeebl-digital-ethics-principles-v2/principle-13-visibility-of-labor), a number of key influencing factors were pointed out as being accelerants to digital creep resulting in undervalued and unpaid labor: the pandemic and the lockdowns, the adoption of new technologies resulting in multimodal teaching methods, and so on. “The acknowledgment and time and space for that work has not \[been there\], and part of it is \[that\] technology makes it easy to do things rapidly and makes it easy to do it invisibly,” said Megan. “A lot of us are doing… more jobs than we did before under the umbrella of our one job, and we really need to talk about that labor, how that labor is supported, and what that looks like on our campuses,” said Elizabeth. “Really making labor visible is so important: who is doing this work? How are they being supported? What does that support look like? Do people have what they need to do their jobs?” ### What Can You Do to Get Involved Right Now? The panelists acknowledged that the vast amount of information may be daunting to those who might want to get involved, and they suggested to simply start with one thing and go from there. > "I would just invite folks who are listening to our conversation today who open up the principles and might feel on their first pass that it's a little overwhelming to take a deep breath and pick one and jump in and think about your relationship to that principle at your institution," said Elizabeth "Being able to identify just one thing that you can do to work… to improve your teaching and learning… to \[give folks\] a first step to making those changes because while… justice requires systemic change, giving folks that first step can oftentimes be the most revelatory moment for them," said Peter. Want to contribute? AAEEBL and The Digital Ethics Task Force would like to invite you to [participate in the ePortfolio Mapping Project](https://odu.co1.qualtrics.com/jfe/form/SV_42weZP2bwkltHx4) by filling in this survey. Dive deeper and learn more about the unexpected challenges that educators faced that influenced the genesis of the principles, the risks of exploitation that were mitigated, and the impact that digital ethics can have on your institution and the systems you work in, and more. [listen to the full episode](https://www.youtube.com/playlist?list=PLaapoccj5iNc7gOaT4WpJthaeT4RCOhSA) here. Don’t miss an episode. [subscribe to the Digication Scholars Conversations](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) podcast by clicking here. Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Why Faculty Find Reflection Is the Pedagogical Superpower We Need Now More Than Ever URL: https://www.digication.com/blog/faculty-reflection-pedagogical-superpower [Back to all posts](/blog) AI # Why Faculty Find Reflection Is the Pedagogical Superpower We Need Now More Than Ever Digication|April 22, 2026|4 min read John Dewey said it plainly: "We do not learn from experience... we learn from reflecting on experience." It sounds almost too simple. But if that's true, why is structured reflection still one of the most underused tools in higher education? That was the central question at the heart of a session presented by Oglethorpe University's Stephen Herschler Mattern and Digication's Jeffrey Yan at AAC&U CLASS 2026. Their argument: reflection isn't a soft add-on. It's the connective tissue running through every High Impact Practice, and it may be the single most powerful thing faculty can offer students. ## What Reflection Actually Does Think about a student you taught a few years ago. What do you hope they're still carrying with them? Not a specific theory or date or formula, but a quality. Self-awareness. Intellectual humility. The ability to learn from failure. Those qualities don't develop automatically through experience. They develop when students are asked to stop and think about what they just experienced, what it means to them, and how it connects to who they're becoming. That's reflection. And when it's done well, it gives students the chance to relate learning to their own lives, integrate new knowledge with what they already know, develop genuine self-awareness, and build the kind of self-regulation that serves them long after graduation. For educators, it offers something equally valuable: a window into how students are actually thinking, in their own words, without the performance layer that most assignments invite. ## It Works Across Every Discipline and Format One of the most useful things the session surfaced is how adaptable reflection is. In STEM, a biology capstone can use reflection to help students articulate how they've grown as scientific thinkers. In a core curriculum ethics course, reflective prompts can push students to wrestle with questions that don't have clean answers. Reflection can happen before a learning experience as an activation exercise, during it as a check-in, or after it as synthesis. The format is flexible too. Writing is the classic approach, and there's good reason for that. A colored pen and a blank page create a productive pause that has genuine pedagogical value. But video, audio, and multimedia reflection are increasingly common, especially for students who communicate more naturally in those modes. ## AI-Coached Reflection Is Changing What's Possible What's newer, and genuinely exciting, is the emergence of AI-coached reflection. Digication's TORI (Taxonomy of Reflective Inquiry) framework brings a structured, scaffolded approach to reflection that meets students where they are and guides them toward deeper thinking. As Arthur C. Brooks puts it, "if you can make honesty and self awareness your superpower, you will become happier, more empathetic and more successful in all you do." TORI is designed to help students develop exactly that. Whether you're just starting to incorporate reflection into your courses or looking to build a more systematic approach across your program, the tools and frameworks are available to make it work. The question is less about whether reflection belongs in your classroom and more about how you want to bring it in. Curious about how TORI and Digication can support reflective practice on your campus? [Get in touch with our team](/contact) to learn more. Tagged AIReflection & Storytelling ### Related Posts [ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided)[ ![](/images/blog/cultivating-belonging-ai-identity.jpg) AI #### Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them April 26, 2026 ](/blog/cultivating-belonging-ai-identity) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Changing the World by Giving Students the Freedom to Learn and Explore With Brody Tate URL: https://www.digication.com/blog/giving-students-freedom-learn-explore-eportfolio [Back to all posts](/blog) ePortfolios # Changing the World by Giving Students the Freedom to Learn and Explore With Brody Tate Digication|January 18, 2023|5 min read The days of analog learning are over. The world has become heavily invested in technology over the past few decades. This means that students now tend to lean towards digital learning, hence the timely intervention of digital learning with e-portfolio. In a world that’s constantly on the go, students hope to learn at any time, wherever they are. In a [chat with Jeff Yan on Digication’s Scholars Conversations](https://youtu.be/e32aSosBnGQ), Loyola University, Chicago’s learning portfolio manager, Brody Tate tells us why education needs to shift from the idealistic tendencies of books and theories and tilt towards the individuality of every student. This will only be possible when/if students have the freedom to achieve their potential and the right encouragement for them to utilize this freedom without holding back. ![explore-learning-ePortfolio-thought-catalog-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/explore-learning-ePortfolio-thought-catalog-unsplash.jpeg) ### e-Portfolio as an Institutionalized Tool for Student-Centered Learning While e-portfolios are useful for individual courses, they work best when institutionalized. Therefore, it is not surprising that schools like Loyola University, Chicago have an entire program dedicated to learning portfolios. Programs like this are geared towards helping students link their academic experiences across courses using e-portfolio. [Speaking with Jeff on the podcast](https://www.youtube.com/watch?v=e32aSosBnGQ&t=1101s), Brody Tate highlights the need for better digital practices in using portfolios. According to him, he reaches out to faculty and encourages them to explore learning with e-portfolio when they are helping students navigate. “I encourage them (faculty) to have better digital practices when they're helping students navigate using portfolios for their work and encourage them to take this work again and share it with others,” he said. Learning institutions now focus on students’ explorative and creative tendencies. The aim is to open them up to smart, solution-based potentials in practical situations, as opposed to how well students perform in tests, term papers, or exams. The best pedagogical practices these days, are those that pay attention to the importance of student-centered learning. Such practices give learners the chance to explore and express themselves according to their understanding of knowledge gathered both within and outside the classroom. One of the tropes of digital learning with e-portfolio is that although students are given the freedom to explore, a part of the job lies with the faculty to give them the encouragement they need to express their creativity as part of the learning process. ### Learning by Exploring with e-Portfolio The place of e-portfolio in education is cemented by the fact that it allows students to consciously connect educational experiences and concepts with the hopes of applying them to practical situations. Beyond the final product of any phase of education, be it a bachelor’s degree or a Ph.D., students get the chance to document their learning process. In Brody’s words, “we want students to have access to not only retain the assignments and amazing work and research that they put all this time and energy into they can then also reflect on that experience and have some sort of tangible timeline and visual representation of their learning.” Teachers also get to understand their students not just as dependents for knowledge but as persons/individuals. With this, different levels of connection between teachers and learners are built. This automatically adds color to the learning and teaching experience. When students get the chance to explore learning with an e-portfolio, self-regulated learning becomes a norm. The question of where, when, and how learning takes place then lies solely with the learner. Although this will require some level of discipline, it gives students the freedom to explore while learning as part of their development process. In the teacher’s bid to help students navigate the self-learning process, teachers might create a structure with reflection prompts and encouragement to help learners stay on track. While the content of an e-portfolio can form part of the classroom discussion or activity, learners have the main responsibility of personalizing their learning process. They are also responsible for the content of their e-portfolio such that it reflects their individuality and unique journey through the learning process. The ultimate goal is that students are able to use their e-portfolio to create an identity and demonstrate their perspective of acquired knowledge. They also have the freedom to share the portfolio with whomever they wish to share it with, whenever they want to. The place of e-portfolio in education transcends beyond the school. With their e-portfolio, students can confidently talk about what they have learned and show proof to back their words. As Brody tells us in Digication’s podcast, there’s been a case where an engineering student got hired for a high-ranking job thanks to their e-portfolio. The student was considered for the role when the hiring committee saw their portfolio. The job was for someone that could build and design a robot. The student had a video of them doing their senior capstone which involved building and designing a robot. With this video, the hiring committee was convinced that the student could do the job because they had proof. Like the engineering student, an e-portfolio allows learners to explore and document their learning process to make an impact with the acquired knowledge to change the world. We aren’t surprised that Broddy confirms that he has seen “portfolios that highlight aspects of who they (students) are in ways that I never would have known otherwise.” It is not just enough for students to put up LinkedIn profiles describing themselves with industry buzzwords to gain employers’ attention. The goal should be for students to be able to show proof of what they have acquired through the years and present themselves in dynamic ways that beat norms and stereotypes. We would all agree that this can only be possible when students are able to enjoy the learning process and are given the freedom to learn and explore their scholarly journey. Catch up with Brody Tate on [Digication’s Scholar’s Conversation](https://youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) to learn more about his experience as Loyola University, Chicago’s Learning Portfolio manager. Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # The Highly Impactful ePortfolio: Keeping Students Engaged and Motivated With Alex Della Fera URL: https://www.digication.com/blog/highly-impactful-eportfolio-keeps-students-engaged-motivated [Back to all posts](/blog) ePortfolios # The Highly Impactful ePortfolio: Keeping Students Engaged and Motivated With Alex Della Fera Digication|December 12, 2023|3 min read _Alexandra Della Fera was on the Digication Scholars Conversations_ Attending school, achieving excellent grades, and obtaining a degree has long been seen as the traditional route to securing a successful career. This well-established pathway used to be the golden ticket for every student. However, while it may serve as a motivation to pursue education, the traditional classroom setting often falls short in terms of engagement and support. Regrettably, this has resulted in numerous students skipping classes and becoming disconnected from the learning process. Even experienced professors can only ensure student success by implementing strategies and utilizing tools that foster a meaningful and impactful classroom experience. ## Why ePortfolio Pedagogy and Tools Are Important for Student Engagement The pandemic recently confronted the world, shutting down many aspects of our lives. The unusual circumstances of this dreaded time redefined our realities in many ways. Schools quickly shifted to remote learning, and in-person activities abruptly stopped. The isolation meant instructors had to seek the learning experiences they previously offered students. While various platforms like Zoom and Google Classroom made online classes possible, there was a lingering cause for concern among instructors. [Alexandra Della Fera](https://www.linkedin.com/in/alexandra-della-fera-68b101219/), Associate Professor of English at [Passaic Community College](https://apps.pccc.edu/directory/search/), suggested ePortfolios as the coup de grace for keeping students engaged during online classes. In her quest to get the best ePortfolio platform, she found [Digication’s ePortfolio](https://campus.digication.com/app/) to be the most suitable. Not only did she have to prove the efficacy of this tool for student engagement, but she also had to convince other faculty members of its value in various disciplines. Although she worried about the outcome of this new ePortfolio expedition[](https://pccc.digication.com/app/), her passion and positivity led the way. Once she rolled out her strategy for using ePortfolio in her online classes, the outcome convinced her she wasn’t wrong about the choice. The students loved it; other school staff and faculty members tapped into her success. [![Digication Passaic County Community College](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Passaic%20County%20Community%20College.png)](https://pccc.digication.com/app/) Faithful to Alex’s testimony in [this episode of Digication Scholar Conversations](https://youtu.be/p6pd6414JjM?si=K2f39lWy6oAVrezu), the benefits of ePortfolio are not limited to listing out your academic credentials. It helps students to learn more about themselves beyond the classroom. The instructor gets to know their students while students see their instructor beyond the curriculum, establishing stronger relationships that foster deeper learning and increased motivation. [Peers can also share their ePortfolios and learn from one another](/learning-platform/eportfolio)’s experiences and goals. [Permission to submit works to assignments](/learning-platform/eportfolio) grants the student a chance to give feedback to the instructor about the learning process. The instructors get to know each student’s unique academic needs and where/how to help. No wonder ePortfolios are now considered a high-impact practice. ### Different Platforms Have Different Purposes While the ePortfolio tool utilization focuses on student engagement and motivation, Alex quickly shares with her students that it wouldn’t fit in the space of the typical social media platforms. While some students might want to elevate their social lives above all else, Alex found it helpful to educate students on best practices in creating digital personas while considering the context of the ePortfolios and its intended audience. The ePortfolio is the student’s chance to promote their learning and achievements and get feedback. Through ePortfolio, students can view, make comments, and connect. They can discover more about their peers and find common ground by sharing experiences in and outside the classroom. They can even add links to blogs or YouTube Channels. Students have fun and get creative when personalizing their digital portfolios while keeping the content more thoughtful and impactful than typical social media posts. Want to know more? [Listen to Alex’s first-hand account](https://youtu.be/D3B1oPlWf5g?si=9r0PIdHrXKqSnTGc) of how Digication’s ePortfolio helped turn a potentially unconnected online class into a highly engaging learning opportunity on this episode of Digication Scholar Conversations. Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Why Identity and Storytelling are So Powerful in the Digital Era With Beata Jones URL: https://www.digication.com/blog/identity-storytelling-digital-era [Back to all posts](/blog) Reflection & Storytelling # Why Identity and Storytelling are So Powerful in the Digital Era With Beata Jones Digication|April 12, 2023|4 min read _Beata Jones on the Digication Scholars Conversations_ If academic institutions were to provide and teach students to use just one tool to integrate all their knowledge, experiences, and values, what should it be (and why)?  [Beata Jones](https://www.neeley.tcu.edu/DirectoryProfile/Jones-Beata/9049a6e5-0264-46f7-865e-c62182cc6fcc), Ph.D., is a Professor of Professional Practice in the Business Information Systems and Supply Chain Management Department at Texas Christian University, a Neely Distinguished Teacher, [Honors Faculty Partner](https://honors.tcu.edu/news/2022/beata-jones-named-to-national-collegiate-honors-council-board-of-directors.php), and Graduate eLearning Fellow to the National Collegiate Honors Council Board of Directors. She joined the Digication Scholars Conversation to discuss how digital storytelling can powerfully affect students' lives, even beyond their academic careers. ## The Power of Digital Storytelling ![identity-digital-storytelling-kyle-glenn-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/identity-digital-storytelling-kyle-glenn-unsplash.jpeg) Storytelling is a powerful tool that the most effective leaders from both past and present use to connect, communicate, and effect impactful change. Leaders such as Martin Luther King, M.K. Gandhi, and Nelson Mandela have all used the power of narratives and storytelling to move millions of hearts and minds. Dr. Pamela Rutledge, Director of the [Media Psychology Research Center](http://www.mprcenter.org/) and faculty member in the media psychology program at [Fielding Graduate University](https://www.fielding.edu/), puts it succinctly: Stories are how we think. The digital age has only amplified the effect that stories can have, which is becoming more widely recognized in higher education. This includes the impact that stories can have on students, institutions, and even society. In the Digication Scholars Conversation, Beata Jones emphasized how beneficial it was for students to have the means and guidance to tell their stories better through their ePortfolios. This was not just for learning assessment but also to help them reflect on and integrate their experiences in a helpful way for external audiences. That said, students have not always been allowed to tell their respective stories in such a focused way, so there are challenges to look out for: ### Identity, Storytelling, and ePortfolio The stories that individuals construct for themselves can significantly affect their lives and the lives of those around them. In an academic setting, this can be used to integrate and extract more value from students' learning experiences and better understand how they relate to these (and vice versa). However, it hasn’t always been clear how students could do this virtually. > "It's extraordinary… often… when institutions embark on these efforts… they may not realize how little students previously have had the opportunity to tell their stories; they haven't been asked, certainly not in school!" **Beata remarked**. If no one asks students these questions or guides them meaningfully, how can they cohesively construct and tell their unique, respective stories? [Beata](https://www.linkedin.com/in/beatamjones?challengeId=AQGyuH7e8MwSrQAAAYqT0P6tcT7iqZfP9tz8OfHrQD0mfJzB8AH7mHe_wN6hNPm4JhSUV--LMX1bW_TFApksJ5oqzuvdrVtGDg&submissionId=b3a1b1ad-ffc5-8417-3f68-879cb48b830b&challengeSource=AgGYJe5VLZlPQQAAAYqT0XGguB9AOfbVeSgj8gcRLHOehHBgVuJ4SfZM1-ltSrI&challegeType=AgFib86hr2FNwwAAAYqT0XGjRGG2yLTAS39TgfJanBSc0j2HfLlugcI&memberId=AgGROP8APbbbLQAAAYqT0XGmTGo_V36PGuQsiZGVHnCxvcc&recognizeDevice=AgHujDZ8LLruOgAAAYqT0XGpK1PxNAjfhOScklXrfHGwdrTjHm41) noticed this and went to work toward trying to create a systemic shift in how their program would use ePortfolios to integrate digital storytelling, starting with helping students appreciate the value that they could derive from it to facilitating an academic environment and framework with the tools and best practices that would enable them to craft their stories well. "There was just this huge shift from simply checking off of outcomes boxes to celebrating the student experience and for institutions to recognize that the more they know about their students, the better that they can serve them while they are at their institution and the closer relationships that they will maintain with them after graduation which think helps whole communities thrive," she said. "I thought this was critical to add storytelling and use the technology to its full potential. \[The\] web is about connections. So, using everything out there and bringing it to the ePortfolio, using the rich tools available to demonstrate our story." ### How to Integrate Storytelling Effectively When asked about providing guidance, coaching, or best practices, Beata highlighted several practices and concepts and referred to her [paper in the International Journal of ePortfolio](https://eric.ed.gov/?id=EJ1142752). The [Digital Storytelling with ePortfolios paper](https://eric.ed.gov/?id=EJ1142752) includes helpful guidelines \[on\] how to tell stories, digitally, with design in mind. There is also an evaluation rubric that provides additional guidelines. > “It all comes to guidance. You need to spend time with students, and you need to tell them why it's important. What's the benefit of their putting the effort \[in\] to tell the story digitally and doing it well.” Effective scaffolding may also include appropriate templates, guidance for customization, and modeled expectations. "There was an exemplar portfolio that was kind of a meta portfolio about how to do digital storytelling with the portfolios and we had an assessment rubric that provided guidance," Beata explains.   Beyond visual examples, appropriate instructions and explanations should also be provided to convey the importance of factors like context-specific criteria, hyperlinks, artifacts purposefully created for the portfolio, etc. #### What have been the results of Beata’s work? Students began creating great-looking portfolios with rich, meaningful content, constantly raising the bar on what can be done with ePortfolio technology when strong pedagogy is in place. At TCU, students celebrated what they were learning, paid forward to other students by providing peer mentorship, and inspired other institutions to follow and recognize the importance of storytelling and personal branding. Want to hear more from Beata Jones on how she led the integration of digital storytelling, personal branding, and identity for students and how teachers can produce more of a positive impact on their student’s academic experiences through ePortfolios? [**listen to the full episode**](https://youtu.be/NvOE08E53Cw) here. Don’t miss an episode. [Subscribe to the Digication Scholars Conversation](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) podcast by clicking here. Tagged Reflection & Storytelling ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Unlocking Career Growth & Opportunities Through Internship Experience With Thaddaeus Canuel URL: https://www.digication.com/blog/internship-experience-unlocking-career-growth-opportunities [Back to all posts](/blog) Career & Internships # Unlocking Career Growth & Opportunities Through Internship Experience With Thaddaeus Canuel Digication|January 14, 2024|5 min read _Thaddaeus Canuel Discusses the Transformative Power of Internship Using the ePortfolio_ Get ready for an exhilarating ride as we delve into the captivating journey of Thaddaeus Canuel, where the spotlight is on the transformative power of the ePortfolio in internship experiences. [Thaddaeus's story](https://youtu.be/ODRnbcbZKYU?si=OKIZVVxgeVNwpk-f) is not just about securing a spot in the House of Representatives; it's an odyssey of personal and professional growth, a tale that unfolds like a thrilling roller coaster ride. So, fasten your seatbelts as we navigate the twists and turns of Thaddaeus Canuel's Internship Odyssey, where [internship experience](/learning-platform/internships) takes center stage. ## Introduction to Thaddaeus Canuel's Internship Experience Picture this: a Star Wars-loving aspiring engineer who, after an unexpected turn of events, finds himself not building spaceships but navigating the intricate corridors of politics. In the dynamic landscape of internships, Thaddaeus Canuel emerges as a beacon of inspiration, turning a mere internship into a transformative journey. Thaddaeus, armed with degrees in Political Science and Psychology from Arizona State University (ASU,) was ready to conquer the political arena. His internship, with guidance from [another Digication Scholars Conversations guest, Gina Woodall](https://youtu.be/IUhSgVXz85U?si=PtI-7EtXcklTPk1e) \- his teacher at ASU who introduced him to Digication, wasn't just a professional checkpoint. It was a profound exploration of his passions, a journey that would shape his career trajectory. ## Getting Involved in the Internship Program Thaddaeus's adventure begins with a stellar recommendation from Professor Strickland, propelling him into an internship in the heart of political action – the House of Representatives in Washington, D.C. This wasn't just an academic endeavor; it was a pivotal moment that ignited Thaddaeus's passion for working in politics. The Arizona Teen Court Association had laid the groundwork, and now, Thaddaeus was ready for the big leagues. ## Duration and Significance of the Internship Fast forward to four to five whirlwind months in the political epicenter, where Thaddaeus wasn't merely an intern but a key player in the legislative process. [The National Defense Authorization Act](https://armedservices.house.gov/ndaa) for 2023 became his arena, showcasing not only his skills but also his unwavering dedication and commitment to making a meaningful impact. The significance of Thaddaeus's internship experience goes beyond the surface level of tasks and responsibilities. It delves into the heart of his personal and professional growth, a journey that challenges him to step outside his comfort zone and contribute meaningfully to the legislative landscape. ## Reflective Learning Through High Impact-Practice Enter Digication, a learning platform designed for [high-impact practices](https://www.aacu.org/trending-topics/high-impact) – Thaddaeus's secret weapon in documenting his challenging and propitious internship experience. Using Digication, [Thaddaeus created an Internship ePortfolio](https://asu.digication.com/thaddaeus-canuels-eportfolio/preparing-to-interview), a  digital treasure trove encapsulating the significance of his journey, serving as a testament to his commitment to self-reflection. It's not merely a collection of artifacts but a living narrative of his growth, a testament to the importance of reflection in the learning process. [![thaddaeus-canuel-internship-eportfolio-digication](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/thaddaeus-canuel-eportfolio.png)](https://asu.digication.com/thaddaeus-canuels-eportfolio/preparing-to-interview) Thaddaeus capitalizes on the full breadth of Digication’s capabilities as a tool for perpetual self-improvement. Recognizing the power of self-reflection, he leverages this platform to not only document his experiences but also to analyze and understand his growth throughout the journey. It's a dynamic process that encourages introspection, making Thaddaeus an active and engaged participant in the development of his skills and strengths. ## Continuing Reflective Practice After Graduation Thaddaeus's commitment to reflective practice doesn't end with graduation; it's a lifelong pursuit. Beyond the confines of academia, he envisions seamlessly integrating self-reflection into his everyday life. For him, it's not just a skill to master; it's a way of life that enhances learning, fosters [personal development](https://youtube.com/shorts/k1zs4qwjsL4?si=ZLFJgd0ItbX2pwuE), and fuels perpetual curiosity. In a world where constant evolution is the norm, Thaddaeus recognizes the enduring value of self-reflection. His dedication to incorporating this practice into his post-graduation endeavors is a testament to the belief that growth is a continuous journey, not a destination. ## Unexpected Pivots in Thaddaeus' Journey But Thaddaeus's journey wasn't always destined for politics. An early attempt at engineering signaled the need for change and paved the way for an unexpected pivot toward criminal justice and AP Psychology. This twist in the plot wasn't a setback; it was a revelation. Thaddaeus's ability to adapt to unexpected turns became a defining characteristic of his career journey. The real game-changer, however, unfolded during his internship in 2022. Imagine Thaddaeus at an event where Senator Kyrsten Sinema from Arizona was speaking.  He felt a strong, sudden urge to approach the senator. Despite initial apprehension, he trusted his gut, got her attention, and took full advantage of the opportunity to speak to her one-on-one.! That bold move led him to intern at her office, altering the trajectory of his career. ## Current Position and Future Roles Fast forward to the present – Thaddaeus isn't just reminiscing about his internship; he's reaping its rewards every day. Now employed full-time as staff in the United States Senate in Washington, D.C., his excitement to serve people knows no bounds, and he's determined to make a difference on a grand scale. Thaddaeus is knee-deep in new policies, bills, and laws. His excitement to serve the people of Arizona is contagious, and he's committed to making critical, positive changes for fellow Arizonans and the United States of America as a whole. ## [![thaddaeus-canuel-showcases-digital-technology-internship-ePortfolio](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/thaddaeus-canuel-eportfolio-1.png)](https://asu.digication.com/thaddaeus-canuels-eportfolio/digital-technology)A Recap and Well Wishes And there you have it – Thaddaeus Canuel's Internship Odyssey, a narrative that goes beyond the surface and dives into the depths of personal and professional growth. From a political enthusiast to a key player in the Senate, his journey is one of growth, unexpected turns, and self-discovery. So, what's your internship story? Thaddaeus's tale shows us how, sometimes, the most unexpected turns and trusting your gut lead to the most extraordinary destinations. [Here's to high-impact practices](/learning-platform/eportfolio), reflective learning experiences, and the endless possibilities they unlock! Cheers to Thaddaeus and his bright future ahead. Tagged Career & Internships ### Related Posts [ ![](/images/blog/transforming-career-services-bucknell.jpg) Career & Internships #### Transforming Career Services: Insights from Bucknell's STEM Career Coach With Christa Matlack December 9, 2024 ](/blog/transforming-career-services-bucknell-universitys-stem-career)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/nursing-reflection-national-cancer-institute-unsplash.jpeg) Career & Internships #### The Power of Portfolios in Veterinary Education and Career-Seeking With Jorge Colón March 13, 2024 ](/blog/reflection-power-eportfolios-veterinary-education)[ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Leading ePortfolio At Scale With Empathy In A Large Research Institution With Kate LaBore URL: https://www.digication.com/blog/leading-accessible-eportfolio-large-institution [Back to all posts](/blog) ePortfolios # Leading ePortfolio At Scale With Empathy In A Large Research Institution With Kate LaBore Digication|November 21, 2023|5 min read Implementing an accessible ePortfolio program at a large research institution can be complex but has many benefits. With an ePortfolio system, educators and administrators can provide students and faculty with a way to reflect on their learning and development, document their achievements, and showcase their skills and expertise to others. An ePortfolio is a digital collection of evidence that showcases a person’s skills, achievements, and experiences. The teaching, learning, and reflection tool serves various purposes, including professional development, career advancement, and academic assessment. Therefore, implementing ePortfolio at scale in a large research institution requires significant time and resources to design, develop, and roll out the system. [In this episode of Digication Scholars Conversations](https://www.youtube.com/watch?v=CMAptIxNrYI), we welcomed Kate LaBore – A Technology and Media Professional in the [Center for Innovation in Teaching and Learning](https://citl.illinois.edu/) at the University of Illinois Urbana-Champaign (UIUC). She discussed the challenges of implementing ePortfolio in a large research institution and the importance of integrating ePortfolio with the campus Learning Management System. ## Application of ePortfolios in Large Educational Institutions [![UIUC\_BestProfessionalPortfolio\_Gallery-1](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/UIUC_BestProfessionalPortfolio_Gallery-1.png)](https://illinois.digication.com/best-of-illinois-eportfolio/personal-portfolios) It is crucial to approach the process with empathy and to consider the needs and perspectives of the various stakeholders involved to successfully turbo-charge an accessible ePortfolio program. Stakeholders may include students, faculty, administrators, and others impacted by the program’s implementation. Kate emphasized what made it possible, citing her experience with Digication’s ePortfolio at UIUC, especially for courses that use portfolios. Integrating Digication with Learning Management Systems makes handling extensive coursework with many outcomes easier. While it is good that institutions are aware of the significance of ePortfolios and are integrating this educational technology to aid learning and students in different ways, there are also challenges, such as promoting awareness of ePortfolios and other high-impact practices among instructors. Meanwhile, Kate underlines that even though it could be challenging, there’s always the thrill of finding that person who “gets” the ePortfolio and the possibility that they may help their colleagues better understand the tool. Because online learning and educational technologies are increasing and institutions are constantly looking for data-driven resources, using ePortfolios is essential. Furthermore, through the learning analytics provided by an ePortfolio, institutions can document and understand a student’s learning journey, improving institutional retention rates. ePortfolio as a reflective tool can aid learners by providing them with actionable information to help them make better study decisions. The learning analytics provided by an ePortfolio monitors and predicts students’ learning performances. Their instructors can quickly notice their students’ performances, spot issues earlier, and intervene to avoid performing below average and risk failing. ### Other Challenges To Implementing Eportfolio At Scale In Large Research Institutions Implementing an accessible ePortfolio at scale in a large research institution can be challenging, as it requires significant time and resources to design, develop, and roll out the system. Some of the specific challenges possibly encountered include: 1. Lack of standardization: Large institutions often have diverse academic programs and departments, each with unique requirements and expectations for ePortfolio use. A structured pivot is needed to develop a single ePortfolio platform that meets the needs of all stakeholders. 2. Limited resources: Implementing ePortfolio at scale requires a significant investment of time and resources, including personnel, training, and support. Shortage of resources can be a challenge for already stretched-thin institutions with limited resources. 3. Complex technical infrastructure: Large research institutions often have a complex and diverse technical infrastructure, making integrating ePortfolio with existing systems and processes difficult. 4. User adoption: Some students and faculty may resist using ePortfolio, especially if they are unfamiliar with the technology or need to see its value. It can be difficult to achieve widespread adoption of the platform with this. 5. [Implementing web content and web accessibility initiative](/learning-platform/eportfolio): There are people with disabilities and other medical conditions such as ADHD and short-term memory. ePortfolio creators and designers should consider these categories of users - meaning, technology and tools should be created to assist, perhaps, [visually impaired people with little or no difficulty](https://youtu.be/MI7KWFH0okY?si=VXyN2QPR9Ly_yXa4). Despite these challenges, an accessible ePortfolio can be a valuable investment for a large institutions. ### Key considerations when leading an ePortfolio program: 1. Identify the needs of different groups of students and faculty: This could include students with disabilities, non-native English speakers, and students with diverse learning needs. By identifying these needs, the ePortfolio can meet the needs of all users. 2. Use accessible design principles: This includes using clear and concise language, providing alt text for images, and using high-contrast colors and easy-to-read fonts. 3. Utilize user-centered design: Involving students and faculty in the design process can ensure that the ePortfolio is user-friendly and meets the needs of all users. 4. Provide training and support: Ensure students and faculty assess training and support materials to help them effectively use and navigate the ePortfolio. 5. Foster a culture of empathy: Encourage faculty and students to think about the needs of others and to approach the ePortfolio with hearts and understanding. A culture of kindness often creates a more inclusive and welcoming environment for every user. 6. They are communicating the goals and purpose of the program to all stakeholders. 7. Gathering feedback from users to continually improve the program and address any challenges that may arise In conclusion, by approaching the implementation of an ePortfolio program with empathy and focusing on the needs of all stakeholders, you quickly make sure the program is successful. It integrates with many other learning outcomes in large research institutions. Want to hear more from Kate LaBore and get the full details? [Listen to the full episodes](https://youtu.be/CMAptIxNrYI?si=gaS1N_EEDFNmXo6W). Don’t miss any episode of the [Digication Scholars Conversations podcasts](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q)! Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # How Innovative Technology Is Changing Early Childhood Education With Vail Shoultz-McCole URL: https://www.digication.com/blog/learning-technology-early-childhood-education [Back to all posts](/blog) Teaching & Pedagogy # How Innovative Technology Is Changing Early Childhood Education With Vail Shoultz-McCole Digication|October 4, 2023|7 min read _Vail Shoultz-McCole was on the Digication Scholars conversations._ In an era of remarkable transformation, innovative technology is rewriting early childhood education and how our young learners engage with the world around them. Specific cutting-edge tools and digital platforms are revolutionizing the classroom and maximizing the learning potential of our future educators and leaders. In our [Digication Scholars Conversations](https://www.youtube.com/@digication_com/videos) podcast with Vail Shoultz-McCole,  Technical Instructor of Early Childhood Education at Colorado Mesa University and [Buell Leadership Fellow](https://buellfoundation.org/), we explored a world where students are not just passive learners but active participants in their learning journey. Vail’s extensive experience in the field and her passion for using technology to enhance teaching have paved the way for a fascinating discussion on "childhood education innovations" and "ePortfolios." These are not just buzzwords but integral tools in shaping the future of early schooling. ## Exploring The Heart Of Early Childhood Education ![early-childhood-education](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/early-childhood-education.png) It is not a mean feat to start a career in banking, which takes a detour into running a childcare facility and eventually leads to becoming an inspiring Technical Instructor of Early Childhood Education. Our guest’s journey evoked the setting of this conversation. Early childhood education, as emphasized by Vail, plays a pivotal role in a child’s development. It is a period where children form foundational skills, attitudes, and social behaviors that will shape their future. Vail’s perspective highlights the importance of fostering strong relationships between educators, parents, and the community. These connections serve as a vital support system for children and their families, offering guidance, comfort, and valuable insights into a child’s growth. As we conversed, Vail shared her remarkable journey and insights into the world of early teaching, and some of the key highlights include: ### Building Strong Connections During the conversation, Vail emphasized the significance of building strong connections. She highlights the pivotal role that early educators play in a child’s life and the lifeline they can provide to both children and parents. The warmth, support, and advice offered by these educators help foster a nurturing environment for young learners. Vail’s own experiences, along with her kids, exemplify the profound impact of these connections. ### Creating Relationships with Parents One of the intriguing aspects we explored was the importance of early childhood educators in creating meaningful relationships with parents. Vail shared how her program emphasizes the value of these relationships, recognizing that when educators and parents collaborate effectively, children thrive. In a specific course, students learn about working with families and the community, ensuring they understand the diverse perspectives and backgrounds that shape children’s lives. ### The Shared Experience of Early Childhood Unlike some educational fields that may not offer such immediate personal connections, students often have their childhood memories intertwined with their coursework. This shared experience fosters a deep sense of empathy and understanding for the children they will one day teach. ### Joyful Reflections and Unique Learning Experiences Vail also shared her enthusiasm for reading her students’ ePortfolios. These digital portfolios showcase their growth and [reflections on various course](/blog/e-portfolio-means-change-development) objectives. What stands out is the genuine joy she finds in her students’ stories and their unique learning experiences. ### Peer Review Peer review is a powerful educational tool, and Vail’s program understands its potential. Through peer review processes, students can gain valuable feedback from their peers, helping them refine their teaching methods and approaches. Vail highlighted the significance of this reflective practice, emphasizing how it encourages students to evaluate their work and consider alternative perspectives critically. This fosters personal growth and ensures that future educators are better equipped to adapt to diverse learning environments. ### Preparing for Diverse Needs In our conversation, we learned that the program Vail is part of recognizes the importance of preparing educators for diverse needs. Exceptional schooling, in particular, is addressed with depth and sensitivity. The program encourages students to identify their strengths and recognize when additional support is needed while maintaining a strength-based approach. ### The Role of Nature and Balance Vail’s passion for connecting children with nature and fostering a balance between technology and the outdoors is palpable. She discussed the need to help children understand the cycles of growth and the value of nature, not only for environmental reasons but also for their mental and physical well-being. Her insights into “tree bathing” and prescriptions for spending time in nature are thought-provoking and actionable. ## Innovative Technology In Education Innovative approaches to teaching and learning are continuously evolving in education. ePortfolios is one such innovation that has gained prominence, showcasing student achievements, skills, and experiences. ePortfolios reflect an individual’s growth and are a powerful tool for educators to track and assess their students’ progress. The integration of innovative digital tools in education is not a new concept. Over the years, educators have leveraged technology to enhance the learning experience. However, this requires a balance; it should augment traditional teaching methods without detracting from the essential human element of care and empathy that defines this field. Vail’s commitment to enhancing the teaching and learning experience didn’t stop at traditional classroom settings. She recognized the need for more accessible and organized documentation for students pursuing careers in early childhood education. This realization led her to pursue a second master’s degree in instructional design. Her motivation was clear: to create a better online classroom experience that could quickly adapt to different states’ requirements for teacher licensure. Vail wanted her students to have quick access to their coursework and documentation, especially when dealing with state licensing authorities. Her goal was to simplify the process of validating their education and credentials. ## The Role Of ePortfolios In Early Childhood Education > [**Vail Shoultz-McCole**](https://www.coloradomesa.edu/directory/wccc/tvail-shoultzmccole.html) – “ePortfolios are like living documents that grow with you as you move from one stage to another.” Vail’s dedication to [her career](https://www.linkedin.com/in/t-vail-shoultz-mccole/) goes beyond her journey. She is deeply involved in shaping educators’ futures through her work at Colorado Mesa University. One notable aspect of the program is using ePortfolios, which play a vital role in documenting students’ growth and accomplishments. According to Vail, the ePortfolios at Colorado Mesa University are carefully structured to help students track their progress and achievements throughout their academic journey. The process begins with the first class, where students create their initial teaching philosophy statement about early childhood education. They continuously expand and refine their ePortfolios as they progress through the program. These ePortfolios serve as living documents that students can carry throughout their careers. They include key assessments, course syllabi, and end-of-course reflections. The ePortfolios are also designed to facilitate resource sharing among students. [They can store and share valuable activities](/learning-platform/eportfolio), children’s books, teacher resources, and websites they come across during their studies. One of the unique aspects of these ePortfolios is that students have the freedom to add additional materials beyond the required documents. While they are only obligated to upload specific assignments for grading, many students take the initiative to include extra resources and reflections that are meaningful to them. This autonomy allows them to create a more personalized and valuable portfolio. Moreover, these ePortfolios have a professional application beyond academia. Students use them to build resumes and showcase their qualifications when applying for teaching positions or transferring to other schools or states. It becomes a powerful tool for demonstrating their expertise and commitment. Finally, our conversation with Vail provided a holistic view of this topic, emphasizing the importance of nurturing connections, collaborating with parents, and recognizing the shared experiences that underlie the field. In the ever-evolving world of education, one thing remains constant: the profound impact that dedicated educators have on the lives of their students. Vail’s journey is a testament to the transformative power of education and the endless possibilities it offers to those passionate about making a difference. Her story inspires educators and learners alike, reinforcing the belief that anyone can make a meaningful impact in early childhood education with dedication and determination. It’s heartening to know that educators like Vail guide the next generation with care, empathy, and a deep understanding of what it truly means to teach and inspire young minds. To hear more from Vail Shoultz-McCole, Maximizing Learning Potential: How Innovative Technology Is Changing Reflection in Early Childhood Education, [see the interesting episode](https://youtu.be/UqYYR6VXA1M). Don’t miss any episode of the [Digication Scholars Conversations](https://youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) podcast - click here! Tagged Teaching & Pedagogy ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/reflection-advocacy-teacher-education.jpg) Teaching & Pedagogy #### The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone June 19, 2024 ](/blog/reflection-advocacy-teacher-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/monroe-community-college-magazine.png) Teaching & Pedagogy #### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee December 12, 2023 ](/blog/service-learning-writing-intensive-courses-bridging-academic-gap) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking URL: https://www.digication.com/blog/missing-layer-reflection-data-higher-education [Back to all posts](/blog) AI # The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking Digication|May 15, 2026|10 min read For years, higher education has operated on an incomplete picture of student learning. Transcripts capture what courses students passed. Grades capture how well they performed on individual assessments. Learning management systems capture whether they logged in, submitted, and clicked. But none of these data sources answer the questions that matter most to institutions trying to improve outcomes, demonstrate value, and prepare graduates for an uncertain future: What are students actually learning? How are they growing? Are they developing the critical thinking, self-awareness, and adaptive capacity that define a truly educated person? This is the missing layer. It was the central thesis of a recent webinar co-hosted by Digication and the Association of American Colleges & Universities (AAC&U), two organizations that have spent decades, collectively, thinking about how to make learning not just happen but visible, measurable, and meaningful. The session brought together Digication CEO and co-founder Jeffrey Yan and Rebecca Thomas from Bucknell University to explore a question that's become urgent in the age of AI: now that we have the tools to effectively guide and analyze student reflection at scale, what does it reveal and what should institutions do with it? The conversation was as practical as it was philosophical. But to understand why it matters, it helps to start at the beginning. ## The Data Problem Higher Education Can't Ignore Ask an institutional researcher what they know about their students, and they'll hand you a spreadsheet. Enrollment numbers. Retention rates. GPA distributions. Credit hours completed. Maybe some survey data from the National Survey of Student Engagement (NSSE) or a graduating senior exit survey. These are useful, essential even, but they are fundamentally lagging indicators. They tell you what happened after the fact. They tell you who stayed and who left. They tell you very little about why, and almost nothing about what students are actually taking away from their education. The accreditation world has long recognized this gap. Regional accreditors increasingly demand not just proof that institutions offer certain programs or have faculty with certain credentials, but evidence that students are actually learning. Program-level student learning outcomes assessment has become a major compliance and improvement effort at virtually every institution. But this work, too, often relies on indirect measures like surveys, grades, rubric scores on capstone projects that are summative, retrospective, and filtered rather than drawn directly from the student's own developing understanding. What's missing is the student's voice, captured consistently, over time, and in a form that can be aggregated, analyzed, and acted on. ## Why Reflection Is the Key and Why It's Been Undervalued Reflection has a bit of a reputation problem in higher education. It's often seen as soft, the warm-fuzzy cousin of rigorous academic work. Students are asked to write journal entries, "reaction papers," or end-of-semester reflections that frequently devolve into summary rather than analysis. Faculty assign them out of obligation or habit but may not know how to evaluate them, and the data generated is rarely, if ever, used for anything beyond the individual course. This is a profound waste. Decades of research across more than 90 fields, from cognitive science to organizational psychology to medical education have established that reflection is not soft at all. It is the mechanism by which experience becomes learning. Without reflection, students can participate in a service-learning trip, an internship, a study abroad program, a research project, or any other high-impact practice and walk away having gained... a story to tell at dinner. With genuine, structured reflection, those same experiences become laboratories for developing competencies: critical thinking, intercultural humility, professional identity, ethical reasoning, resilience. This is why AAC&U has long championed ePortfolios, one of the organization's recognized High Impact Practices, as a vehicle not just for showcasing student work but for prompting and capturing reflective growth across a student's academic career. When done well, an ePortfolio is not a digital filing cabinet. It is a longitudinal record of a student's developing mind. And that record, it turns out, contains extraordinary institutional data. ## Enter AI and Digication's Taxonomy of Reflective Inquiry Here is where the conversation becomes genuinely new. For most of the history of ePortfolio programs, the reflective data that students generated lived in individual portfolio pages, was read (maybe) by individual instructors, and rarely made it into any kind of aggregate analysis. It was qualitative, unstructured, and from an institutional data perspective, well, challenging. The missing layer wasn't just that students weren't reflecting. It was that even when they were, institutions couldn't see it at scale. Artificial intelligence changes this. But, and this is the critical point that Jeffrey Yan has been making in conversations with institutional leaders across the country, AI alone doesn't solve the problem. The quality of what AI can analyze depends entirely on the quality of what it's given to analyze. You can build the most sophisticated natural language processing models in the world, and if students are producing surface-level, descriptive reflections ("I learned a lot in this internship"), the AI will faithfully confirm that students learned a lot in their internships. That's not insight. That's noise. What Digication has been building for years, and what sits at the heart of the company's approach to AI-powered assessment, is the Taxonomy of Reflective Inquiry (TORI), a research-grounded framework that organizes the many skills, types, and purposes of reflection into a cohesive system. TORI identifies 6 major domains of reflective practice and more than 60 unique categories of reflection, drawing on research from across cognitive science, education, psychology, and related fields. TORI does two things that are critical. First, it gives students and faculty a shared language and scaffold for producing meaningful reflection, the kind that moves beyond description into genuine analysis of experience, growth, challenge, and developing competency. Second, because it provides a structured framework, it makes reflection analyzable. Because Digication's AI tools are trained on TORI, they not only prompt students toward deeper reflection but can categorize the reflective work students produce and surface that data in ways that are genuinely useful to institutions. This engine underneath Digication's AI features guides students through reflective conversations in natural language, maps what they share onto real competencies, identifies where growth is happening and where it isn't, and gives faculty and institutions a signal into student development that goes far beyond grades. ## Bucknell University: What It Looks Like in Practice Rebecca Thomas knows this territory as well as anyone. At Bucknell University, ePortfolios aren't an add-on or an experiment, they're woven into the institutional fabric through the Pathways program, which asks every undergraduate to maintain a Digication ePortfolio throughout their time at the university. The Pathways portfolio is designed as a developmental journey that begins during first-year orientation with the Common Experience which is a series of reflective prompts about belonging, identity, academic expectations, and community, that then continues throughout all four years as students layer in evidence of learning, reflection on experiences, and articulation of their own growth. Faculty and staff facilitators engage with student portfolios not just as evaluators but as mentors, using what they see to have more personalized, targeted advising conversations. What Bucknell has discovered through years of implementation is something that resonates deeply with the "missing layer" thesis: when students are prompted to reflect consistently and meaningfully, they produce a longitudinal portrait of their own development that is richer, more nuanced, and more actionable than anything else in the institutional data ecosystem. A student's GPA tells you how they performed. Their portfolio tells you who they're becoming. Rebecca Thomas has been at the forefront of thinking about how to design reflective prompts that elicit real depth, moving students from surface description ("I did this") through interpretation ("this meant this to me") to genuine critical analysis ("this changed how I think about this"). This kind of scaffolded reflection, built into the Pathways program's curriculum, is what produces data worth having. And with AI tools that can analyze that data at scale, it becomes possible to understand patterns across cohorts, track developmental trajectories, and identify students who may need additional support, long before a GPA drop signals that something has gone wrong. This is what was on the table in the AAC&U webinar: not a theoretical possibility, but a working model, producing insights that Bucknell can act on. ## The Institutional Opportunity and Responsibility The implications of what's now possible are significant enough that every institutional leader in higher education should be paying attention. Consider what institutions have historically struggled to demonstrate: that a liberal arts education develops transferable skills. That high-impact practices work. That students who engage more deeply with campus life, internships, or research develop differently than those who don't. These have been articles of faith, supported by survey research and the occasional longitudinal study, but rarely demonstrated through the kind of rich, granular data that would satisfy a skeptical board of trustees or a prospective student comparing the return on investment of different degree programs. Reflection data properly collected, properly scaffolded, and properly analyzed with AI tools can actually answer these questions. When you have thousands of student reflections, mapped to TORI's competency framework, spanning multiple semesters and multiple high-impact experiences, you can start to see what growth actually looks like. You can identify which program structures, which prompting approaches, which types of experiences produce the most meaningful development. You can tell a story about your institution's educational value that is grounded in evidence rather than anecdote. This is also a moment of institutional responsibility. As AI tools proliferate across higher education for student support, for writing assistance, for advising, and for assessment, institutions are being asked to think carefully about what role AI should play and how it should serve their mission. The answer that Digication and institutions like Bucknell are modeling is an AI that amplifies human learning and human judgment rather than replacing it. AI that helps students reflect more deeply, rather than producing reflections for them. AI that surfaces data for faculty and administrators, rather than making decisions for them. This is AI in service of the fundamental purposes of education and it starts with taking reflection seriously. ## Why This Matters Now There is urgency here that goes beyond the usual EdTech conversation about staying current. Higher education is under pressure from multiple directions. Declining enrollment in some sectors, questions about the value of a degree, increasing scrutiny from accreditors and policymakers, competition from alternative credentials, and now an AI moment that is reshaping what it means to know things and to demonstrate competency. In this environment, institutions that can clearly articulate, measure, and improve the deep learning they provide, the kind that develops judgment, self-awareness, and adaptive capacity are in a fundamentally different position than those that cannot. Reflection is how humans make meaning from experience. It is not peripheral to education; it is central to it. And for the first time, we have the tools to make it visible, to analyze it at scale, and to use what it reveals to strengthen institutions and serve students better. The missing layer has always been there. We can finally see it. ## Watch the Webinar and Go Deeper If this conversation resonates, we invite you to explore the resources from our AAC&U partnership session directly. The [Digication event page](/events/aacu-missing-layer-webinar) includes the session handout, slides, and supplementary materials that Jeffrey Yan and Rebecca Thomas shared with attendees. The recording is available through [AAC&U's webinar archive](https://www.aacu.org/webinars/the-missing-layer). This is a conversation we're committed to continuing with institutions, with researchers, with faculty, and with students. If you're thinking about how reflection data and AI can work together at your institution, we'd love to [hear from you](/contact). _Digication is an AI-powered learning platform built for higher education. For more than 20 years, Digication has helped institutions make learning visible through reflection. Learn more at [digication.com](/)._ Tagged AIReflection & Storytelling ### Related Posts [ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided)[ ![](/images/blog/cultivating-belonging-ai-identity.jpg) AI #### Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them April 26, 2026 ](/blog/cultivating-belonging-ai-identity)[ ![](/images/blog/faculty-reflection-pedagogical-superpower.jpg) AI #### Why Faculty Find Reflection Is the Pedagogical Superpower We Need Now More Than Ever April 22, 2026 ](/blog/faculty-reflection-pedagogical-superpower) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # How Nursing ePortfolios Enhance Learning and Empower Students With Lillian Rafeldt URL: https://www.digication.com/blog/nursing-eportfolios-enhance-learning-empower-students [Back to all posts](/blog) Reflection & Storytelling # How Nursing ePortfolios Enhance Learning and Empower Students With Lillian Rafeldt Digication|April 12, 2023|4 min read _Lillian Rafeldt was on the Digication Scholars Conversations_ Just how much of an impact can ePortfolios have on nursing practitioners and the institutions that develop these professionals? [Lillian Rafeldt is the professor of nursing](https://www.linkedin.com/in/lili-rafeldt-a2611518) at Three Rivers Community College, and she joined [Digication Scholars Conversations](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) to talk about how ePortfolios can enhance the way nursing is taught and provide students with a richer, more impactful learning experience that goes beyond their time in college. ## The Necessity of Reflective Learning in Nursing ![nursing-students-eportfolio-luis-melendez-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/nursing-students-eportfolio-luis-melendez-unsplash.jpeg) Given the impact that the nursing practice can have on individual health and society, it follows that the more institutions can equip their nursing practitioners to be holistically capable and effective in their profession, the more communities they serve stand to benefit. Reflective learning practices are not just useful but necessary; the argument can be made:  > “...as you develop as a registered nurse, and… as you continue \[your\] practice, you reflect on your day, you reflect on incidents, and it's through that reflection, feedback, searching the literature, and consulting with others that you grow,” **Lillian says**. She explains how reflecting on their experiences can help them gain deeper insight into certain aspects of their learning that they otherwise wouldn’t have noticed, and these can help them develop a more well-rounded understanding of how to put what they learn into practice as professionals. Students are asked to reflect on what elements of their learning – such as specific courses or parts of their learning experiences – mean to them as it relates to their [studying to become a nurse and making connections between the knowledge they accrue](/blog/reflective-storytelling-nursing-shortage-burnout), their experiences, what they do in practice, and how they want to develop over time, to highlight a few things. ### Facilitating Mentorship and Supporting Peer Groups The benefits of reflective learning practices extend beyond just the individual. Lillian recounts how peer groups and situations where mentoring occurs began to form organically as they implemented ePortfolios to facilitate reflective learning at Three Rivers.  It has been well received, and the results have been positive; they want to continue implementing this across a broader range of situations.  “For the most part, they work together in the course, right? Because we are on campus together… there's that initial in-person connection," Lillian said. “And this type of mentoring \[that I just described\] is new, so it should continue across the semesters.” Lillian also shared how graduates have been brought back to share insights on matters such as testing, studying, and getting ready for courses as a way of mentoring current students. They had alumni from diverse backgrounds return and create videos that would impart useful experiences and informational nuggets to those currently going through the program. ### ePortfolios Amplify Learning and Empower Nursing Students, Faculty, and Institutions They have also been able to use nursing portfolios to foster mentoring in ways that might not have been possible without the technology. Peers not only have a means of capturing information but can easily add meaningful context to individuals and groups. They can create shared learning resources and wells of knowledge that can help them concentrate knowledge that can remain useful throughout their student careers and for the institutions they work with when they go into professional practice. This also exemplifies the development of professionalism and collaboration, which Lillian says are key elements of effective nurse practitioners. As for the nursing portfolios, individuals can craft multiple versions of their ePortfolios to suit specific purposes and audiences. They can take their existing knowledge, experiences, and artifacts and create digital portfolios for academic assessment or perhaps to showcase their professional values to meet a specific institution’s needs once they launch themselves into the professional stage of their nursing careers. “It's important for the students to be able to have all of that evidence of what they did while they were a student, \[it’s\] something that they can continue to hold on to and that they can continue to go back in and refine and share as they need to… \[it’s\] something that will be valuable for students after graduation as well.” Want to hear more from Lillian about how they enhanced the academic experience by implementing ePortfolios at Three Rivers Community College? Get the details on how Lillian and Three Rivers used ePortfolios to empower nursing students to get more out of their learning careers and beyond, how to stimulate deep discussions between peers to enhance learning experiences, how reflective learning and digital portfolios can help practitioners find meaning and purpose, and more. [listen to the full episode](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) here. Don’t miss an episode. [subscribe to the Digication Scholars Conversation podcast](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) by clicking here. Tagged Reflection & Storytelling ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # How Oxford College Confronts the Past to Build a Better Future With Peter McLellan URL: https://www.digication.com/blog/oxford-college-confronts-past-build-better-future [Back to all posts](/blog) Reflection & Storytelling # How Oxford College Confronts the Past to Build a Better Future With Peter McLellan Digication|April 12, 2023|5 min read Traditional education typically focuses on passing facts, information, and expertise from knowledgeable educators to students who are sometimes unsure of who they are and their place in the world. While there has always been room for assessments as a measure of students’ retention of lessons, and results, a determinant of their prospects in the labor market, students seldom get the chance to give feedback about their learning experience. As the world progresses in technology, higher institutions are now more conscious of every aspect of learning as a holistic experience where one element isn’t independent of the other. Faculty members are no longer isolated from the students. Rather, many institutions like the Oxford College of Emory now adopt digital storytelling as a way of getting feedback from their students to improve the learning experience for future generations.![digital-storytelling-jason-goodman-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/digital-storytelling-jason-goodman-unsplash.jpeg?width=599&quality=low) [In a chat with Digication’s Scholars Conversations](https://youtu.be/0oBPhpZVOXA), Peter McLellan, the educational analyst at [Oxford College of Emory University](https://app.oxford.emory.edu/WebApps/Directory/index.cfm/lastname/m) gives details of how the institution made conscious efforts to understand students’ journeys while studying at the college. Although students may always give positive remarks about their experience when asked, this might not be a true reflection of their feelings. The higher institution experience transcends beyond the classroom to interpersonal relationships with other students, teachers, and advisors. If they have indeed learned from their peers and formed valuable connections, how do they feel about this and how do they express these feelings? Do they have the confidence to talk about it? ![digital-storytelling-self-expression-girl-with-red-hat-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/digital-storytelling-self-expression-girl-with-red-hat-unsplash.jpeg?width=599&quality=low) Digital storytelling gives students the chance to express themselves freely about their experiences, without the fear of being penalized or judged wrongly for deviating from the traditional order of higher learning. In his conversation on Digication’s Scholars Conversations, [Peter talks about how he reached out to a renowned ePortfolio advocate](https://youtu.be/LWmbyDaNwCg), Elize Hellam to discuss digital storytelling and ePortfolios. Although he describes his interest in this field as wanting to know “how people hear stories,” Peter explains that he wishes to know what knowledge is carried within those stories. This led to a discussion regarding  his interest in what he calls “anti-racist pedagogy.” ### Consulting the past for a better future As a way of improving the future from the past, Peter takes us back to the origins of the university system. He reckons that because the university “is a white invention,” there might not be enough structures to cater to the pedagogic needs of minorities. While “white people succeed, black and brown voices get drowned out.” This is why anti-racist pedagogy strives to create a higher learning space that is against racism and white supremacy, with hopes of creating a conducive classroom for all students, “including students of color, to succeed.” The desire for feedback and the quest for a conducive environment for minority students led the college to come up with the Milestone program designed to give students a reflective learning opportunity with a fun digital storytelling portfolio where they can talk about their experiences. Although students didn’t take the milestone project as seriously as they had anticipated, it gave the school insights into some fundamental issues. Thanks to the milestone pilot group, they realized that students of color were getting lower grades in their projects. To Peter, the reason for these low grades isn’t far from the rules of assessment evaluation which, as you’d guess, doesn’t quite accommodate the complexities of students of color. As a solution to this problem, the anti-racist pedagogy suggests that the assessment starts from the root of students’ knowledge. Peter McLellan gives an example of an African-American student whose portfolio exhibited a lot of knowledge of the world but the learning that they demonstrated in the portfolio was from before college. The student has a narrative about how “I learned all this stuff from my family.” In their digital storytelling record, this student who wishes to become a doctor highlights the things they have learned from the past and how this knowledge is going to help with their medical ambition. In drawing inspiration for the future from the past, this student’s time at Oxford is clearly missing. The African-American student’s digital storytelling omits time spent at Oxford and its possible impacts on his ambition. Since this portfolio has clearly left out the student’s time at Oxford, traditionally, such a student would be marked down. However, Peter begs to differ. He suggests that the portfolio should be assessed from the angle of “somebody who has a lot of knowledge. ...who's in our community and is telling us something about their experience, so we can flip our assessment measures. > "Instead of having them come from a top-down approach, we can have them come from the students themselves. So how do the students through their portfolios assess our institution? I think the agency that students exhibit in portfolios is itself a resource for us to start doing anti-racist pedagogy because it's just a more democratic way to think about it when we have students owning their own space and producing knowledge there,” says Peter. [As one with an interest in Hauntology](https://emory.academia.edu/PeterMcLellan/CurriculumVitae), Peter McLellan also talks about how people from the past, who are unseen, make demands of those in the present and force them to take action towards certain causes. [Watch this episode of Digication’s Scholars Conversations](https://youtu.be/0oBPhpZVOXA) to learn more about reflective pedagogy, anti-racist pedagogy, hauntology, and more. Don’t forget to [subscribe to our YouTube channel](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) for more insightful conversations. Tagged Reflection & Storytelling ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Passion for Student Learning Fuels Ascent to Higher-Ed Leadership & Reform With C. Edward Watson URL: https://www.digication.com/blog/passion-student-learning-higher-ed-leadership [Back to all posts](/blog) Assessment & Outcomes # Passion for Student Learning Fuels Ascent to Higher-Ed Leadership & Reform With C. Edward Watson Digication|April 13, 2023|5 min read How much of an impact can one person’s passion for student learning have on academia and even society at large? C. Edward Watson is the Associate Vice President for Curricular and Pedagogical Innovation with the American Association of Colleges and Universities (AAC&U), and he joined the Digication Scholars Conversations podcast to talk about helping students and institutions define essential learning outcomes and providing the tools and resources needed to effect these changes. We also discussed their approach to assessing and dealing with major issues facing higher education, such as the dual pandemics of COVID-19 and racism that have become key parts of the zeitgeist, and how effective higher education leadership can result in positive changes in both academia and society. ## Why Passion Matters ![passion-student-learning-good-faces-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hub/7162402/hubfs/Digication%20Website%202022/Blog/passion-student-learning-good-faces-unsplash.jpeg?width=599&quality=low) For Watson, a defining theme across his career in academia is his passion for student learning. This passion drives his interest in understanding how students learn and how to make that learning experience better. "What do we know about learning…? We see these kinds of studies, how do we translate that into actual classroom practice?", he asks. This extends beyond examining pedagogical practices and includes trying to ensure that students develop and retain their acquired knowledge and skills beyond their academic career and well into the later stages of their life. Naturally, this progressed to Watson working with faculty and, eventually, other academics and their institutions through his work and the initiatives of the AAC&U. ### How To Improve Student Learning Outcomes Effectively Two key elements that Watson highlights are measurement and accountability. To assess and understand something, it needs to be measured. Once specific metrics are defined and the appropriate data is collected, these can be used to facilitate accountability and inform the development of Quality Enhancement Plans. He says that there are two general schools of thought (amongst others) when it comes to assessment in this context: 1. Standardized Tests 2. Authentic Assessment The latter requires more diligence and involves more effort: student work must be collected, you need to have faculty involved, and you need to train the faculty to do assessments well. This is where the [VALUE Institute at AAC&U](https://www.aacu.org/initiatives/value) comes in. Participating institutions can send in student work to be assessed by personnel trained specifically for this purpose. ### Leading The Charge in Higher Education Reform The VALUE (Valid Assessment of Learning in Undergraduate Education) Institute is not so much a literal institute in the common sense of the word, but more of a mechanism provided by the AAC&U that facilitates the analysis, assessment, and understanding of how things are going on a massive scale. It provides a good starting point for educators and institutions looking to improve their student learning outcomes through their systems, processes, and Open Educational Resources such as the VALUE Rubrics. Academics are free to use these resources as a starting point, as well as being encouraged to “hack the VALUE Rubrics”, as Watson says, and adapt these to suit their needs, small scale or otherwise. With what benefits? Having a wider set of standard processes and impartial analysis through qualified outside parties can help safeguard academic rigor (this work is done blind, reviewers don’t know which institutions have provided the student work they are assessing) and accountability that would otherwise be at risk due to internal familiarity, resulting in honest feedback that equips institutions with insights that they can use to improve in meaningful ways. ### Dealing With Pandemics and Diversity, Equity, and Inclusion in Higher Education A key component of providing leadership in higher education is addressing contemporary issues and making meaningful changes, and with this in mind, Watson points to the dual pandemics of COVID-19 and racism. The COVID-19 pandemic has seen many institutes pivot to online learning, with intermittent – and at times abruptly interrupted – returns to in-person classes. The past two years of the pandemic have led to new practices and policies in response, and some of these have influenced the way higher education operates today in the form of where and how educational events such as conferences and seminars take place. The issue of racism has returned to the spotlight with the killing of George Floyd, and this has resulted in a broad push for diversity, equity, and inclusion initiatives for the benefit of students and campus staff, as well as ongoing discussions about how best to tackle these issues beyond just pedagogical practices, and one emergent thread is that many are now looking at racism as a pandemic, the thought being, “if the COVID-19 pandemic was given national importance and given a vast amount of attention and resources dedicated to dealing with it, then why not consider doing the same for racism”? The effects of these issues, and what both students and educators are trying to accomplish in response, can have far-reaching effects that can go well beyond an individual student’s academic career or an institution’s remit. Sometimes it just takes a little passion to start something small that can turn into something big. Want to dive deeper and hear more from C. Edward Watson about the progressive reforms in academia that are currently underway? Get the details on what the future looks like for higher education on a broad scale, the various resources currently available to educators and institutions from the AAC&U, and the specifics of implementing and benefiting from it all. [listen to the full episode](https://youtu.be/OaoCmF6qzek) here. Don’t miss an episode. [subscribe to the Digication Scholars Conversation](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) podcast by clicking here. Tagged Assessment & Outcomes ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Student%20looking%20at%20camera%20while%20studying%20with%20classmates%20in%20library.jpeg) Assessment & Outcomes #### Empowering Student Learning & Assessment: Embracing Inclusive Learning Outcomes in Higher Ed With Abby Crew December 13, 2023 ](/blog/empowering-student-learning-assessment)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/improving-student-experience-jeshoots-com-unsplash.jpeg) Assessment & Outcomes #### Making the Student's Experience Better With Outcome-Driven Assessment With Jennifer Sparrow January 17, 2023 ](/blog/better-students-experience-outcome-driven-assessment) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Empowered Problem Solving and Empathy through Design Thinking With Alison Carson URL: https://www.digication.com/blog/problem-solving-empathy-through-design-thinking [Back to all posts](/blog) Teaching & Pedagogy # Empowered Problem Solving and Empathy through Design Thinking With Alison Carson Digication|August 9, 2023|6 min read Empathy is a fundamental tool in problem-solving that enables people to see and understand all sides of an issue clearly. With empathy through design thinking, students understand they can create their own future and focus on their educational interests by learning and borrowing frameworks from other areas. Empathy should be widely used inside and outside the classroom since asking more in-depth questions develops people’s thinking. It also gives them the potential for actual learning and helps them comprehend complex situations more quickly. We featured [Alison Carson](https://www.linkedin.com/in/alison-carson-b2792b23/), a Professor of Psychology and Associate Provost for Academic Innovation and Design Thinking, overseeing the Center for Design Thinking at [Manhattanville College](https://www.linkedin.com/school/manhattanville-college/), in our Digication Scholars Conversations podcast. Alison discussed problem-solving and the role of design thinking as a methodology towards social innovation and social impact and how it empowers students to make changes in their communities. ## How Impactful Is Empathy In Problem-Solving Through Design Thinking? ![student-design-thinking-ideas](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/student-design-thinking-ideas.png) Empathy is essential to problem-solving because, in the design thinking process, it’s not about what we think is going on or creating solutions based on our assumptions. Instead, it is about centering the voices of the people experiencing the problem, understanding their challenges and experiences, and connecting with them. In addition to moving up the list of topics covered in many schools’ curricula, empathy is currently a hot topic of conversation in the business sector. It’s like a simple action with a significant impact. It helps us to truly understand and relate to what others are feeling. What makes this even more evident is how powerful empathy is when it goes beyond personal emotions and is applied to problem-solving in education, business, or policies. > “Empathy is one of the things that sets design thinking apart from other methods. Because if you’re trying to understand or solve a particular problem, you have to understand the problem from the perspective of the person who’s actually experiencing that problem.” – **Alison Carson**. ## What Is Design Thinking, And Why Should Students Be Interested In It? Students’ education interests hold great power as it influences them to connect with desired skills or subjects. When students are connected to their desired field of interest, there is a more visible increase in engagement as they put more time and effort into their learning. According to Alison, design learning is a project-based learning process where people learn by doing or participating. Exposing students to the design thinking process helps them learn and develop a growth mindset, analytics, and problem-solving skills. [Design thinking](/blog/design-thinking-approach-creative-development) helps students learn they have the power to make a real change and will find methods of understanding an issue and how it affects the subject. Then, they’ll dig deep into the content and develop unique ideas to solve the problem. The design thinking process focuses on problem-solving and encourages us to be creative and flexible and solve problems in new and unique ways. ### For problem-solving As humans, we are accustomed to solving problems as they occur. Even if we don’t go out to look for them, there will never be a lack of a problem confronting us. The design thinking process compels you to consider issues from various angles, identify the problems, and gain insights or collect data vital to developing appropriate solutions. Alison talked about the Manhattanville Fall Design Challenge. It is a community-wide event at the college that takes place every fall. It involves faculty, staff, students, and alumni who come together on teams to address a particular campus project, problem, or issue. She mentioned that one of the recent problems was the COVID-19 pandemic in 2020, which forced schools to close down. As a result, everybody had to go virtual, and people lost touch with their communities. Although many of their students were online, not all of them were. Therefore, when they got back together, they had to solve the problem of reconnecting as a community, which became a challenge to be solved during the annual fall event. Alison also highlighted that they worked as a team, and people came up with amazing ideas to connect not only the campus but also across different roles. Therefore, the design thinking process requires we focus on human wants and behaviors and think of ways to create solutions that meet those human needs. The emphasis on problem-solving is a catalyst driving design teams to develop original solutions for challenging issues. ### Supports teamwork and collaboration... Design thinking is a problem-solving process that cannot occur in a vacuum. It requires various perspectives from designers, potential customers, and other stakeholders. Therefore, collaborative relationships and brainstorming sessions are essential to design thinking methodology. Alison mentioned that people came with different viewpoints and opinions while brainstorming and thinking up solutions to get their communities back together after the COVID-19 lockdown. The campus staff were particularly interested in how they could participate and engage in campus events and be part of the campus community. They wanted to be seen and valued for the ideas they bring to the table because it is also important to them to collaborate in the problem-solving process. Students were very interested in understanding what was happening on campus. So the primary idea that came out of one of the groups was building an App that is not only about events but aggregates everything in one place, which was always an issue for the campus.  ### Encourages social innovations One of the main focal points of the design thinking process is finding innovative answers that address human needs. The team will attempt to develop original solutions for highly complicated situations. Those solutions must also be novel if they are developing solutions to novel issues. The design thinking process is continuous, so innovation doesn’t have to stop there. Teams can keep improving the solution’s usability to ensure that the target audience’s challenges are successfully solved. Alison mentioned the campus’s innovative program called ATLAS. According to her, ATLAS utilizes the foundations of Digication’s ePortfolio system. It focuses “on a very intentional collection of information, reflection and intentional decision-making around certain inflection points across the student’s academic career.” Meanwhile, students still use Digication’s ePortfolio for their end-of-the-semester/year assessments and as a reflective educational tool, among its numerous other functions. Conclusively, no matter what tool you use to self-assess, monitor, or reflect on your learning goals and progress, applying empathy will help you think more critically and actively - giving you a broader perspective on how to proceed. Problem-solving and empathy through design thinking allow people to think creatively and make a positive difference as thoughtful problem solvers in the world. Want to hear more from Alison Carson and get the full details on how they’ve integrated design thinking to help students make impactful decisions, and more? [Listen to the full episodes](https://youtu.be/oUZqcTSUL0Q). Don’t miss any [episode of the Digication Scholars Conversations](https://youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) podcasts. Tagged Teaching & Pedagogy ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/reflection-advocacy-teacher-education.jpg) Teaching & Pedagogy #### The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone June 19, 2024 ](/blog/reflection-advocacy-teacher-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/monroe-community-college-magazine.png) Teaching & Pedagogy #### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee December 12, 2023 ](/blog/service-learning-writing-intensive-courses-bridging-academic-gap) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # ePortfolio As Digital Makerspace In Liberal Arts Education With Abe Reshad URL: https://www.digication.com/blog/problem-solving-eportfolio-liberal-arts [Back to all posts](/blog) ePortfolios # ePortfolio As Digital Makerspace In Liberal Arts Education With Abe Reshad Digication|November 23, 2023|6 min read _Abe Reshad was on the Digication Scholars Conversations_ In a world where digital innovation effortlessly integrates with established educational frameworks, ePortfolio emerges as a revolutionary tool in liberal arts education. This transformative approach redefines traditional learning by blending creativity with technology to foster a digital maker space. Students won’t just absorb knowledge; they can now be the architects of their intellectual journey. Our Digication Scholars Conversations Podcast guest, [Abe Reshad, Director of Language Technology and Academic Support](https://www.oberlin.edu/abe-reshad) at [Oberlin College](https://www.oberlin.edu), shines a light on how ePortfolio preserves and showcases academic achievements and enhances problem-solving skills within liberal arts education. [![Digication-Oberlin-Student-Gallery-Screenshot](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication-Oberlin-Screenshot.png)](https://oberlin.digication.com/oberlin-digication-resources/student-gallery) ## The Need For ePortfolios The transition to [ePortfolios at Oberlin College](https://www.oberlin.edu/digital-portfolio) represents more than a mere shift to online learning; it symbolizes a more profound transformation in educational approaches, emphasizing student-centered learning, digital literacy, and the development of problem solvers adept in critical thinking – a cornerstone of liberal arts education. Reshad vividly captures the essence of ePortfolios, describing them as digital maker spaces where students curate and showcase their academic and personal journeys. These platforms are not just repositories of work but dynamic spaces that encourage reflection, creativity, and the integration of diverse experiences. The [digital portfolio office](https://www.oberlin.edu/digital-portfolio), as Reshad mentions, parallels the concept of an innovation lab, offering a safe space for students to showcase their stories and insights. Delving deeper, Reshad talks about the evolution of language labs from traditional audio-visual rooms to modern digital maker spaces. These spaces are equipped with cutting-edge technologies such as 3D printers and green screens, empowering students to unleash their creativity and engage with content in innovative ways. The language lab’s metamorphosis reflects a broader trend in education: the move toward experiential and project-based learning, where students are creators, not just consumers of knowledge. ### ePortfolios and Liberal Arts: A Synergistic Relationship The integration of ePortfolios in liberal arts education is particularly impactful. Liberal arts, known for its focus on broad, holistic education, finds a perfect partner in ePortfolios. > “ePortfolios encourage a fusion of ideas, much like a melting pot of creativity and analysis.” – **Abe Reshad**. These platforms allow students to integrate diverse academic interests, extracurricular activities, and personal reflections, enriching their educational experience. The synergy between ePortfolios and liberal arts lies in their common goal: to foster well-rounded, reflective, and engaged individuals. ### Challenges and Opportunities The journey hasn’t been without challenges. Reshad points out the initial hurdles in integrating new technologies like ePortfolios into traditional educational frameworks. Convincing faculty and students to embrace these changes required demonstrating the tangible benefits of these platforms in enhancing learning and engagement. Looking ahead, the potential of ePortfolios in reshaping education is immense. As Reshad suggests, these platforms can play a pivotal role in adapting education to the evolving digital landscape. They offer a window into the future of learning, where technology and human experience converge to create a rich, multifaceted educational journey. Abe Reshad’s insights extend to the core of liberal arts education: cultivating problem-solving skills. He emphasizes that ePortfolios are more than digital spaces; they are incubators for critical thinking and problem-solving. By engaging with these platforms, students learn to navigate complex problems, analyze information critically, and articulate solutions creatively. ### ePortfolios: A Tool for Critical Thinking and Problem-Solving The discussion reveals that ePortfolios are not just about showcasing work; they’re about the process: the critical thinking that goes behind each piece. Students using ePortfolios continually engage in self-reflection, a crucial aspect of being an effective problem solver. Reshad notes that this reflective practice, encouraged by ePortfolios, is integral to developing a nuanced understanding of complex issues, a skill highly valued in liberal arts education. As highlighted by Reshad, one of the most compelling aspects of ePortfolios is their ability to blend various disciplines. This interdisciplinary approach is at the heart of liberal arts education, fostering a holistic perspective essential for practical critical thinking. Students learn to draw connections between disparate fields, enriching their ability to approach problems from multiple angles. The conversation also touches on the role of ePortfolios in preparing students for real-world challenges. ePortfolios provide a safe yet realistic environment for students to hone these skills by simulating scenarios that require critical thinking and problem-solving. Reshad points out that in today’s rapidly changing world, the ability to solve complex problems is invaluable, and ePortfolios play a crucial role in developing this competency. The link between ePortfolios and career success is crucial in the discussion. Reshad illustrates how ePortfolios help students become not just learners but adept problem solvers, a trait highly sought after in the professional world. By curating diverse experiences and reflections, students demonstrate their critical thinking and problem-solving skills to potential employers, giving them an edge in their future careers. Reshad reiterates the transformative power of ePortfolios in liberal arts education. These digital platforms are not just tools for learning; they are catalysts for change, grooming students to be critical thinkers and problem solvers in an increasingly complex world. The conversation with Reshad leaves no doubt that ePortfolios are essential in shaping the future of education. ### Navigating the Future with ePortfolios in Liberal Arts Education Our enlightening conversation closes with a powerful message: the future of liberal arts education is linked with digital innovation, mainly through ePortfolios. These platforms are not just technological advancements; they represent a paradigm shift in how teaching is approached and delivered. ePortfolios transcend traditional academic boundaries, offering students a comprehensive platform to showcase their growth as scholars, problem solvers, and critical thinkers. Reshad’s insights underscore the importance of these digital spaces in helping students synthesize their learning experiences across various disciplines, an essence of liberal arts education. ### Preparing for a Complex World In a world where complexity is the norm, the ability to think critically and solve problems is more crucial than ever. ePortfolios provide a dynamic environment where students can develop these skills effectively. Reshad’s perspective illuminates how ePortfolios are instrumental in preparing students for the challenges of the modern world, equipping them with the tools to navigate and succeed in diverse professional landscapes. ### The Lasting Impact of ePortfolios As we reflect on the insights from the conversation with Abe Reshad, it’s clear that ePortfolios are more than digital repositories. They are transformative spaces that foster a culture of continuous learning, reflection, and innovation. By integrating ePortfolios into liberal arts education, institutions enhance the learning experience and shape future problem solvers, thinkers, and leaders. The journey toward integrating ePortfolios in liberal arts education, as Reshad notes, is ongoing. The potential of these platforms to revolutionize learning and prepare students for a rapidly evolving world is immense. As educators, students, and stakeholders in the educational ecosystem, embracing ePortfolios is a step toward a future where problem-solving and critical thinking are at the forefront of academic endeavors. As digital maker spaces, they stand as a testament to students’ growth and potential, marking a significant evolution in liberal arts education. Join the conversation about digital learning. How do you see ePortfolios shaping the future of education? Share your thoughts in the comments below! Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone URL: https://www.digication.com/blog/reflection-advocacy-teacher-education [Back to all posts](/blog) Teaching & Pedagogy # The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone Digication|June 19, 2024|15 min read _Janet VanLone on the Digication Scholars Conversations_ Teacher education programs equip individuals with the knowledge, skills, and abilities to become effective teachers and improve learning outcomes. It provides pre-service teachers with a foundation combining educational theory and practical classroom experience. That way, they develop different teaching styles and approaches to reach all students, including those requiring special education. In this episode of the [Digication Scholars Conversations](https://bit.ly/3pON59X), Janet Vanlone joined us to discuss the importance of reflection and advocacy in teacher education. She shares her journey from a middle school special education teacher to becoming a teacher and mentor for pre-service teachers. Janet is an [Assistant Professor in the Education Department at Bucknell University](https://www.linkedin.com/in/janet-vanlone/) and Co-Director of the Center for Social Science Research. ## The role of reflection and advocacy in teacher education The teaching profession has always been demanding, but rising attrition rates create even more significant challenges. Educators like Janet greatly respect those who choose to practice this field. > “It is a privilege working with these students because they have chosen to go into a career that has challenges right now such as teacher shortage and high attrition level... **Janet VanLone**” As we have learned from Janet, Reflection and advocacy are critical pillars that support teacher education programs in equipping these dedicated individuals for success. They empower pre-service teachers to navigate challenges and become lifelong learners who can thrive in and outside the classroom. Janet shares the role of reflection and advocacy in her teacher education program. ## The Role of Self Reflection in Teacher Education In teacher education, reflection, [a continuous process of self-analysis](/blog/continuous-active-learning-development), enables pre-service teachers to gain a deeper understanding of their practice, identify areas for growth, and create strategies for addressing prominent issues. It involves aspiring instructors stepping back from practice to analyze their experience through critical thinking and deeper learning so that they can: - Connect the gap between theory and practice - See teaching from the learner's perspective - Develop a unique problem-solving point of view - Better understand their identity and value. The ability to perceive learning from the learner's perspective involves asking critical questions: "Did my lesson meet the diverse needs of my learners?" or "How can I make this content more culturally relevant?" That way, they can identify and develop adaptable strategies to fill gaps in learning methods. > Guided reflection is embedded in our certification program from freshman year until they graduate. This involves prompting students to think critically  about what they're seeing. about what they're doing, about the needs of their classroom and their own personal growth as a teacher... **Janet VanLone on the Digication Scholars Conversations**. Self reflection is equally significant in teacher education by connecting the gap between theory and practice. Teachers can gain more meaning from concepts learned in teacher education programs when they practice them in the classroom and reflect upon that practice. This is especially important for teachers in the STEM field, where **metacognition and deeper learning are critical**. While these learning outcomes are significant for pre-service teachers, helping them acquire the knowledge through active practice is difficult. Factors such as time constraints and technological skill gaps can be challenging. To overcome the challenge, Janet introduces the process portfolio technique. ### Understanding the process portfolio and its purpose A process portfolio is a collection of work that documents an individual's learning journey. **In teacher education, the ePortfolio process reflects a teacher's development from the beginning stages (like a first field placement) to the present.** It showcases their learning journey and growth as educators. For Janet, the process portfolio is a critical tool in a teacher program. The field of education is constantly evolving, and teachers encounter diverse classrooms filled with unique students every year. This requires them to adapt to different cultures, learner needs, objectives, and research needs. To thrive in this environment, Janet believes teachers must be lifelong learners who constantly reflect on their growth and practice for improvement. This is where process portfolios come in. The process portfolio encourages pre-service teachers to critically examine their teaching and training experience. Inherently, teaching practice is filled with messy moments– which Janet believes shape teachers into who they become professionally. In her experience, some pre-service teachers often enter the practice with the expectation of a smooth and jolly experience but find out they are wrong, and many times, the classroom will not go as planned. Instead of worrying about these negative experiences, Janet encourages her students to reflect and record those experiences as learning opportunities and avenues to learn something about themselves. These experiences then make up the process portfolio. By looking back at past experiences, teachers can see their progress. For instance, they can reflect on their first nervous experience presenting in front of a class, ask critical questions, and compare it to their current approach. The portfolio can hold pictures, reflections on their feelings then and now, and even strategies they used to become more comfortable. This tangible record showcases their growth and reinforces that teacher development is a lifelong process, not just something that happens in pre-service programs. ## Reflection in Action: Examples and Strategies ![reflection-advocacy-teacher-education-kenny-eliason-unsplash](https://www.digication.com/hubfs/Digication%20Website%202022/Blog/reflection-advocacy-teacher-education-kenny-eliason-unsplash.jpg) To put reflection into action, Janet understands that she must model reflective practices to her students. That way, her students internalize and recreate the training for their students. Therefore, she employs the practical strategies: ### Incorporating reflection in undergraduate student's teacher education programs. Janet fosters critical thinking about classroom experiences, student needs, and personal growth. This guided reflection practice covers every competency area from the first year onwards. The program provides prompts through a student teaching handbook, ensuring focused and insightful reflections. This isn't a one-time activity; it's a continuous process. Pre-service teachers build upon their reflections throughout the program, allowing them to track their growth and identify evolving perspectives on teaching and learning. More so, it isn't done in isolation; it's connected to [developing a well-structured ePortfolio](/learning-platform/eportfolio). That way, students see the purpose of their reflection as contributing to a tangible professional product. Ultimately, the progress documented through these reflections forms the core of their final portfolio. This culminating experience showcases their journey and demonstrates their development as educators. Janet's model highlights how strategically incorporating reflection empowers pre-service teachers to become thoughtful and effective educators, prepared to navigate the complexities of the profession. ### Competency-based rubrics Setting competency-based learning rubrics facilitates adequate reflection, leading to more substantial learning outcomes for pre-service teachers in Janet’s care. This means that, through her teacher education program, Janet sets up assessments, assignments, and reflective exercises specifically for mastering each of the Pennsylvania Teacher Preparation Competencies(e.g., planning and preparation, classroom environment, knowledge of diverse learners assessment.) The students must understand the rubrics, what the instructors want them to do, and the artifacts they are expected to use for each competency. These rubrics become a roadmap for pre-service teachers, guiding their learning journey by highlighting a clearly defined knowledge, skills, and behaviors expected of pre-service teachers within each competency area. For example, lesson plans created on ‘explicit instruction’ might relate to the "planning and preparation" competency. Similarly, a reading intervention experience could relate to "knowledge of diverse learners" and "planning and preparation." Not only that, Janet then sets goals for attaining specific artifacts. For example, the goal for one semester could be that at the end of the semester, the student has everything set up with at least two artifacts in different competencies and reflections. This [outcome-driven assessment](/blog/better-students-experience-outcome-driven-assessment) helps pre-service teachers understand how their coursework translates into the real-world skills they need to be effective educators. By understanding the criteria outlined in the rubrics, pre-service teachers can choose artifacts that effectively showcase their competencies and write reflections that demonstrate their growth and understanding. ### Frequent reflection and documentation in the classroom Janet uses frequent reflection and documentation by prompting her students to interact with each other and then reflect on those interactions. Before initiating those prompts, she throws the class arrangement off by making her students sit in a different spot, next to new people for the first several weeks of classes. This strategy prevents distractions, such as when students arrive and get busy on their phones. Instead, they are inspired to spark conversation and connect with their new partners. You are sitting there, talking to the people around you, and making connections. To facilitate this process, Janet gives her students prompts. Unlike typical classroom questioning, these prompts are designed to foster connections and a sense of community. While the initial interactions might feel "forced," Janet highlights how exercising these prompts blossom into a genuine classroom community. Over time, with continued reflection, her students learn each other's strengths, develop trust, and foster collaboration. This focus on community building mirrors the importance of creating a supportive environment in future classrooms. Documentation comes into play after the initial interaction. Janet's students write in their journals about their experiences and reflect on their new connections. This process helps solidify the interaction and its significance in building a supportive environment. This strategy infers that, through reflection and documentation, pre-service teachers gain valuable experience, develop communication skills, and solidify their understanding of the importance of fostering a positive learning environment - all of which are instrumental for their success as future educators. ### Promoting experiential learning Promoting experiential learning in teacher education is a powerful strategy, but it's even more effective when paired with reflection. Janet shares two example tactics she uses to execute this strategy. First, involving pre-service teachers in ongoing research projects provides hands-on experience. Through a cohort-based learning model, Janet and other teacher program instructors, such as the faculty advisor, provide research support and guidance to pre-service teachers and undergraduates. Reflecting on this experience through journaling, reports, or presentations helps them to solidify their learning and consider practical applications in the classroom. When students participate in research studies, they join the training as participants and researchers. They collect data and analyze it throughout the summer. For example, their work can be presented at conferences. That is just one of the different ways students get involved in research. Janet also encourages her students to attend school board meetings. This activity exposes pre-service teachers to the broader educational context. Following up with reflection activities like writing papers, creating visuals, or group discussions helps them connect this experience to their understanding of education and the complexities of the education system. Therefore, teacher education instructors like our guests understand that actively engaging in real-world experiences and reflecting on them helps pre-service teachers gain a deeper understanding, develop critical thinking skills, and solidify their commitment to teaching. ### Guided reflection with mentors and alumni This collaborative approach helps Janet's students gain valuable insights into their progress and identify areas for continued growth as they embark on their teaching careers. For example, they hold an event called "Portfolio Night," which fosters reflection in several ways. - Pre-service teachers present their work throughout the semester, prompting them to revisit their experiences and identify growth areas. - Mentors, including student teaching supervisors and potentially alumni, provide feedback on the portfolios, offering new perspectives and sparking deeper reflection. The informal setting encourages conversation and discussion among peers, allowing them to compare experiences and gain insights from one another. Faculty involvement adds another guidance layer, prompting further reflection on the presented materials. Thus, it creates a structured space for pre-service teachers to safely engage in reflection facilitated by mentors, alumni, and faculty.  ### Work presentations at conferences and seminars Conferences and seminars, such as those hosted by the Center for Social Science Research at Bucknell University (where Janet is the Co-director), serve as valuable tools for fostering reflection. Pre-service teachers present their work, including ePortfolios and internship experiences, to an audience beyond the education field. This articulation encourages them to revisit and analyze their learning journey as educators-in-training. The external audience provides a fresh perspective, sparking new insights through questions and comments that prompt deeper reflection. Furthermore, presentations allow pre-service teachers to showcase successful practices from their internships or ePortfolios, fostering reflection on their teaching methods and effectiveness in engaging students. Perhaps most importantly, the positive feedback from the audience validates the dedication and hard work invested by pre-service teachers. This recognition is a powerful motivator, solidifying their commitment to teaching as they embark on their careers. ## Advocacy in Teacher Education: Empowering Change and Growth Teacher education programs are vital in equipping future educators with advocacy skills. **Through advocacy, teacher education programs equip educators to advocate for positive change within the education system and society**. This involves activities such as: - promoting educational equity, - supporting diverse learners, including bilingual and gifted students, - engaging in political and programmatic actions, - collaborating with various stakeholders, such as policymakers and - building competencies in communication and rights-based approaches Let's examine two of Janet Vanlone's methods: ### Organizing meetings with policymakers Janet's approach to advocacy exemplifies fostering collaboration with policymakers. Teachers shouldn't just be passive policy recipients. By organizing trips to meet with policymakers, Janet provides undergraduates and pre-service teachers with firsthand experience in engaging directly with those who create educational policy. This interaction bridges the gap between policy ideals and classroom realities. Policymakers gain a deeper understanding of the practical impact of their decisions, while pre-service teachers learn to communicate their concerns effectively. Beyond personal advocacy, Janet leads the PSEA student group, cultivating a culture of advocacy within the program. Through these efforts, pre-service teachers develop the skills and confidence to use their voices to advocate for positive change within the education system. Janet's model highlights how collaboration with policymakers strengthens advocacy in teacher education, empowering future educators to become active agents of positive change. ### Collaborating with colleagues and administrators Beyond direct engagement with policymakers, [Janet VanLone](https://www.bucknell.edu/fac-staff/janet-vanlone) recognizes the importance of fostering advocacy within the school system. The Pennsylvania teacher education guidelines, which Janet follows, emphasize collaboration and communication. Building this foundation, Janet encourages her student teachers to attend school board meetings. This seemingly simple activity serves multiple purposes. By attending conferences, pre-service teachers gain valuable insights into the community's perspective on education and identify pressing local educational issues. Reflecting on their experience encourages them to consider the impact of regional policies and potentially formulate solutions. Furthermore, attending meetings allows them to connect with administrators and potentially build relationships with future colleagues. This fosters collaboration, a crucial foundation for advocating for curriculum adjustments within the school. Janet's approach equips pre-service teachers with the knowledge and confidence to become active participants in shaping their school environment, empowering them to advocate for positive change alongside colleagues and administration. By equipping pre-service teachers with the knowledge, skills, and dispositions necessary to become effective advocates, teacher education programs empower individual educators and the entire education system to strive for continuous improvement and ensure all students reach their full potential. ## Benefits of Reflection and Advocacy in Teacher Education ### Strengthening employment opportunities Unlike Janet's younger days, when candidates bring a giant binder with student work samples to job interviews, reflective portfolios enhance a pre-service teacher's ability to showcase their skills and values to potential employers. One reason is the ability to demonstrate teaching skills seamlessly in real-time. With [reflective ePortfolios](/blog/enhance-assessment-reflective-eportfolios), pre-service teachers can easily reference specific examples during interviews. Imagine discussing classroom environment strategies. They can confidently state, "I have an example in my 'Classroom Environment' tab," then seamlessly showcase their approach with impactful pictures, videos, or other digital media. This allows teaching candidates to demonstrate their teaching skills clearly and engagingly. Janet refers to them as a Product Portfolio due to their utility function. Beyond showcasing skills, reflective portfolios also help pre-service teachers highlight values and identities critical to job success. They encourage pre-service teachers to explore their identity and core values as educators. This is crucial for landing a teaching job today because employers seek candidates with a genuine passion for teaching, not just technical proficiency. Through guided reflection, Janet prepares her students to be able to record and recall these values and share them in real-time during the interview. ### Retaining valuable employees The teaching profession combats high teacher attrition due to burnout and stress, among other factors. Janet's approach combats this by reinforcing Positive behavior support through reflection. Reflection equips pre-service teachers with skills to analyze experiences, identify stressors, and develop coping mechanisms. That way, they learn to manage stress and build resilience against demanding situations. Learning to create positive classroom environments equips pre-service teachers to prevent disruptive behavior, reducing stress and burnout associated with managing complex dynamics. Furthermore, this focus on positive behavior support can be seen as advocacy for teacher well-being. That's because the program prioritizes strategies that protect teacher health and prevent burnout, conveying that teacher well-being matters. ### Equipping teachers with essential skills and tools for success According to the Pennsylvania teacher preparation guidelines, which Janet aligns her work towards, pre-service teachers must acquire six competency levels to certify program completion. The competency areas are: - Planning and Preparation - Classroom environment - Instructional delivery - Professional Conduct - Assessment - Knowledge of diverse learners Pre-service teachers can develop a deeper understanding and achieve each competency area by reflecting on their experiences and advocating for resources and learning opportunities. For example, Janet trains her students to use video analysis as an instructional delivery method. That means Pre-service teachers can reflect on video recordings of their teaching and assess their use of specific teaching behaviors and strategies.  In cases where students can benefit more from collaboration between educators and student's families, pre-service teachers can advocate for school-wide procedures and policies that promote collaboration between educators and families. ## Empower your teaching journey with reflection and advocacy. As we've seen, teacher education programs that nurture reflection and advocacy empower pre-service teachers to become thoughtful, adaptable, and impactful educators.  Reflection allows them to analyze experiences, identify areas for growth, and refine their teaching skills.  Advocacy equips them to be champions for positive change within the education system.  By embracing these practices from the very beginning of their careers, pre-service teachers can cultivate a lifelong commitment to learning, collaboration, and making a lasting difference in the lives of their students. Want to learn more about the importance of reflection? Check out the resources below: **Digication Podcast**: Episode 134: [The Importance of Reflection and Advocacy in Teacher Education Part 1](https://youtu.be/UBdDGNhKH8c) **Digication blog**: [How Active Reflection Makes Learning Happen at Oxford College With Jill Petersen Adams](/blog/active-reflection-makes-experiential-learning). Tagged Teaching & Pedagogy ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/monroe-community-college-magazine.png) Teaching & Pedagogy #### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee December 12, 2023 ](/blog/service-learning-writing-intensive-courses-bridging-academic-gap)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/early-childhood-education.png) Teaching & Pedagogy #### How Innovative Technology Is Changing Early Childhood Education With Vail Shoultz-McCole October 4, 2023 ](/blog/learning-technology-early-childhood-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # The Power of Portfolios in Veterinary Education and Career-Seeking With Jorge Colón URL: https://www.digication.com/blog/reflection-power-eportfolios-veterinary-education [Back to all posts](/blog) Career & Internships # The Power of Portfolios in Veterinary Education and Career-Seeking With Jorge Colón Digication|March 13, 2024|8 min read _Jorge Colón was on the Digication Scholars Conversations_ The veterinary education industry faces challenges today, from a content-heavy curriculum that creates a gap in business and soft skills to mental health concerns and limited access to diverse clinical opportunities. These challenges present significant difficulties for career-seekers in the field. This article discusses the power of ePortfolios in veterinary education as a valuable tool for showcasing achievements and differentiating oneself with insights from Jorge Colon. Jorge, an associate professor of practice at the Center for Veterinary Business and Entrepreneurship at the College of Veterinary Medicine, Cornell University, spoke to Jeff Yan, co-founder and the CEO of Digication. ## Becoming a Highly Introspective Veterinarian The Guayanilla, Puerto Rico native “stumbled upon” the Digication ePortfolio and assessment tool during a showcase by [Pat Graham](https://teaching.cornell.edu/person/patrick-graham), instructional technology specialist in the Center for Teaching Innovation at Cornell University. The veterinarian, who combines his passion for business with his love for animals, tells Jeff that he’s “hooked on it now, and there are some courses that I can't live without (Digication).” After studying biology and attending veterinary school, Jorge spent 25 years practicing in Lexington, Kentucky. During that time, he developed a keen interest in business and finance and earned a Master's in Business Administration. Today, he shares his expertise with fellow veterinarians and students. Although his primary focus is education, Jorge still maintains his hands-on work as an equine veterinarian and enjoys teaching students about working with horses. Jorge's ultimate goal has been to help others grow and positively impact their lives throughout his career. ## Challenge for career-seekers in veterinary education today. The challenges for career-seekers in veterinary education today include: - Gap in business and soft skills - A lack of effective mentorship - Difficulty in showcasing skills and accomplishments - Mental health and high employee turnover ### Gap in business and soft skills Some professionals argue that veterinary schools need to sufficiently equip graduates with essential business and soft skills, such as communication, leadership, financial management, and client relationship building. This can make it harder for graduates to excel in various career paths, particularly business ownership and managerial roles.  ### Lack of effective mentorship According to the American Veterinary Medical Association (AVMA), mentorship is the #1 reason new veterinarians accept job offers in 2022.  Aside from the fact that mentorship can be challenging to deliver in today's busy schedule, Jorge suggests that many vet practitioners need to be more effective mentors. From his experience, some practitioners responsible for training new veterinarians take a one-sided teaching approach. They focus on showing they are more knowledgeable than the learner (or customers) rather than sharing knowledge. ### Difficulty in showcasing skills and accomplishments Vet graduates may have the required skills but need help to showcase those skills effectively. This hinders the ability to differentiate themselves in the job market and makes it harder for employers to review potential candidates. They spend time building up their resumes and showing all their certificates and qualifications when, in fact, those qualities are traditionally not the most substantial prerequisites for recruitment. "Hiring in the veterinary space and resumes have not always gone hand in hand," [Jorge says](https://youtu.be/g7rm-PgfCmc). "In my career, other than when I applied for my job here at Cornell, when I'm 25 years after graduating from graduate school, that was the first time in my life I had ever really needed a resume. "In the veterinary space, there's a lot of people who get hired without ever looking at somebody's resume. "If you come to practice at my practice and visit as a student of my practice, and I understand that you understand what you're talking about, you're coachable, everything else, then you might be a great asset." ### Mental Health and High Employee Turnover The number of pet-owning U.S. households is increasing at 1.5% annually, but there aren't enough veterinarians to care for them. In fact, up to 55,000 new veterinarians are needed to meet projected demand in 2030. Why? Because veterinary teams are overworked, overwhelmed, underpaid, and quitting in record numbers. While this abundance of jobs represents a positive for veterinary graduates, job selection requires that, beyond skill and certifications, graduates demonstrate that they possess the sheer dedication, passion, and care factor needed to succeed– which many experts say is lacking among the current crop of veterinary graduates. > I can teach you any skill. I can teach you how to suture a patient after a spay. I can teach you how to do a nerve block on an animal for a lameness exam. I can't teach you how to care. I can't teach you how to have passion for what you do. I can't teach you how to have pride in the work being done. ...[**Jorge Colon on the Digication Scholars Conversations**](https://youtu.be/uDYrb3EoDeQ). ## The Power of a Vet Education ePortfolio: A Tool for Reflection, Differentiation, and Discovery The ePortfolio is a tool that allows students to demonstrate their drive and passion beyond certification requirements. ePortfolios created in Digication allow for a more dynamic and comprehensive representation of a student's abilities and accomplishments. It can [include various multimedia elements](/learning-platform/eportfolio), such as images, videos, and documents, effectively conveying the depth and breadth of a student's learning experiences. Additionally, ePortfolios can be easily shared and accessed online, making it convenient for potential employers or educational institutions to review and evaluate a student's work. ePortfolios can give students a competitive edge in job applications or college admissions by providing tangible evidence of their skills and achievements. ## How ePortfolios provide a way for students to showcase their unique qualities ### ePortfolios help students showcase their unique abilities through reflective learning, which helps them stand out from their peers. Reflective learning is a personal development tool. It involves students consciously examining and evaluating past experiences to extract meaningful lessons that can inform future actions. According to Jorge, students who use reflection in learning and record their experiences can stand out better than recruiters because their ePortfolio showcases qualities and moral compasses that have shaped their experiences and approach to veterinary practice. That way, recruiters can decide what makes such students different from those who also took the same curriculum. "When you read their portfolio, and then you discover through self-reflection that maybe a parent died when they were young because of something related to cancer. And that drove them to be the type of scientist they want to be in the future," Jorge continues. "And now that who, why and why they want to be an oncologist has much deeper meaning and significance." In addition to serving as a tool for differentiation, Jorge believes ePortfolios also function as a discovery tool. In our interconnected world, where every activity leaves a digital footprint, recruiters prefer finding information that reflects your life goals and reflections rather than casual party pictures. Without a comprehensive ePortfolio, recruiters struggle to evaluate you beyond superficial online profiles. For instance, when recruiters Google a student's name, a well-crafted ePortfolio introduces the student and their current state. Without it, recruiters may only find a student’s's Facebook or Instagram page, which is often unhelpful. "Your DI skills will be defined based on the job posting that you're answering in the COVID letter as you showcase to the employer why you're the best fit for that job. That's where you show the skill. "But your why, who, what, how and the moral compass created by that skill. That's what we have in the portfolio, and that's what creates that differentiation." ### Other benefits of ePortfolios in veterinary careers 1. Continuous ePortfolio-based reflection can deepen student learning through their degree years. 2. ePortfolio recording can help instructors and mentors identify and address gaps in knowledge or skills. 3. ePortfolios and the practice of recording help students define and refine their identity and take ownership of learning. 4. ePortfolio-based learning encourages regular student-tutor dialogue, which aids the development of critical interpersonal skills. 5. ePortfolios serve as a job-finding tool through networking and feedback from alumni reviewers. "I have alumni and friends of the college who serve as portfolio reviewers, providing feedback to students as part of a course that I now teach called ePortfolio," he added. "And the end result of this portfolio feedback system by alumni of the college, et cetera, is that people finding jobs without looking for them is becoming a very common occurrence." ## Veterinary ePortfolio Example To Inspire Your Creativity Assessment using ePortfolios in healthcare education is becoming increasingly popular. If you want to [create an ePortfolio in Digication](/learning-platform/eportfolio), see the examples below for inspiration. ### [Eleni Casseri](https://cornell.digication.com/eleni-m-casseri/home) Elenis' portfolio is colorful and vibrant. With a bold and professional profile picture and a thoughtful description of her journey into veterinary practice, Eleni uses [Digication’s design and layout tools](/learning-platform/eportfolio) to captivate the reader with a reflection of her values and goals. ![Eleni-s-eportfolio-vertrinary-medicine](https://www.digication.com/hubfs/Eleni-s-eportfolio-vertrinary-medicine.png) _Eleni's Veterinary ePortfolio Landing Page_ Another great use of the portfolio is how Eleni uses the section below her profile image to showcase her point of view on a controversial topic without condescending. Eleni connects her portfolio to her LinkedIn profile, a great way to ensure recruiters discover the portfolio from the professional network. ![Elenis LinkedIn](https://www.digication.com/hubfs/Elenis%20LinkedIn.png) _Eleni's LinkedIn Profile/Resume_ ## Boost Your Career and Personal Development with Digication Free ePortfolios [Creating an ePortfolio](https://campus.digication.com/app/system/search) effectively differentiates yourself by showcasing your unique skills, experience, and personal development. Jorge encourages students to develop and update their ePortfolio, reflecting on their experiences, goals, and moral compass, seek opportunities to gain diverse skills and experiences in veterinary medicine and related fields, seek feedback on their ePortfolios from alumni and network, and use it for continuous improvement and self-regulated learning. 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Email addressSubscribe ================================================================ # Reflective Storytelling in Nursing Education: A New Approach With Sharyl Toscano URL: https://www.digication.com/blog/reflective-storytelling-nursing-shortage-burnout [Back to all posts](/blog) Reflection & Storytelling # Reflective Storytelling in Nursing Education: A New Approach With Sharyl Toscano Digication|July 15, 2024|6 min read _Sharyl Toscano was on Digication Scholars Conversations_ Nursing education faces numerous challenges today, with nurse shortages and burnout at the forefront. These issues impact the healthcare system and affect the nurses' well-being. Innovative approaches are needed to address these pressing problems. One such practice is reflective storytelling, which holds the potential to help nurse practitioners thrive rather than merely survive in their profession. Reflective storytelling allows nurses to process their experiences, draw meaningful insights, and apply them in future scenarios. This technique enhances their professional practice and supports their personal growth and resilience. [This Digication Scholars Conversations episode](https://youtu.be/ubNbzeJ241Q) explores the transformative power of reflective storytelling in nursing education. We draw insights from our conversation with [Sharyl Toscano](https://www.uaa.alaska.edu/academics/college-of-health/departments/school-of-nursing/faculty-staff/toscano-sharyl.cshtml), Professor at the School of Nursing in the Graduate and BS Nursing Program at the University of Alaska Anchorage. ## The Power of Storytelling in Nursing Storytelling has long held historical and cultural significance in nursing. It serves as a powerful tool for understanding patient experiences and building rapport. Sharyl emphasizes the importance of storytelling in nursing education, stating: > I've always used my practice or clinical stories in my teaching. But something I’ve been doing more recently is having the students reflect on their experience and tell their story, where they connect it... **Sharyl Toscano on the Digication Scholars Conversations** ### Watson's Caring Framework [Jean Watson's Carative Factors](https://nurseslabs.com/jean-watsons-philosophy-theory-transpersonal-caring/#h-10-carative-factors) provide a robust framework for connecting storytelling to nursing. [Her theory emphasizes the humanistic aspects of nursing](https://www.google.com/search?q=Jean+Watson+Caring&sca_esv=cc0e0c03d1bc2a3c&rlz=1C5CHFA_enNG987NG987&sxsrf=ADLYWIKA3DjHupRjTm8ZdWyepKsp6PB-Tg%3A1721052750006&ei=Ti6VZvoC18CFsg_prqS4Cg&ved=2ahUKEwiI_IK8oKmHAxU2UkEAHQGxAGEQ_coHegQIMRAe&uact=5&si=ACC90nxuVQO9WBG-fCGFSorfPFXlPip1rRXxwAo-_z0IfTFMK1QKD2hE069e-j4GXjrmO5HRKDEFlZCYzdQAXWBJeOOL1V1TabXqnO46CBNblFC4l3WzCqU%3D&ictx=1) and underscores the importance of caring in the nurse-patient relationship. By weaving Watson's Carative Factors into storytelling, nursing students can delve deeper into their clinical experiences, reflecting on how those experiences relate to essential elements of caring, such as cultivating a trusting relationship with patients, providing holistic care, promoting a supportive environment, assisting with the gratification of human needs, and being fully present with them. ## Nonviolent Communication & Reflective Storytelling in Nursing [Nonviolent Communication (NVC) is another essential component](https://www.cnvc.org) that can enhance communication in nursing. NVC focuses on empathetic listening and expressing oneself without judgment. Sharyl describes how she incorporates NVC into her teaching: "We bring in a little nonviolent communication. We try to bring in the other or the student, like, what are their feelings... trying to connect the feeling they're having to a need that's either met or unmet." Using NVC, nurses can address conflicts more effectively and promote a supportive work environment. Nursing students can integrate reflective storytelling with NVC to develop better communication skills, leading to improved interactions with patients and colleagues. ## Self-Care for Nurses ![nurse-shortage-naidoo-jade-photography-unsplash](https://www.digication.com/hubfs/Digication%20Website%202022/Blog/nurse-shortage-naidoo-jade-photography-unsplash.jpg) Nurse burnout is a significant issue, and effective self-care strategies are crucial for maintaining well-being. Sharyl shares her approach: "I introduce them to multiple strategies... telling the story is like a kind of unifying piece of that." Reflective storytelling can be a powerful tool for self-care. By reflecting on experiences and sharing stories, nurses can process emotions, identify needs, and develop healthy coping mechanisms with powerful tools like the ePortfolio for documenting reflective practices. ### Practical Self-Care Activities for Nurses Journaling, group discussions, and creative expression through art or music are examples of self-care activities Nurses can integrate with a reflective storytelling routine. Healthy self-care options like mindfulness, exercise, and connecting with nature can complement storytelling and enhance well-being. These activities provide a safe space for nurses to express themselves, reflect on their experiences, and find peer support. ## Strength-Based Approach in Nursing A strength-based approach focuses on identifying and building upon individual strengths. Sharyl explains how reflective storytelling can help nurses recognize their strengths: "We kind of pull these apart, these narratives that they write... How can we look at this from a strength-based appreciative inquiry?" Reflective storytelling can help nurses identify their strengths and build upon them. By reflecting on their experiences and sharing their stories, nurses can recognize their skills, achievements, and qualities. This process can boost their confidence and motivation, helping them to feel more empowered and capable in their roles. A strength-based approach fosters a positive and supportive work environment where nurses feel valued and appreciated for their contributions. By adopting a strength-based approach, nurses can create a more positive and empowering work environment. Reflective storytelling encourages them to focus on their successes and strengths, fostering a sense of accomplishment and resilience. ## Team Nursing and Reflective Storytelling The resurgence of team nursing has implications for nursing education. Reflective storytelling can be crucial in developing teamwork skills and fostering collaboration. Sharyl notes: > Reflective storytelling can help nurses develop teamwork skills, improve communication, and foster collaboration... Sharyl Toscano. Reflective storytelling can play a significant role in team nursing. By reflecting on experiences and sharing stories, nurses can develop teamwork skills, improve communication, and foster collaboration. ### Debriefing Team Experiences By debriefing team experiences through storytelling, nurses can identify areas for improvement and enhance their collective practice. For example, after a challenging shift, [a team might gather to share stories, reflect on what went well, and discuss what could be improved](/learning-platform/eportfolio). This process strengthens the team and promotes continuous learning and development. ## Reflective Storytelling in the Nursing Curriculum Integrating reflective storytelling into the nursing curriculum can be done through various methods, such as journaling, group discussions, and ePortfolios. Sharyl highlights the importance of providing students with guidance and support: "What if you flip that focus and just try to focus on from an appreciative approach... where are the strengths, where is the success?" ### ePortfolios as Reflective Tools [ePortfolios](/learning-platform/eportfolio) are digital artifacts showcasing an individual's skills, experiences, and achievements. In the context of nursing education, ePortfolios can serve as a powerful reflective tool. Students can use ePortfolios to document their clinical experiences, reflect on their learning, and receive instructor feedback. "We encourage students to use ePortfolios to track their progress and reflect on their development throughout the program, Sharyl added." By embedding reflective storytelling into ePortfolios, nursing students can create a comprehensive record of their journey, highlighting their growth and areas for improvement. This not only aids in self-reflection but also prepares them for professional practice by having a ready-made portfolio to present to potential employers. To conclude, reflective storytelling offers numerous benefits for nursing education. It addresses the challenges of the nursing shortage and burnout by providing nurses with the tools they need to thrive. Through storytelling, nurses can reflect on their experiences, improve communication, and develop a strength-based approach to their practice. Reflective storytelling is a promising approach as we explore innovative nursing education methods. Follow [Digication on X](https://twitter.com/digication), [Facebook](https://www.facebook.com/digication), and [Instagram](https://www.instagram.com/makelearningvisible/) for more insights and information. [Watch the full episode with Sharyl Toscano](https://youtu.be/8-Frw91tPHw) on YouTube to explore the potential of reflective storytelling in your nursing programs. Tagged Reflection & Storytelling ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee URL: https://www.digication.com/blog/service-learning-writing-intensive-courses-bridging-academic-gap [Back to all posts](/blog) Teaching & Pedagogy # Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee Digication|December 12, 2023|6 min read Imagine a young engineering graduate eager to embark on a career of innovation and opportunities. This engineer is equipped with a freshly minted degree and a wealth of theoretical knowledge, ready to conquer the professional world. However, as soon as they start their first job requiring experience and practicality, they are confronted with a daunting realization – the gap between what they learned in the classroom and what they face in their everyday tasks is vast. This scenario is not unique to only engineers. It’s a challenge many graduates encounter as they transition from classroom academics to the realities of the real world. Fortunately, the world acknowledges this challenge and robust educational approaches are now being implemented to help bridge this gap, equip students with practical skills, and make their transition into the professional realm smoother. In our Digication Scholars Conversations podcast, we had [the privilege of talking to Kathleen Borbee](https://youtu.be/SPx8EN7EPUo?si=akwKVuiVwv2wvxgL), a [professor of Business Administration at SUNY Monroe Community College](https://www.monroecc.edu/etsdbs/staffdir.nsf/DeptStaffListing/E8D9BAEE5856A4A885256F93004CC5B3) in Rochester, New York. With over 30 years of experience at IBM and 14 years in academia, [Kathleen brings a wealth of real-world knowledge into the classroom](https://www.linkedin.com/in/kathleen-borbee-79390a17/). Our conversation highlighted Kathleen’s experiences, journeying from classroom to career, and how service learning and writing-intensive courses are pivotal in narrowing the chasm between academic knowledge and real-world application. ## Bridging Academic Gap With Service Learning > “We are all continuous students; we’ll learn forever.” > > _\- Kathleen Borbee_ With growing competition in all sectors, we agree that teaching should not be limited to what can be taught and learned in traditional classrooms. Kathleen’s philosophy is built on bringing in real-world experiences. She wants her students to apply their knowledge and skills to real-world scenarios, working for actual companies instead of hypothetical projects. Kathleen’s beliefs led her to champion [service learning](/learning-platform/eportfolio), where students engage in projects that benefit their community while applying their academic learning. Incorporating service learning into her courses allowed Kathleen’s students to gain valuable hands-on experience. They worked on projects for real clients, presenting their solutions to clients in live settings. This approach solidified their understanding of course content and gave them practical skills and a sense of accomplishment. ### Embracing ePortfolios: A Modern Approach ![STEMePortfolioPresentation](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/STEMePortfolioPresentation.png) [ePortfolios provide a platform for students to showcase their academic and professional achievements](/learning-platform/eportfolio), creating a dynamic representation of their skills and accomplishments. With this in mind, Kathleen’s commitment to enhancing students’ real-world readiness led her to embrace ePortfolios. She recounted a student's story who initially viewed ePortfolios as busy work. However, after completing her projects and building her ePortfolio, she realized its value during a job interview. Her ePortfolio showcased her work, skills, and professionalism, leaving a lasting impression on her potential employer. Recognizing the significance of effective communication in the real world, Kathleen also introduced writing-intensive components into her courses. She believed that writing is a critical skill, irrespective of the field of study. Kathleen encouraged her students to write clearly and professionally, emphasizing that written communication reflects their professionalism and competence. While some students initially resisted the idea of writing-intensive courses, they soon realized its value. Kathleen emphasizes that the benefits of service learning, [writing-intensive courses](/learning-platform/eportfolio), and ePortfolios extend beyond the business realm. These high-impact practices apply to all fields, from STEM to the arts, and equip students with valuable skills that make them attractive to employers and vital additions to any organization. Her son’s experience in the construction industry exemplifies this very benefit. The sector values out-of-the-box thinking and problem-solving skills, precisely the qualities an ePortfolio can showcase effectively. Kathleen believes that ePortfolios have the potential to revolutionize how employers evaluate candidates. [Kathleen is part of the High-Impact Practices (HIPS) committee](https://www.monroecc.edu/depts/currprog/appliedlearningcurriculumoptions/) at SUNY Monroe Community College (MCC). This committee focuses on implementing practices that provide students with transformative learning experiences. Service learning, writing-intensive courses, and ePortfolios are a few HIPS that enhance students’ academic and real-world skills. The HIPS committee at MCC aims to create a cohesive learning environment where faculty from various disciplines can share best practices and help students develop and strengthen the skills necessary for success in today’s ever-changing world. ### Embracing the New As Kathleen reflects on her journey in implementing ePortfolios and service learning, she acknowledges the initial challenges of introducing these innovative approaches to her students. Yet, she wasn’t surprised by the varying reactions – some students struggled, while others embraced the concept wholeheartedly. What surprised her was the creativity that emerged. In her 200-level courses, Kathleen provided specific guidelines for ePortfolio creation but encouraged students to add their personal touch. The results astounded her. Students crafted incredibly creative portfolios, some even contemplating using them for their businesses. This newfound enthusiasm illuminated the power of ePortfolios as a tool for self-expression and showcasing one’s abilities. One student’s request left Kathleen breathless. [Instead of creating a personal ePortfolio, they proposed building one for an on-campus organization](https://monroecc.digication.com/cabbagesandkingsmagazine/about). This groundbreaking idea sparked a revelation – every campus organization could benefit from having its ePortfolio. The absence of rigid guidelines led to remarkable creativity and new possibilities. [![Cabbages & Kings Literary Magazine-1](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Cabbages%20&%20Kings%20Literary%20Magazine-1.png)](https://monroecc.digication.com/cabbagesandkingsmagazine/about)_The image above is a page from the Cabbages & Kings Literary Magazine ePortfolio. Cabbages and Kings is SUNY Monroe Community College's Award-Winning Student-Run Literary Magazine. All submissions are from MCC Students and Alumni and curated by Cabbages & Kings' Student Leadership._ Kathleen’s approach encourages students to take ownership of their portfolios and integrate them seamlessly into their academic and professional journeys. By removing the perceived constraints, students find newfound motivation to excel. Our host also highlighted the importance of fun in education - which is often overlooked in traditional academic settings. Fun, in essence, can be a catalyst for engagement and learning. Kathleen agrees that making learning enjoyable can lead to enhanced engagement and deeper understanding. She shares anecdotes about infusing fun moments into her classes, encouraging student interaction and collaboration. These experiences can be precious for students who have missed out on socialization due to the pandemic, helping them rediscover the joys of teamwork and communication. The conversation pivots to the role of AI in education. Kathleen acknowledges that AI is here to stay, and rather than resisting it, educators should embrace it as a tool for enhancing productivity and efficiency. She highlights her experiments with AI tools for generating content and how students can use AI-generated material as a starting [](https://youtu.be/WF77X1axT8I)point for their work. According to Kathleen, educators’ evolving role guides students in interpreting and critiquing AI-generated content, reinforcing the importance of human insight and creativity. Kathleen Borbee’s journey in education reveals the power of innovation, imagination, and adaptability. Her commitment to service learning, writing-intensive courses, and ePortfolios is a testament to her dedication to preparing students with the skills and experiences they need to thrive in their future careers. Finally, as we continue to pursue and navigate the ever-evolving landscape of education, Kathleen’s innovative approaches inspire educators looking to make a lasting impact on their students’ lives. Her approach serves as a beacon, reminding us to embrace change, nurture creativity, embrace the new, and keep the element of fun alive in our pursuit of knowledge. Don’t miss [any episode of the Digication Scholars Conversations](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) podcast. Tagged Teaching & Pedagogy ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/reflection-advocacy-teacher-education.jpg) Teaching & Pedagogy #### The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone June 19, 2024 ](/blog/reflection-advocacy-teacher-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/early-childhood-education.png) Teaching & Pedagogy #### How Innovative Technology Is Changing Early Childhood Education With Vail Shoultz-McCole October 4, 2023 ](/blog/learning-technology-early-childhood-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger URL: https://www.digication.com/blog/steadfast-eportfolio-leadership-guides-success [Back to all posts](/blog) ePortfolios # Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger Digication|February 21, 2024|5 min read In the ever-evolving world of modern education, visionary leadership is the cornerstone of progress. Guiding institutions through challenging initiatives requires more than just expertise; it demands unwavering dedication and a willingness to embrace innovative tools that can transform the educational landscape. This [Digication Scholars Conversation is a captivating journey](https://www.youtube.com/watch?v=KKVQhsOOYlU) that delves into the remarkable story of Dr. Amanda Hyberger, [an esteemed professor of Music](https://www.ratemyprofessors.com/professor/1086354) and [former Quality Enhancement Plan (QEP) Director](https://chattanoogastate.digication.com/dr_sarah_amanda_hyberger/Faculty_Evaluation_Process11211/) at Chattanooga State Community College, whose steadfast and thoughtful ePortfolio leadership paved the way for unprecedented success in challenging QEP through the strategic and profound implementation of ePortfolios. ## Early Music Experience and Background ![amanda-hyberger-chatt-state-college](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-hyberger-chatt-state-college.jpeg)Amanda Hyberger. Amanda describes her early years in music as a regular “Pastor’s Kid” who sang within the walls of a Southern gospel church choir. Painting a vivid picture of her upbringing, she grew up in a home where her parents and uncles played instruments as she gained an early appreciation for music. She also recalls her experiences singing hymns and spiritual songs, underscoring the solid musical foundation during those formative years. Amanda’s experiences, from meeting her first music teacher, whom she described as “a very gifted woman,” to the challenging years during her early years in college and the time it took to find her singing voice, grew her passion for music. The Professor of Music's journey from teaching preschoolers to molding young minds in college classrooms encapsulates the harmonious symphony of her life’s work. With an unwavering focus on cultivating healthy singing practices and an unyielding resolve to enhance the quality of education, Amanda’s story is an inspiring crescendo that resonates far beyond the classroom walls. Amanda shares her experiences teaching voice and music at various levels, from preschool to college. She emphasizes her focus on teaching healthy singing practices and addressing issues that arise from incorrect vocal Techniques. Her dedication to her students’ growth and her commitment to enhancing the quality of education at the college set the stage for the conversation. But how did she transition from that world of music and singing to becoming involved in ePortfolios and the QEP at Chattanooga State Community College? Amanda’s journey traversed from being a passionate music student to becoming a beacon of inspiration as a professor. ## Understanding Thoughtful ePortfolio Leadership > “I had an epiphany one day where I realized that musicians are pretty much qualitative researchers.” – **Amanda Hyberger**. At the heart of every successful educational endeavor lies thoughtful leadership - a guiding force that sets the tone for meaningful change. Chattanooga State Community College found its guiding star in Amanda, a seasoned educator with an unwavering commitment to quality music education and a reputation for being fun.  Amanda embodies thoughtful leadership in implementing ePortfolios. Her journey began with a vision to empower students to articulate their purpose, strengths, and areas for growth. [As the QEP Director](https://www.chattanoogastate.edu/bio/28395/sarah-amanda-hyberger-dma), Amanda spearheaded the integration of ePortfolios, enabling students to showcase their educational endeavors alongside their life experiences, reflect on their progress, and set meaningful goals. Her role wasn’t confined to the classroom; Amanda’s ability to envision and enact change made her the ideal conductor for the QEP. As the notes of thoughtful leadership began to resonate, the stage was set for a symphony of transformation. Thoughtful ePortfolio leadership goes beyond the technical aspects of creating digital portfolios. It involves guiding students and faculty to use ePortfolios as platforms for [meaningful self-reflection](/learning-platform/eportfolio), goal-setting, and [showcasing their achievements](/learning-platform/internships). Thoughtful ePortfolio leaders recognize that this process contributes to the overall quality enhancement of education. It empowers students to take ownership of their learning and continuously improve. Thoughtful ePortfolio leadership entails aligning ePortfolio usage with learning outcomes. At Chattanooga State, music students use ePortfolios to demonstrate their proficiency in music education, from ear training to vocal lessons. This intentional alignment fosters a deeper understanding of their progress and skill development, allowing them to monitor their growth over time. ## Quality Enhancement Plan (QEP) and Music Education The Quality Enhancement Plan (QEP) is the heartbeat of Chattanooga State Community College’s commitment to excellence. Rooted in the culture of quality education, the QEP strives to elevate student learning experiences and equip them with skills that transcend academia. At its core, the QEP harmonizes with the college’s mission to provide top-notch music education, fusing artistic expression with academic rigor. Amanda recently stepped away from her long-standing administrative role as the QEP (Quality Enhancement Plan) Director to focus on her passion for music education. She had dedicated almost a decade to this role while championing the institution's commitment to academic quality and improvement. Despite this career shift, Amanda's commitment to ePortfolios remains unwavering. She continues integrating ePortfolios into classrooms, utilizing them as an effective teaching tool to enhance student learning and development. Additionally, she assists faculty members in developing Promotion and Tenure ePortfolios, further contributing to the academic community. Her pioneering work in this field continues to influence and inspire educational institutions today. Her wealth of experience and expertise is a valuable resource for institutions looking to make meaningful strides in ePortfolio integration and education. Our conversation with Amanda gave us insights into her career transition, ongoing commitment to ePortfolios, and continued influence in the field. Remember, a fundamental tenet of thoughtful ePortfolio leadership is cultivating future leaders. Through ePortfolios, students develop essential skills such as self-assessment, critical thinking, and communication –vital for effective leadership. By showcasing their accomplishments and reflecting on their journey, students are better equipped to become leaders in their chosen fields, contributing positively to their communities. [Visit the episode's page for more about Dr. Amanda's rich sense of humor](https://www.youtube.com/watch?v=7kNKnoqptn0), honesty, and candor. Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Passaic%20County%20Community%20College.png) ePortfolios #### The Highly Impactful ePortfolio: Keeping Students Engaged and Motivated With Alex Della Fera December 12, 2023 ](/blog/highly-impactful-eportfolio-keeps-students-engaged-motivated) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Why Student Reflection Isn't Working (And How AI Can Help) URL: https://www.digication.com/blog/student-reflection-ai-guided [Back to all posts](/blog) AI # Why Student Reflection Isn't Working (And How AI Can Help) Digication|April 30, 2026|5 min read We invest a lot in high-impact practices. Internships, undergraduate research, service learning, study abroad, first-year seminars: the evidence for these experiences is strong, and institutions have responded by building them into curricula at scale. But there's a quieter problem that often goes unaddressed. These experiences work best when students reflect on them deeply, and most of the time, that reflection isn't happening in any meaningful way. If you've read end-of-semester reflection essays, you know what this looks like. A student describes what happened. They note that the experience was "interesting" or that it "helped them grow." But the thinking behind those claims stays invisible. The experience happened. The meaning didn't land. This isn't a student motivation problem. It's a scaffolding problem. ## The Prompt Isn't Enough Most students haven't been taught to reflect at the level faculty are hoping for, and traditional prompts ("What did you learn?") don't get them there. Asking a broad question at the end of a semester invites broad answers. Students write to complete a task, not to think. What changes the outcome isn't a better prompt in isolation. It's a guided conversation that pushes thinking further, asks follow-up questions, connects a student's response to their actual work, and keeps going until something real surfaces. At Bucknell University, Rebecca Thomas piloted exactly that approach in an engineering course. The difference in student writing was striking. Without guided reflection, one student wrote that the class was "pretty straightforward" and that they never felt "at a loss." With AI-guided reflection, a different student from the same course wrote: "I would ask for help sooner when we were confused on the code. We were so intent on finding the error ourselves that we spent an hour combing through it. It's helped my perspective on mistakes. Mistakes do not equal failure." Same course. Same students. Same semester. The only difference was how they were asked to reflect. ## A Framework That Goes Deeper Than Technology The approach we presented at AAC&U CLASS 2026 is grounded in TORI, the Taxonomy of Reflective Inquiry. TORI organizes reflection across six core domains: cognitive and analytical thinking, emotional and affective processing, social and interpersonal dynamics, personal growth, cultural and ethical considerations, and life transitions. This gives faculty a shared language for what meaningful reflection actually looks like. It also gives AI tools a pedagogical foundation, so they're scaffolding genuine thinking rather than generating text that sounds like reflection but isn't. Built on TORI, the AI reflection tool functions as a conversational partner rather than a form to fill out. Instructors set the learning outcomes and the framing; students experience a dialogue where follow-up questions are tailored to their responses and tied to their actual work. In our informal polling, students said the 10-minute reflection process didn't feel long. Many noted an unexpected benefit: the guided process helped them articulate their experiences in ways they could use on a resume or in a job interview. One student put it simply: "It felt like a real conversation, not a box to check." ## What This Unlocks for Your Institution Beyond the learning experience itself, AI-guided reflection opens up something administrators have been trying to solve for a long time: evidence. Every guided reflection is an artifact of learning, authentic, timestamped, and archived. When accreditation season arrives, you don't need a separate evidence-collection process because the evidence has been building all along. And when you zoom out across a semester or a program, a collection of reflections becomes a dataset. AI-assisted analysis can surface recurring themes, common misconceptions, and growth trajectories that no single instructor could identify alone. The practice that deepens student learning is the same practice that generates program-level insight, without adding reporting burden to faculty or coordinators. It's also worth saying clearly: this does not replace human mentorship. Faculty conversations, peer discussion, and advisor relationships remain essential. The AI extends reach and access. The people provide the care. ## Where to Start You don't need to overhaul a program to begin. Start with one course, one HIP context. Try asking one open question instead of four. Brief, frequent reflections build the habit over time and produce a richer longitudinal record than a single end-of-semester essay. If you're curious about what this could look like at your institution, we'd welcome the conversation. You can also find the slides and resources from our [AAC&U CLASS 2026 session](/events/aacu-class-2026). Tagged AIReflection & Storytelling ### Related Posts [ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/cultivating-belonging-ai-identity.jpg) AI #### Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them April 26, 2026 ](/blog/cultivating-belonging-ai-identity)[ ![](/images/blog/faculty-reflection-pedagogical-superpower.jpg) AI #### Why Faculty Find Reflection Is the Pedagogical Superpower We Need Now More Than Ever April 22, 2026 ](/blog/faculty-reflection-pedagogical-superpower) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # How Students' Engagement Strategies Help Influence the Value of College Education With David Hubert URL: https://www.digication.com/blog/students-engagement-influence-value-college-education [Back to all posts](/blog) Diversity, Equity & Belonging # How Students' Engagement Strategies Help Influence the Value of College Education With David Hubert Digication|February 21, 2020|6 min read _Just how valuable can a college education be?_ _David Hubert on the Digication Scholars Conversations_ The increasing costs of higher education – along with the drop in its perceived overall value to society – have been eroding trust in academic institutions. But is there any merit to this increasingly popular perception? If so, what are some of the reasons why, and what can educators do about it? Dr. David Hubert is a professor of Political Science and serves as Associate Provost of Learning Advancement at Salt Lake Community College (SLCC), and he joined us to talk about practical strategies for improving student engagement to help promote an integrated learning environment, including how these efforts increase the value of college education for students beyond their academic careers. ### The Real Value of College Education It’s true that there is a growing number of people who opine that “college is a waste of time”. While the cost of higher education has been rising over the past few years, David points out that overall increases in prosperity – especially evident during the 70s and 80s – have strong links to the increased accessibility of higher education. In fact, the benefits that higher education grants extend far beyond providing the qualifications for an individual to become equipped to have a rewarding career in fields such as computer science, engineering, or medicine. Just imagine the positive impact that the work of such professionals provides for the world at large, and what the world would be without them: there is a tremendous public benefit to be had! There is, of course, the reality of politics and bureaucracy, and these can have significant effects on how accessible and effective higher education can be for many. As not everyone can appreciate all the significant but intangible public benefits that a college credential can provide, some can develop an uncertainty as to how that can be worthwhile in relation to how much it costs. And if enough of the public hold such a view, this can have knock-on political effects, such as budget cuts, meaning publicly funded institutions will need to find ways to continue operating on less, which might include passing on more of the expense to students. That doesn’t mean that college is no longer worth it; higher education still provides tremendous value both to the individual and to society, but the increased cost means it becomes less accessible to more people overall. That said, many academic professionals are determined to find ways to ease the burden on students when it comes to extracting value from their time in higher education, both through pedagogical means and more practical initiatives. ### How To Improve Student Engagement ![elissa-garcia-classroom-engagement-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/elissa-garcia-classroom-engagement-unsplash.jpeg) How engaged students are can be an indicator of how much they can benefit from the program that they’re undertaking: the more students are engaged, the more benefits they derive and the more value they can gain from their education, and this goes beyond just their time in academia. David says that student engagement starts with the teacher, and he applies this principle by modeling the very practices that he teaches his students to do. If he asks his students to use certain methods when conducting research and moving on to the writing phase of projects (which includes outlining, drafting, editing, etc.), he not only _tells_ them how but also _shows_ them by both providing a sample project that he’s working on at that moment, as well as _being_ an example for them. This approach helps educators develop deeper insight into the challenges that students face throughout the work that they must do, and this, in turn, allows teachers to become more effective educators because of the empathy, trust, and understanding that they build with their students. Another key method in helping students become deeply engaged is to help them pull together and examine the work they have been doing across multiple disciplines and subjects and to lay out the practical applications and effects they can see these having in their respective contexts, along with how they might relate to each other. In parallel, students are asked to reflect on their thought processes as they go, using questions such as:  - “What assumptions – if any – did you have before starting?”  - “How have your experiences challenged these assumptions?”  - “What have you learned having gone through these experiences?”  The students then place the results of their work in their respective ePortfolios, which allow them to better organize, present, and continuously refine this rich information. This allows them to not just extract more benefits from what they’ve gleaned from these experiences, but to _continuously do so_ even after such projects have been completed, something that more traditional textbook-based learning simply cannot facilitate. (Get the full gist about [Salt Lake City College’s ePortfolio initiative](https://www.slcc.edu/eportfolio/).) This type of authentic learning is another way of extracting even more value out of one's college education that extends beyond their academic career because they're developing critical thinking and metacognitive skills that they can apply in their professional career, as well as in every aspect of their everyday life. ### Open Education Resources: How Everyone Benefits OER – Open Educational Resources – is a broad academic initiative that attempts to lower costs and improve access for students by making educational resources like textbooks openly licensed. This means that they can access these for free or at a very low cost, and they can share and even modify these at will.  Beyond cost savings, another benefit that OER provides academics is the ability for rapid development of better reference materials, which helps mitigate the consequences of textbooks that are not only expensive but so poorly developed that they _bore_ students out of being engaged in their own educational experiences and deprive them of the benefits of deeper learning! Dr. Hubert’s own textbook, [Attenuated Democracy: A Critical Introduction to U.S. Government and Politics](https://slcc.pressbooks.pub/attenuateddemocracy/), is a prime example of the practical results of this initiative. David and his colleagues at Salt Lake City College recently calculated that their OER initiative has allowed them to save over $20 million in textbook costs alone, and over the recent few years, have seen their use rise to the tune of several thousand students (and counting)!  From these openly licensed materials, both students and academics can freely share, mix, modify, and even create their own references and textbooks, which they can share back to the academic community at large to continue to drive this movement and the benefits it generates for academia overall.  A college education still holds great value for students and the societies they serve, but there _are_ more and greater challenges to overcome today for many who want access to higher education. Will it get better or worse? Many in academia – certainly Dr. Hubert – are doing all they can to ease the burden on students and provide a more rewarding journey through integrated learning and initiatives like Open Educational Resources.  But in the end, only time will tell. Hear more from Dr. David Hubert and get the details on how politics and bureaucracy affect academic institutions, Salt Lake City College’s integrated learning, and student engagement strategies, and more. [listen to the full episode here](https://youtu.be/_5QnHyUDkGU).  Don’t miss an episode. [subscribe to the Digication Scholars Conversations podcast by clicking here.](https://podcast.digication.com/subscribe) Tagged Diversity, Equity & Belonging ### Related Posts [ ![](/images/blog/cultivating-belonging-ai-identity.jpg) AI #### Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them April 26, 2026 ](/blog/cultivating-belonging-ai-identity)[ ![](/images/blog/building-sustainable-lgbtq-peer-mentoring.jpg) Diversity, Equity & Belonging #### Building Sustainable LGBTQ+ Peer-Mentoring During COVID With Sam Ascensio June 19, 2024 ](/blog/building-sustainable-lgbtq-peer-mentoring)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Screenshot%202023-11-25%20at%2002.24.14.png) Diversity, Equity & Belonging #### A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility With Katie Lester November 24, 2023 ](/blog/blind-student-advocates-accessible-eportfolios) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence URL: https://www.digication.com/blog/study-abroad-learning-eportfolio-intercultural-competence [Back to all posts](/blog) ePortfolios # A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence Digication|June 5, 2024|10 min read Building a study abroad ePortfolio is a fascinating endeavor where students document their immersion in diverse cultures, languages, and lifestyles. This digital showcase allows them to capture new perspectives and unlock new dimensions of understanding and personal growth, showcasing the transformative power of international experiences in our interconnected global society. In a world where effective cross-cultural communication and understanding are paramount, study-abroad learning ePortfolios emerge as invaluable tools in shaping individuals into globally competent citizens. These digital portfolios document students’ academic endeavors and serve as windows into their intercultural adventures, highlighting their experiences and learning depth. In this post, we will [examine study abroad ePortfolios](/learning-platform/eportfolio) in more detail, discussing their importance, elements, and function in promoting cross-cultural learning opportunities. Join us as we explore the life-changing possibilities of study abroad learning portfolios and discover how they can shape global citizens equipped to navigate our increasingly interconnected world. ## Understanding Study Abroad ePortfolios ePortfolios serve as dynamic learning repositories when studying abroad, digitally capturing the essence of a student’s international experience. But what exactly are they, and why are they essential in global education? ### Definition and Purpose of Study Abroad ePortfolios At their core, study abroad ePortfolios are digital collections of artifacts, reflections, and achievements that document a student’s academic journey abroad. Unlike traditional paper portfolios, their digital nature allows for multimedia elements such as photos, videos, and interactive maps, enriching the storytelling experience. The primary purpose of study abroad ePortfolios is to facilitate reflection and showcase learning outcomes. By encouraging students to reflect on their experiences, these portfolios deepen their understanding of cultural differences, enhance intercultural awareness, and foster personal growth. Moreover, by showcasing their work and achievements, ePortfolios provide a tangible record of learning that can be shared with peers, faculty, and future employers. ### Benefits of Using Online Portfolios in Study Abroad Programs There are numerous advantages to using ePortfolios in study abroad programs. Above all, they enable students to take charge of their education by encouraging active participation, self-directed learning, and reflective learning. Moreover, ePortfolios help close the knowledge gap between theory and practice by integrating academic and actual learning. In addition, they function as valuable instruments for evaluation, enabling educators to examine learners’ development and levels of intercultural competency. ### Components of a Study Abroad ePortfolio A study abroad ePortfolio typically consists of three main components: 1. **Samples of Student Work**: These may include research papers, presentations, multimedia projects, and other academic assignments completed during the study abroad program. 2. **Reflections on Study Abroad Experiences**: Reflections allow students to critically analyze their experiences, identify cultural differences, and articulate their learning goals and outcomes. 3. **Documentation of Cross-Cultural Learning Activities**: This may include participation in cultural excursions, language immersion programs, community service projects, and other intercultural learning activities. Study abroad ePortfolios that include these elements provide a thorough overview of a student’s cross-cultural experience, showcasing their academic success and personal development. These compilations of work can demonstrate a student’s linguistic proficiency, cultural awareness, and academic success. Students can set themselves apart from their peers through their portfolios by showcasing their dedication to their field of study. Additionally, a student’s portfolio reflects their journey, utilized to apply for jobs and internships abroad, providing invaluable work experience and fostering professional growth. ## Exploring Intercultural Learning Experiences Studying abroad is a transformative experience that exposes students to many cultural differences and challenges. We read a student’s portfolio, and in her study abroad goals section, she mentioned that during her 6-week stay at the University of Cambridge, she was determined to make the best use of her summer. She aimed to achieve personal and professional objectives. As a personal aim, she’d like to study and experience the similarities and differences between the UK and the United States education systems and make connections with people from different backgrounds. As for the professional objectives, she succeeded in presenting a reflective portfolio that captured her entire learning experience. In this section, we’ll explore the impact of study abroad on intercultural competence development and the role of reflection in shaping meaningful learning experiences. ### Effects of Study Abroad and How it Impacts Intercultural Competence Development Studying abroad allows students to challenge their assumptions and expand their worldviews. Students develop a heightened awareness of cultural differences and an appreciation for diversity through interactions with locals, participation in cultural activities, and exposure to unfamiliar customs. Furthermore, living and studying in a foreign country helps students develop cross-cultural communication and collaboration skills as they learn to overcome linguistic and cultural hurdles. Interacting with people from various backgrounds gives students insight into [diverse perspectives](/blog/empowering-liberal-arts-education), which fosters empathy and cultural awareness. ### Reflection on Study Abroad Experiences Reflection plays a crucial role in intercultural learning. It allows students to make meaning of their experiences and connect theory with practice. In study abroad ePortfolios, reflection prompts serve as catalysts for deepening understanding and fostering self-awareness. Reflecting on their interactions, observations, and cultural encounters enables students to understand their cultural biases and assumptions. Moreover, reflection allows students to identify areas for growth and set goals for further development. ### Prompts for Reflection in Study Abroad Portfolios Effective reflection prompts encourage students to critically analyze their experiences, challenge their assumptions, and articulate their learning outcomes. Some examples of reflection prompts include: - Describe a cultural encounter that challenged your assumptions. How did you respond, and what did you learn from the experience? - Reflect on a situation where you experienced culture shock. How did you cope with the challenges, and what strategies did you employ to adapt? - Identify a cross-cultural communication challenge you encountered during your study abroad program. How did you overcome it, and what communication strategies proved effective? By adding these reflection prompts to their ePortfolios, students can demonstrate their improvement in intercultural competency and engage in meaningful self-reflection. ## Assessing Intercultural Competence in Study Abroad Assessing intercultural competence in study abroad programs is essential for evaluating the effectiveness of the educational experience and identifying areas for improvement. This section will explore the learning outcomes and goals of study abroad programs and discuss methods for assessing intercultural competence. ### Learning Outcomes and Goals in Study Abroad Programs Study abroad programs typically aim to achieve several key learning outcomes related to intercultural competence. They are: - **Developing Intercultural Awareness and Understanding**: Students develop a deeper understanding of global issues and cultural differences through [exposure to diverse cultural perspectives](/learning-platform/eportfolio). - **Cultivating Global Citizenship**: Study abroad programs promote active engagement in local communities and foster a sense of responsibility towards global issues and challenges. - **Building Cross-Cultural Communication Skills**: Students develop effective communication strategies by navigating linguistic and cultural differences and collaborating across cultural boundaries. ### Methods for Assessing Intercultural Competence Assessing intercultural competence in study abroad programs requires a multifaceted approach that incorporates various assessment methods: - **Self-Assessment**: Encouraging students to reflect on their intercultural experiences and assess their growth in intercultural competence. - **Faculty Assessment**: Faculty members can evaluate students’ intercultural competence through observations, interviews, written assignments, and presentation assessments. - **Peer Assessment**: Peer assessment allows students to provide feedback to their peers based on their observations and interactions during the study abroad program. By integrating several evaluation methods, study abroad programs can comprehensively understand their students’ intercultural proficiency and customize interventions to meet their unique needs. ## Organizing and Presenting Study Abroad ePortfolios Crafting a study abroad ePortfolio involves more than documenting or compiling files and photos. It’s about systematically weaving together a series of events into a narrative that captures the essence of your international experiences and highlights your growth and achievements. Let’s explore the key considerations for effectively organizing and presenting your ePortfolio. ### Selecting a Portfolio Platform or Format The first step in building your study abroad ePortfolio is selecting the appropriate platform or format. Whether you choose a multimedia presentation, a dedicated website, or a digital portfolio tool, selecting a platform that complements your objectives and target audience is critical. When choosing, consider elements like usability, customization possibilities, and accessibility. ### Structuring Portfolio Sections and Subsections Once you’ve decided on a platform, next will be to structure your ePortfolio into clear sections and subsections. Think of your ePortfolio as a story, with each section representing a chapter in your study abroad journey. Typical sections may include: 1. **Introduction**: Summarize your study abroad experience and lay the foundation for the rest of the process. 2. **Academic Achievements**: Include samples of your academic work, showcasing research papers, presentations, and projects completed during your study abroad program. 3. **Reflections**: Share your experiences navigating different cultures, emphasizing your learnings, highlighting moments of growth, challenges overcome, and lessons learned. 4. **Cultural Experiences**: Document your involvement in the local culture through photos, videos, and anecdotes, clearly showcasing your engagement with and appreciation for cultural diversity. 5. **Conclusion**: Summarize your study abroad journey, reflect on its impact on your personal and academic growth, and express your aspirations for the future. Structuring your portfolio will make it straightforward enough for viewers to navigate and engage with your content, allowing them to comprehensively understand your study abroad experience. One reason Digication ePortfolios are popular is that they allow both the owner of the portfolio and the viewers ease of use with several tools to make the portfolio experience seamless. So, if you’re considering sharing your learning experiences with ease, remember to choose a platform that will give you the desired format to store and present your artifacts. ### Showcasing Artifacts and Samples of Work One of the most crucial aspects of presenting your study abroad ePortfolio is showcasing artifacts and samples of your work. Whether it’s a research paper, a multimedia project, or a cultural presentation, include a diverse range of materials demonstrating your academic achievements and creativity. Select and use multimedia elements such as photos, videos, and interactive maps to bring your experiences to life and provide context for your accomplishments. Your experiences can inspire others to embark on similar learning adventures. ### Including Reflections and Self-Assessment Reflection is a fundamental aspect of the study abroad experience and should be integrated throughout your ePortfolio. Use reflection prompts to encourage [deep introspection](https://www.bu.edu/dli/faculty-voices/eportfolio-assessments-to-deepen-learning/) and critical analysis of your intercultural experiences. Share your thoughts, insights, and personal growth journey, demonstrating your ability to reflect on and learn from your experiences. Additionally, include [self-assessment tools](/learning-platform/assessment) or reflections on your development in intercultural competence, highlighting your awareness of your strengths and areas for improvement. ### Incorporating Multimedia Elements Finally, don’t hesitate to incorporate multimedia elements into your study abroad ePortfolio. Photos, videos, audio recordings, and interactive maps can enhance the visual appeal and storytelling capabilities of your ePortfolio, making it more engaging and memorable for viewers. Use these multimedia elements strategically to complement your written content and provide a more immersive experience for your audience. The effectiveness of study abroad ePortfolios hinges on their content and how they are organized and presented. By carefully considering the factors and recommendations above, anyone can create a compelling ePortfolio that effectively showcases their intercultural learning experiences and achievements, leaving a lasting impression on their viewers. ## Conclusion Intercultural competence is more important than ever in today's globalized world. Study abroad ePortfolios offer students a unique opportunity to enhance their intercultural competence through reflection, documentation, and presentation of their international experiences. Throughout this article, we’ve explored the significance of study abroad ePortfolios in fostering intercultural learning experiences. Students embark on their study abroad journeys as not merely travelers but active participants in a transformative educational experience. By engaging with different cultures, reflecting on their experiences, and documenting their learning journey through ePortfolios, students can deepen their understanding of cultural differences, develop cross-cultural communication skills, and cultivate a sense of global citizenship. Study abroad ePortfolios serve as digital artifacts of personal and academic growth, capturing the essence of a transformative journey that extends far beyond the confines of the classroom. As students navigate the complexities of our interconnected world, their study abroad ePortfolios stand as testaments to their intercultural competence and readiness to embrace the challenges and opportunities of a globalized society. Tagged ePortfolios ### Related Posts [ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Passaic%20County%20Community%20College.png) ePortfolios #### The Highly Impactful ePortfolio: Keeping Students Engaged and Motivated With Alex Della Fera December 12, 2023 ](/blog/highly-impactful-eportfolio-keeps-students-engaged-motivated) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Telling Your Unique Narrative: Nurturing Belonging Through ePortfolio With Ben Jenkins URL: https://www.digication.com/blog/tell-story-eportfolio [Back to all posts](/blog) ePortfolios # Telling Your Unique Narrative: Nurturing Belonging Through ePortfolio With Ben Jenkins Digication|November 9, 2023|4 min read Everyone has a unique story to tell, which is best shared from the first-person perspective. In many situations, especially in academic environments, people tend to concern themselves with how others interpret the stories they’d love to share. So many questions usually linger: “What will potential employers think of me?”;  “How will my peers perceive me if I choose to reveal this aspect of myself?";  “What impression will I make on my professors?” Indeed, these are valid questions, but in telling a story through ePortfolios, your story holds immense power. You matter and your story matters. As Ben Jenkins, [the University Archivist and Associate Professor at the University of La Verne](https://www.linkedin.com/in/bjenkins1989/), shares [in this episode](https://youtu.be/QZULgFE4GUY?si=qakqMY-pSOHfWJlZ) of Digication Scholars Conversations, creating an ePortfolio gives his students the opportunity to say: > “This is who I am as a student, this is who I am in this increasingly digital world, and this is who I am in the incredibly global twenty-first century”  It's no news that the world is growing rapidly, and with advancements in technology comes a wide range of opportunities. As Associate Professor and University Archivist, Ben sees the ePortfolio as an opportunity for students to “leave their legacy as something that may be of value to students, generations from now.” ![tell-story-eportfolio-belonging-by-etienne-girardet-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/etienne-girardet-EP6_VZhzXM8-unsplash.jpeg) If students were asked to write about themselves thousands of years ago, it would have appeared on a “manuscript’s parchment paper,” joked Ben. If we had gone a thousand more years before that, these stories would have appeared on stones or wooden tablets. However, we now come across these stories every minute as Tweets (or Xs), Instagram stories, memes, Facebook posts, etc. Because these stories are now a normal part of our lives, we wouldn’t think much of them. Most especially, we wouldn’t consider them legacies worth looking back at. However, Ben describes these as a time capsule with “historical documents that future generations are going to use to understand our lived experiences.” In Ben’s public history classes, he first helps students to understand that everyone is a product of history. Every lived experience, as a part of a family, a religious group, a social circle, etc., leaves a legacy, a trace for future generations. These traces today are their digital footprints. These digital footprints are their contribution to history. Students are encouraged to be intentional about the story they want to tell using an ePortfolio. Decades from now, future students at [La Verne](https://laverne.edu/) may view these ePortfolios and build a better understanding of what life was like for past students and draw connections to their current experience as a part of the school community. Ben sees this opportunity for students to connect to the La Verne community and share their stories through their [ePortfolios allowing students to discover a greater feeling of belonging](/blog/identity-storytelling-digital-era), especially so for minority students. The University of La Verne was a predominantly white institution until recent decades, and through creating ePortfolios, students often share and celebrate their ethnic and racial diversity. Shared experiences often provide students with a sense of belonging and recognition of growth for how far minorities have come and their positive impact on the institution and surrounding community as a whole. Other minority groups, like LGBTQ students, also benefit from utilizing ePortfolios. On their own terms, they get to share their identity and find a sense of belonging and acceptance within the school community. Also, the chance to tell their stories through ePortfolios gives students the opportunity to recognize and reflect on their role as valuable members of society. > You may want to read: [Exploring Cultural Identity and Belonging as an Alaska Native Student With Shamai Thacker](/blog/cultural-identity-belonging) Ben shares that some students struggle to see their own worth and value. These students may think of themselves as ordinary and not capable of doing anything significant. To help such students discover their unique contributions, Ben uses prompts to guide them through reflections on their lives. He gives an example of such a student, who, upon introspection, shared that he is a basketball coach at a high school. What could be more impactful than influencing the next generation of young people through team sports as a coach while still a college student? It is through this reflective process that students are able to begin to see their contributions to the community and recognize their power through the stories they share in their ePortfolios. Ben also explains that as a digital frontier, he is very particular about the type of digital footprints students leave behind. Students are encouraged to be mindful of the materials they use to tell a story with ePortfolio for future generations. Rather than sitting back and watching history shape their narrative, they become active agents in determining what the future knows about them. [This episode of Digications Scholars Conversations](https://youtu.be/Bd8_RNokY0M?si=s9KT2wBgPKFkfTfe) is packed with how students use their ePortfolio to demonstrate global digital citizenship in the 21st century. Students are not merely limited to sharing their academic lives but are encouraged to bring together elements from every aspect of their lives. [Tune in to the podcast and enjoy this engaging episode](https://youtu.be/Bd8_RNokY0M?si=s9KT2wBgPKFkfTfe) as Ben Jenkins shares his personal journey and expertise on how ePortfolios have the power to shape the future and foster a profound sense of belonging through the power of individual stories. Tagged ePortfolios ### Related Posts [ ![](/images/blog/study-abroad-learning-eportfolio-intercultural-competence.jpg) ePortfolios #### A Look Inside a Study Abroad Learning ePortfolio: Enhancing Intercultural Competence June 5, 2024 ](/blog/study-abroad-learning-eportfolio-intercultural-competence)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/amanda-headshot.jpeg) ePortfolios #### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger February 21, 2024 ](/blog/steadfast-eportfolio-leadership-guides-success)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/liberal-arts-education-kelly-sikkema-unsplash.jpeg) ePortfolios #### Embracing Diverse Perspectives in Liberal Arts Education With Laura DeSisto December 27, 2023 ](/blog/empowering-liberal-arts-education) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Transforming Career Services: Insights from Bucknell's STEM Career Coach With Christa Matlack URL: https://www.digication.com/blog/transforming-career-services-bucknell-universitys-stem-career [Back to all posts](/blog) Career & Internships # Transforming Career Services: Insights from Bucknell's STEM Career Coach With Christa Matlack Digication|December 9, 2024|16 min read _Christa Matlack was on the Digication Scholars Conversations_ Christa Matlack chats with Kelly Driscoll, the co-founder of Digication. They discuss why reflection and self-awareness matter in our careers. Christa is a Career Coach in STEM at the Center for Career Advancement at Bucknell University. She shares her experiences and the lessons she learned. She highlights how her diverse background helps students find their way. Christa's career journey shows the benefits of balancing academics with Co-curricular activities. It highlights how a well-rounded education matters. Her experience also shows the benefits of using ePortfolios. ## Christa's Journey: From Student-Athlete to Career Coach Christa Matlack's journey began just down the road from Bucknell University in South Williamsport, Pennsylvania. She grew up in the area and knew about Bucknell. She hadn’t decided on getting a university education but then came recruitment to play soccer. Despite her busy sports schedule, Christa managed to keep up with her studies. She studied biology and also took classes in studio art and philosophy. She played soccer at Bucknell for all four years, contributing to the team's success in reaching the conference tournament each year. After graduating from Bucknell, Christa earned a master's degree in biology from Clarion University of Pennsylvania, now PennWest Clarion. Her biology major and studio art and philosophy minor helped her see problems differently. Being a student-athlete taught her valuable skills. She learned time management, discipline, and teamwork. These skills would later help her in her career. ## The Importance of a Liberal Arts Education Bucknell's liberal arts education was crucial to Christa's development. It provided her with a well-rounded skill set, and her diverse educational background allowed her to approach problems from multiple perspectives. Her experience fostered both analytical and creative thinking. The liberal arts education helped Christa develop transferable skills such as critical thinking, communication, and resilience. These skills enhanced her academic and athletic performance and equipped her to help students navigate their career paths effectively. ## Career Path and Lessons Learned Upon completing her graduate degree, Christa pursued a greater sense of career direction. She applied for college soccer coaching jobs and biology research positions and got many callbacks for soccer coaching but none for biology. She added a master's and then moved to a research technician role at Geisinger. However, she realized that advancing in this field required a PhD and felt she needed more time to prepare. This realization led her to a job in product development at First Quality Enterprises, where she spent four years designing tampons. A twist of fate led her to begin her career as a soccer coach at the University of Scranton. There, she found a passion for coaching and helping young athletes. Christa's career changed again when she became the interim head coach at Penn College in her hometown. She blended this role with her full-time job at First Quality. This experience reinforced her love for coaching and working with students. However, the demands of full-time coaching and motherhood led her to seek more work-life balance. ## From Coaching to Career Coaching at Bucknell ![transforming-career-services-thisisengineering-unsplash](https://www.digication.com/hubfs/Digication%20Website%202022/Blog/transforming-career-services-thisisengineering-unsplash.jpg) Christa's diverse experiences culminated in her current role as a STEM Career Coach at Bucknell University. In 2021, she applied for the position, which nicely matched her STEM background and interests. Her background in higher education, STEM, and industry experience made her an ideal candidate. In this role, Christa leverages her journey of navigating various career paths to help students find their own. She emphasizes that one's major does not have to dictate one's career path and encourages students to explore what is meaningful to them. Christa's journey from student-athlete to career coach shows the value of a liberal arts education. It also highlights the importance of being flexible and resilient in career development. Her experiences have prepared her to help students with their career paths. She shows them how their education and experiences can lead to many rewarding job opportunities. Building portfolios requires considering how learning materials show what students have learned. This high-impact practice promotes critical thinking skills, ownership, and agency. > My career path 100 percent set me up for what I'm doing now. My experience of navigating it and also having a similar feeling of not knowing what you want to do. So now I’m teaching them how to navigate it and letting them understand that like your major doesn't have to be what you do at the end of the day for a career. It may not even line up. ## The Role of ePortfolios in Career Development Student portfolios have many uses in student development. Our featured guest and Bucknell University mainly [use ePortfolios](/learning-platform/eportfolio) as a high-impact practice for specific skill development. [High-impact practices](https://www.aacu.org/trending-topics/high-impact), or HIPs, are active learning methods. As this [National Survey on Student Engagement (NSSE)](https://nsse.indiana.edu/nsse/) reveals, they help students learn deeply by increasing their engagement. As a tool for high-impact learning, ePortfolios help students engage in active learning and deep reflection. That's because ePortfolios go beyond static resumes. It encourages students to curate projects, achievements, and experiences that showcase their skills and growth. Building portfolios requires thinking about how learning materials show what students have learned. This process helps develop critical thinking skills, ownership, and agency. Christa further discusses how Bucknell uses ePortfolio to support student career journeys. ## How Bucknell University Uses Digication’s ePortfolio Platform to Support Career Journeys Bucknell University sees the potential of ePortfolios as a high-impact practice for supporting student exploration and development. Thus, it launched Pathways, designed to introduce students to career opportunities while fostering self-reflection and [self-discovery through ePortfolios](/blog/continuous-active-learning-development). Pathways encourages students to stay informed about career opportunities and evaluate the connection between their academic experiences and their lives beyond the classroom and into their long-term jobs. The ePortfolio is structured into two key strategies: 1. The My Career Journey template. 2. The four-credit career courses. ### 1\. The My Career Journey Template: This template serves as a springboard for first-year students enrolled in Foundation Seminar classes. Sarah Bell created 'My Career Journey' at the Center for Career Advancement (CCA). It helps students understand CCA resources and encourages them to explore different career paths. ### How The ‘My Career Journey' Template Encourages Self-reflection and Exploration The My Career Journey ePortfolio template guides [students through self-reflection](/blog/e-portfolio-means-change-development) and career exploration, helping them better understand their personal and professional aspirations. This comprehensive template incorporates a three-pronged technique to facilitate deeper self-awareness and career planning. The three techniques are: 1. Self-reflection prompts 2. Career Resources 3. Alum resource #### Self-Reflection Prompts One primary way the template encourages self-reflection is through a collection of prompts. These prompts help students think critically about their values, interests, strengths, and future expectations.  Some of the key prompts include: **What career paths can you cross off the list?** Here, students reflect on careers that are not interesting and consider why. **What topics and ideas are sparking your curiosity?** This prompt helps students identify subjects and ideas that excite them. **What is your definition of success?** Here, they reflect profoundly and define what success means to them. They also consider what’s important to them, their core values, and how they influence your decisions. **What are your strengths and weaknesses?** This reflection prompt instructs students to reflect on their skills and areas for improvement. **What activities do you like to do?** This open-ended question asks about hobbies and interests that align with a fulfilling career. These prompts encourage students to think about themselves. This helps them understand their motivations and preferences, vital for making sound career choices. #### Career Resources Beyond the initial self-reflection, the template includes pages geared toward leveraging career center resources. Christa has integrated these resources to provide specific guidance tailored to individual career paths. This section contains general career resources and major-specific prompts. The general career resources section includes tools and information the career center provides to assist in career planning. Major-specific prompts include questions like, "Is there an area within your major that stands out to you?" These questions help students focus on the aspects of their field of study that interest them the most. Another example is, "Which part of computer engineering interests you the most?" This question encourages a deeper look into a wide field. These specific prompts and resources help students narrow their career interests and explore potential career paths more thoroughly. #### Alumni Resource Section The alumni resource section is another valuable feature of the ‘My Career Journey’ template. It includes a directory of graduates, a complete list of former students from different majors, and their job titles, locations, and companies. Christa helps with this section with prompts. These prompts encourage students to look at graduates’ career paths. She points out trends, like how graduates start in their field and later change careers. Prompts include: -  "What surprised you?" - "What did you notice?" - "Did you see any careers in the later alumni classes that interest you?" This section teaches students that career paths are rarely linear and that careers evolve often. It also provides opportunities to network with former students through the alum directory and the social networking site LinkedIn. Lastly, Christa and the CCA also organize alum panels and campus programming. These events allow graduates to return to campus and share their experiences. Academic departments or industries, like data analytics, often organize them, offering students direct insights and connections to professionals in their fields of interest. The My Career Journey template helps students reflect on themselves and explore careers. It gives them tools and insights. This support helps them make informed choices about their future jobs. > It (The My Career Journey Template) was designed to get them to start thinking that, “Oh, maybe I don't have to do something that lines up with my major”. Like it doesn't have to be a straight path. It can, you can go straight for a while and then veer off to the left or the right. And you could always circle back and end up figuring out what the right career is. ### 2\. The Four-Credit Career Course This course leverages ePortfolios as a central learning hub. However, the university still offers one-on-one appointments because they are essential. To help more students, it also collaborates with different departments and student groups. During the semester, students create a learning ePortfolio. This ePortfolio records [assessment results](/blog/better-students-experience-outcome-driven-assessment), assignments, and reflective exercises and helps students connect class discussions to future careers. Students can also upload resumes and other career-building materials, creating a comprehensive record of their development. This record lets students review past experiences, including coursework outside their major, which may be important for their future careers. ePortfolios become a tool for active learning and deep reflection on a student's career journey. This engagement with their development makes it a high-impact practice for career development. ## Transforming Career Services: A Holistic Approach Career services are changing a lot to meet the needs of today's students. Christa Matlack aptly summarizes this need: "It's just like anything else. It's keeping up with the times, right?" [Today's students are skilled](https://youtu.be/Z_TCPmSi2rw?si=TQ-SykkblVwKA-hV) with technology. They focus on abilities that fit a changing job market. They juggle various commitments and require flexible, personalized career guidance. Traditional career paths hold less relevance, and mental health and well-being are key considerations. Career services need to change to meet new demands. They should support different work options, such as freelancing and entrepreneurship. In response to these demands, Bucknell University has strategically shifted its approach from a one-on-one to a one-to-many model. Traditional career services rely heavily on one-on-one meetings, which can be limiting and take time. Now, Bucknell uses different strategies to connect with more students. They aim to reach students in their own time and space. Let’s dive deep into the strategies: ## Fostering Collaboration Across Campus At Bucknell, this shift involves extensive collaboration across campus. The university still offers one-on-one appointments because they are essential. It also works with different departments and student groups to help more students. This approach includes class visits, collaborations with student groups, and faculty partnerships to integrate career services into coursework. Bucknell boosts student engagement and participation by meeting students where they are, leading to higher attendance than standalone events. ## Four-Credit Career Courses and ePortfolios One of Bucknell’s notable initiatives is the four-credit career readiness course, "Jumpstart Your Career." This comprehensive course seeks to equip students with the necessary skills for career success. Throughout the course, students build an in-depth learning ePortfolio, a hold for all their assignments and reflections. The course covers various aspects of career readiness, starting with self-awareness and career exploration. Students then progress to targeted job searches, resume and cover letter writing, interview practice, and negotiation skills. By the end of the course, students will have a strong ePortfolio that shows their reflections, experiences, and skills. This will make applying for jobs and internships less scary. ## Tailoring ePortfolios for Specific Audiences Bucknell recognizes the importance of tailoring ePortfolios to specific industries and employers. The university champions Digication's platform precisely because it allows students to easily curate and showcase their experiences for different audiences. This flexibility empowers students to create targeted versions of their ePortfolios, highlighting relevant skills and experiences for each job application. Bucknell further emphasizes the importance of tailoring self-presentation by hosting employer and alumni panels. These events expose students to how industry professionals approach data analytics and other career paths. By connecting with these professionals, students gain valuable insights into tailoring their ePortfolios and presentations to resonate with specific employers. This shift and strategies enable career services to disseminate crucial information more efficiently, exposing students to diverse topics and skill development opportunities. Workshops and group discussions foster a dynamic learning environment, encouraging peer interaction and support networks. Additionally, personalized guidance helps students. Flexible learning options and easy-to-use ePortfolio tools also support their growth. These resources enable students to gain the knowledge, skills, and confidence they need, which is essential for success in the changing job market. ## Using ePortfolios to Showcase Skills and Experiences ePortfolios empowers students to showcase their skills and experiences dynamically and engagingly, complementing their resumes and providing a more holistic picture to potential employers. Christa Matlack suggests the following techniques for using ePortfolio to showcase skills and experiences: ## Crafting Compelling Narratives in ePortfolios Using the STAR Method Using the STAR method in ePortfolios allows students to craft compelling narratives that effectively demonstrate their skills and experiences. Students can write detailed stories about situations, tasks, actions, and results. These stories show their problem-solving skills, teamwork, leadership, and other vital abilities. Adjust these stories to match the company's mission, vision, and values. This will make the ePortfolio a strong tool for job applications. For example, a student can talk about a project where they led a team to success. They should connect this experience to the job they want. ## Selecting Relevant Experiences and Skills to Showcase Selecting the most relevant experiences and skills to showcase is crucial for creating an impactful ePortfolio. Christa tells students to go beyond just mentioning their major. They should also share unique experiences that make them stand out. An engineering student should focus on technical skills and show involvement in clubs, event planning, or leadership roles. Bucknell University helps students connect with [the school community](https://www.bucknell.edu/azdirectory/center-alumni-family-engagement/alumni). They use the alum directory and LinkedIn for this. These connections provide valuable insights and advice. Alum panels and industry events help students customize their resumes and ePortfolios for specific employers, ensuring their skills and experiences are relevant and appealing. ## Complementing Resumes with ePortfolios ePortfolios complement resumes by providing a more holistic view of a candidate. While resumes offer a concise summary of qualifications, ePortfolios allow for a deeper exploration of skills and experiences. Christa highlights techniques to demonstrate the design process and iterations, including pictures of projects, sketches, and final products. Additionally, ePortfolios can include multimedia elements, detailed project descriptions, and reflective narratives that go beyond the limitations of a traditional resume. Bucknell’s Jumpstart Your Career course includes a final project. For this project, students create a showcase ePortfolio. They can use this ePortfolio with their resume, cover letter, and LinkedIn profile. It helps them with networking and job applications. ## Tips and Creative Ways for Using ePortfolios in Networking and Job Interviews Even though ePortfolios have many benefits, employers need to learn about them. Students must find creative ways to include their ePortfolios in their job search. Christa suggests several innovative strategies: **Add a QR Code to Your Resume**: A QR code on your resume links to your ePortfolio, making it easy for employers to find more information about you. **Include it in Your Email Signature**: Include your ePortfolio in your email signature so others can easily access it. **Use it During Networking Conversations**: When networking, mention your ePortfolio. It clearly shows your skills and experiences. **Business Cards**: Students can give out business cards with QR codes during interviews. These codes link to their ePortfolios, allowing interviewers to see their work immediately. **Highlight Unique Experiences**: Use the ePortfolio to share your story. Include unique experiences and achievements that may not fit on a regular resume. **Interview Discussions:** During interviews, students can reference specific projects or experiences from their ePortfolios, providing a visual and detailed narrative to support their answers. These techniques help students stand out and ensure employers fully understand their qualifications and achievements. ## Adding Valuable Content in ePortfolios for Employers Use ePortfolios to showcase skills and experience by adding helpful content over time. Employers value specific types of content in ePortfolios that provide insight into a candidate's skills, experiences, and personal growth. Key elements that employers find valuable include: **Detailed Project Descriptions**: Employers appreciate thorough explanations of projects, including objectives, processes, and outcomes. The details help employers understand the candidate's problem-solving, project-management skills, and career goals. **Visual Evidence of Work**: Photos, videos, and diagrams show the journey from the first idea to the final product. This can highlight a candidate's technical skills and creativity. **Reflective Narratives are Important**. They tell stories about tough experiences, show how the candidate faced challenges, and share what the candidate learned from these situations. These narratives show resilience, creativity, and a capacity for growth. **Event Planning and Leadership**: Being involved in clubs and planning events requires essential skills, including teamwork, communication, and organization. ## The Future of ePortfolios in Career Services ePortfolios can impact hiring by making candidates' skills and experiences more accessible and transparent. Christa Matlack points out that ePortfolios have changed education faculties. They help students share their work easily with search committees and potential employers. This transformation in the education sector presents new opportunities for students in other fields, such as STEM fields like engineering and [Veterinary Medicine](/blog/reflection-power-eportfolios-veterinary-education). By having ePortfolios in job applications, engineering students can show a fuller picture of their skills. They can highlight projects, designs, and problem-solving methods in ways that regular resumes cannot. This approach improves their visibility and meets the growing need for clear and reliable proof of skills in many industries. ## Transform Careers With ePortfolio and Reflective Practices. The future is bright for students trained to match their skill sets with current market demands. As Christa Matlack suggests, ePortfolios are poised to transform how students present themselves to potential employers. Students create a strong story that makes them unique. They reflect on challenges, show their diverse skills, and demonstrate self-awareness. Don't wait for an opportunity to knock; embrace an ePortfolio now to transform careers. Tagged Career & Internships ### Related Posts [ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/nursing-reflection-national-cancer-institute-unsplash.jpeg) Career & Internships #### The Power of Portfolios in Veterinary Education and Career-Seeking With Jorge Colón March 13, 2024 ](/blog/reflection-power-eportfolios-veterinary-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/thaddaeus-canuel-eportfolio.png) Career & Internships #### Unlocking Career Growth & Opportunities Through Internship Experience With Thaddaeus Canuel January 14, 2024 ](/blog/internship-experience-unlocking-career-growth-opportunities)[ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Understanding Service Learning & Social Accomplishment with Guided, Intentional Reflections URL: https://www.digication.com/blog/understanding-service-learning-social-accomplishment [Back to all posts](/blog) Teaching & Pedagogy # Understanding Service Learning & Social Accomplishment with Guided, Intentional Reflections Digication|January 18, 2023|5 min read High-impact practices are typically adopted to boost student engagement, endurance, and retention regardless of their background. As a high-impact practice, service learning allows students to experience social and environmental issues as part of their learning process. Although quite underestimated in certain fields, the effects of service learning across disciplines cannot be overstated. Unpacking her over nine years of experience with high-impact practices as director of engaged learning at Salt Lake Community College (SLCC), Lucy Smith gives a first-hand account of the powerful effects of community learning on students, in a chat with Jeff Yan. In this insightful episode of Digication Scholars Conversations, Lucy touches on the versatility of service learning and social accomplishment, as well as community learning as a vehicle for social activism, its effect on student endurance, and more. ![service-learning-social-accomplishment-mathew-schwartz-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/service-learning-social-accomplishment-mathew-schwartz-unsplash.jpeg) ### Service Learning: What it is and how it Works Why should we invest in service learning? Regardless of who is asking, when, or where they are asking from, the answer to this question is simple. As an experience-based learning activity, service learning takes students outside the lecture theatre to communities where they get a hands-on learning experience in civic skills and knowledge. This experience sticks with the student for years, long after the lengthy lectures and theories are forgotten Having spent her entire adult life in service, Lucy helps the faculty at SLCC generate ideas for service learning across disciplines. Describing her experience with developing community-engaged learning ideas, She explains that she gets questions from many disciplines on campus about incorporating service into their curriculum. “They're like “how would you incorporate service in the arts?” For her, it is only a matter of brainstorming to figure out the possible learning outcomes of each course and how they relate to service that the students might engage in. This is what “fun” means to Lucy. ### Community-Engaged Learning at SLCC As a community college that accommodates people from underrepresented communities, SLCC has made substantial efforts to create an inclusive hands-on learning environment to accommodate minorities. The choice of centralized learning vs decentralized learning is key to the outcome of most educational practices. This community college scores a point in this regard with its centralized community learning program which Lucy confirms to have been in place since 2003. According to her, unlike undergraduate research which she says “is still very much decentralized” in the college, community learning is highly centralized. This aids the institution’s resolve to cater to minorities by focusing on equity and inclusion. As Lucy puts it, the college has “a really large focus on equity, inclusion and high impact practices, specifically the community engaged learning program.” Students in different fields of study participate in this high-impact learning activity. While it seems to be more practicable in social science courses, Lucy tells us on Digication’s Scholar Conversations that disciplines like English are not left out of the community-engaged learning experience. Rather than engaging in the most obvious activities like reading to younger kids, they opt for more unconventional activities like serving food at Catholic Community Services or gardening with community gardens. These activities furnish their creative juice for passionate writing about their experiences. You might wonder if service learning also applies to the sciences. The answer is, why not? Students in health sciences, for example, are not left out. Lucy tells us about students of Dental Hygiene who, instead of merely strolling into their clinic to serve patients, partner with community-building communities to reach out to underserved communities. Not only do they get to work with people that have never had access to dental care, but they get to understand the root cause of the issue. An effective community-engaged learning activity goes beyond merely volunteering. It revolves around the student’s ability to replicate their skills and knowledge in real-life situations to make a difference in the community. This means that students have to marry society’s goals. By engaging in service learning, students gain more insights into the community and their person. This perhaps, is why Jeff refers to Stephen Cobert’s assertion that “service is love made visible.” He further opines that students get to develop passion and mission from life experiences and by “being in places outside of their natural habitats and environments. They get to develop those passion and mission because they start to realize what they have been taking for granted. Not only does it bring a sense of mission to your work, it also takes you a little further,” Jeff concluded as he shared his thoughts with Lucy Smith. Like the students of English and Dental Care whom Lucy described in Digication’s Scholars Conversations, students that push towards understanding service learning and social accomplishment work with public and non-profit organizations to practice their course content. They do this while serving an identified societal need as they learn the nitty-gritty of their course content and their communities. Describing the present crop of young people as a “socially aware” generation concerned about social issues, Lucy explains that she works with faculty who are driven to use education to make positive impacts by helping students “find a voice with things they care about.” This and more stand at the core of the essence of service learning as a high-impact practice. Now you no longer need to ask why service learning and social accomplishment hold so much importance in students' academic journey. When it comes to service learning, rather than asking why the real question should be, why not? Learn more from Lucy Smith’s account of the powerful effects of service learning in this episode of Digication’s Scholar Conversations. Tagged Teaching & Pedagogy ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/reflection-advocacy-teacher-education.jpg) Teaching & Pedagogy #### The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone June 19, 2024 ](/blog/reflection-advocacy-teacher-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/monroe-community-college-magazine.png) Teaching & Pedagogy #### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee December 12, 2023 ](/blog/service-learning-writing-intensive-courses-bridging-academic-gap) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # What Students Really Want From College (And How Institutions Can Deliver It) URL: https://www.digication.com/blog/what-students-really-want-from-college [Back to all posts](/blog) Teaching & Pedagogy # What Students Really Want From College (And How Institutions Can Deliver It) Digication|May 20, 2026|9 min read A new national survey confirms something many educators have long suspected: students want far more from college than a credential and a job offer. According to [_What Students Value in College_](https://www.aacu.org/research/what-students-value-in-college), a May 2026 report from the LearningWell Coalition, AAC&U, and Morning Consult, students are seeking purpose, identity, belonging, and the chance to apply what they learn to something real. The question is whether institutions are set up to give them those things. At Digication, we've built our platform around exactly this vision of education. Reading this report felt less like a revelation and more like a confirmation. ## Students Want More Than Career Prep The report surveyed 872 undergraduate students and found that while 36.5% cited career advancement as their primary motivation for attending college, a nearly equal share (38%) cited motivations tied to intellectual growth, personal development, identity formation, and community contribution. Another 15% said their primary driver was supporting their family. This is a richer, more human picture of student motivation than the dominant "return on investment" narrative tends to allow. First-generation and lower-income students, in particular, prioritize personal growth at higher rates than their more affluent peers. Only 32% of students from households under $50K listed career as their top motivation, compared to 48% of students from households over $100K. These findings matter because they challenge institutions to ask: are we [designing for the students we have](/blog/empowering-students-student-centered-learning), or for an assumed student who simply wants a fast path to employment? ## The Experiences That Matter Most Are Often the Hardest to Access The report identifies a clear pattern: the experiences students find most valuable and that produce the strongest wellbeing outcomes are the least widely available. The researchers call this the "participation gap," and it's striking. Mentorship with faculty or staff is rated "very" or "extremely" valuable by 76% of students, and students who have a mentor score measurably higher on the PERMA wellbeing framework (7.12 vs. 6.62 for students without one). [Internships](/learning-platform/internships) are the second most valued experience in the entire survey, with 78% of students rating them highly. Service-learning receives similarly strong marks (74% find it valuable), and students who participate report wellbeing scores of 7.15 compared to 6.59 for those who do not. And yet: only 39% of students report participating in an internship. Fewer than half have engaged in service-learning. And while 53% report having a faculty or staff mentor, that means nearly half of students are going through college without one of the most impactful experiences available to them. The experiences with the broadest reach, like writing-intensive courses and first-year seminars, show more modest wellbeing gains (+0.24 and +0.20, respectively) and are rated as less valuable by students. Widespread access and meaningful impact are not the same thing. As the report's authors, Dana Humphrey of the LearningWell Coalition and Ashley Finley of the American Association of Colleges & Universities, put it, this points to "a clear opportunity for institutions: not necessarily to create more programs but to prioritize and scale the experiences that already demonstrate the greatest impact." ## Where Digication Fits In This is precisely the work Digication was built to support. **Reflection as a core practice.** The report's findings about student motivation are really findings about meaning-making. Students who engage in mentorship, internships, and service-learning report higher wellbeing not just because they did those things, but because those experiences helped them [understand who they are and where they're headed](/blog/active-reflection-makes-experiential-learning). Digication's [ePortfolio features](/learning-platform/eportfolio) give students a dedicated space to do that meaning-making work: to document their learning, reflect on how they're growing, and develop a coherent sense of their own identity and purpose over time. For students navigating questions of belonging, wellness, and self-understanding, that reflective practice is not a soft add-on. It's central to the educational experience the report says students are asking for. **Making mentorship visible and continuous.** Faculty and staff mentors have an outsized impact on student wellbeing, but that impact depends on the quality and continuity of the relationship. Digication creates an ongoing shared space between students and their instructors and advisors, making it easier for [faculty to see student work in context](/blog/faculty-reflection-pedagogical-superpower), offer meaningful feedback, and build the kind of relationships the report identifies as so critical. Rather than a single advising appointment or a comment on a paper, the platform supports an ongoing conversation about growth. **Documenting and deepening experiential learning.** The report is clear that internships and service-learning don't just feel valuable; they produce measurable improvements in student wellbeing and help students connect academic learning to [real-world challenges](/blog/internship-experience-unlocking-career-growth-opportunities). But those gains depend on students actually processing and reflecting on what they're experiencing. Digication gives students the tools to document their experiential learning, capture evidence of competencies they're developing, and make connections between what happens outside the classroom and what they're learning inside it. For institutions working to expand access to these high-impact practices, Digication helps ensure that students who participate get the most out of them. **Connecting learning to outcomes institutions can see.** The participation gap the report describes is partly a visibility problem. Institutions often don't have clear evidence of which experiences are reaching which students, or whether students are making meaning from those experiences in the ways that produce strong outcomes. Digication's [assessment tools](/learning-platform/assessment) help institutions connect student work to learning outcomes, track participation in high-impact practices, and gather the evidence needed to make the case for scaling what works. **Supporting reflection with AI.** The report's findings about student wellbeing point to the importance of self-awareness, identity development, and the capacity to make sense of one's own learning. Digication's [AI-supported reflection features](/learning-platform/ai) are designed to help students go deeper in that process, prompting [more meaningful engagement with their experiences](/blog/missing-layer-reflection-data-higher-education) and supporting the kind of integrative thinking that turns an internship or a challenging course into genuine growth. ## The Opportunity Ahead [Download the full report](https://dgmg81phhvh63.cloudfront.net/content/user-photos/Research/PDFs/What-Students-Value-in-College.pdf) and you'll find a clear through line: students come to college with expansive hopes for who they might become, and the experiences most likely to help them get there are not yet reaching everyone. That gap is not inevitable. Institutions have the tools, the people, and now the evidence to close it. At Digication, we're committed to being part of that work. If you're thinking about how to expand access to high-impact practices, deepen the quality of mentorship and experiential learning on your campus, and give every student the chance to reflect on and take ownership of their own growth, we'd love to [hear from you](/contact). _This post draws on findings from What Students Value in College (May 2026), authored by Dana Humphrey (LearningWell Coalition) and Ashley Finley (American Association of Colleges & Universities), and published in partnership with Morning Consult._ Tagged Teaching & PedagogyAssessment & OutcomesReflection & Storytelling ### Related Posts [ ![](/images/blog/the-missing-layer.png) AI #### The Missing Layer: Why Reflection Is the Data Higher Education Has Been Overlooking May 15, 2026 ](/blog/missing-layer-reflection-data-higher-education)[ ![](/images/blog/student-reflection-ai-guided.jpg) AI #### Why Student Reflection Isn't Working (And How AI Can Help) April 30, 2026 ](/blog/student-reflection-ai-guided)[ ![](/images/blog/cultivating-belonging-ai-identity.jpg) AI #### Cultivating Belonging through AI and Identity: Moving from Surviving Systems to Reshaping Them April 26, 2026 ](/blog/cultivating-belonging-ai-identity) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # How Writing Can Help Promote Student Engagement Across the Curriculum With Sarah Zurhellen URL: https://www.digication.com/blog/writing-engagement-across-curriculum [Back to all posts](/blog) Teaching & Pedagogy # How Writing Can Help Promote Student Engagement Across the Curriculum With Sarah Zurhellen Digication|July 18, 2023|5 min read _Sarah Zurhellen Was Featured on the Digication Scholars Conversations_ If you have been writing your whole life, is there any point in engaging with a program that teaches you how to write? This is the challenge that Sarah Zurhellen and the advocates of Writing Across the Curriculum face. There are immense benefits to cultivating writing skills that go beyond fundamental literacy, but what these are and why they matter isn’t always obvious, even to those in higher education, nor is it always easy to persuade students or faculty of the lifelong advantages these skills provide. Sarah is the Assistant Director of the Writing Across the Curriculum (or WAC) Program at Appalachian State University and a Professional Consultant in the University Writing Center. She is [the primary WAC consultant](https://wac.appstate.edu/directory/sarah-zurhellen) for several App State departments and colleges, including Art, Biology, Computer Science, Mathematical Sciences, Physics & Astronomy, and Theatre & Dance, among many others. ![explore-learning-ePortfolio-thought-catalog-unsplash](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/Digication%20Website%202022/Blog/explore-learning-ePortfolio-thought-catalog-unsplash.jpeg) ### What is Writing Across the Curriculum? Writing Across the Curriculum is an initiative or program that assists teachers across different disciplines in using writing as an instructional tool in their teaching beyond just using it for assessment. “Writing happens in all spaces across learning, in all disciplines, in all fields,” Sarah says. “My job is, really, just to support that, so it's a lot of faculty development work: helping faculty and the disciplines become comfortable with teaching writing and thinking about writing as something that they can teach and not just assign.” On the student side of things, WAC helps students engage on a deeper level, allowing them to learn and retain more during their time in higher education, and to become better thinkers overall, which provides long-term benefits beyond just their time in academia. ### Student Engagement Starts with “Why” For students, it starts with helping them understand the why of writing. Sarah says that there is almost always resistance toward the necessity of learning to write at this stage of their respective academic careers, often with the attitude of “Why do I have to take this…? I’ve been writing things since \[I was in\] kindergarten. I know how to write!” Despite the challenges, most – if not all – of Sarah’s students come around, albeit not always right away. And when they do come to appreciate the value of developing good writing skills, it’s usually sometime after completing the Introduction to Writing Across the Curriculum course. “So much of that class was teaching problem-solving and learning strategies in this way. And I would get emails from students the next semester or the next year that would say ‘thank you so much!’” ### How To Help Students Write Well and Think Better A key component of good writing is reflection. "A huge part of that… when I'm in the classroom is helping students see reflection as central to their learning, not as an add-on, not as busy work," Sarah says. "Reflection is hard and it's a skill… it's not something that most people do well automatically," she says. Sarah points out that effective reflection involves making connections, and it all starts with asking the right questions. “I do a lot of reflection in connection to life, and so a lot of assignment reflections are about … ‘what are you doing? What are you not doing well…? What is happening in your life right now that might be distracting you or preventing you from putting in the time that you need in order to do this thing?’” Sarah explains her approach, saying, “I do that by scaffolding it. So, \[in\] the beginning… I do multiple kinds of reflection… we do weekly reflections.” She then provides a list of 14 or 15 questions that students can choose from and use as guides, without being necessarily obligated to use them. At the beginning of semesters, Sarah is more hands-on with providing guidance, but as time goes by and the students become more comfortable, she directs students toward formulating their own questions to answer as part of their learning process. > "…I want to help you get better at reflection. But ultimately the reflection is for you," **Sarah says**. ### How To Help Faculty Integrate and Teach Writing In her experience, Sarah notes that many faculty members believe in the value of the idea of Writing Across the Curriculum but may not always be comfortable with it in practice, at least at the outset. She explains that her “role in that position is really just to keep asking questions like, ‘okay, so clear writing is good writing, well, what does clear writing look like in anthropology?’ and ‘What does clear writing look like in biology?’ and ‘what does it look like in government and justice studies or political science?’” The process starts with engaging with the faculty member’s class, followed by having a conversation about their syllabus, where they try to understand the goals for things like their assignments and what they ask students to do. "It's the shift in the verb from thinking about, 'well, I have this writing assignment that I give students,' to 'oh… I need to teach them how to do this!' and of course they – I mean, all the faculty are teachers – they know how to teach their content matter, but they often don't think about writing as part of that," Sarah says. "My job is really just to support that, so It's a lot of faculty development work: helping faculty and the disciplines become comfortable with teaching writing and thinking about writing as something that they can teach and not just assign." Want to dive deeper and hear more from Sarah and the Writing Across the Curriculum initiative they implemented at App State? Get the details on how they utilize WAC across the university’s programs and colleges, digital literacy among the so-called “digital natives,” digital ethics in ePortfolios, the often invisible labor placed on faculty members when it comes to learning new teaching methods and technology, and more. [listen to the full episode](https://podcasts.apple.com/us/podcast/s3-e8-how-writing-can-help-promote-student-engagement/id1538850043?i=1000587294461) here. Don’t miss an episode. [subscribe to the Digication Scholars Conversation podcast](https://www.youtube.com/channel/UCiSdYblDWvWUccKA9zBIV4Q) by clicking here. Tagged Teaching & Pedagogy ### Related Posts [ ![](/images/blog/what-students-really-want-from-college.jpg) Teaching & Pedagogy #### What Students Really Want From College (And How Institutions Can Deliver It) May 20, 2026 ](/blog/what-students-really-want-from-college)[ ![](/images/blog/reflection-advocacy-teacher-education.jpg) Teaching & Pedagogy #### The Importance of Reflection and Advocacy in Teacher Education With Janet VanLone June 19, 2024 ](/blog/reflection-advocacy-teacher-education)[ ![](https://7162402.fs1.hubspotusercontent-na1.net/hubfs/7162402/monroe-community-college-magazine.png) Teaching & Pedagogy #### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee December 12, 2023 ](/blog/service-learning-writing-intensive-courses-bridging-academic-gap) ### Subscribe Get new posts, research, and resources delivered to your inbox. Email addressSubscribe ================================================================ # Case Studies URL: https://www.digication.com/case-studies # Case Studies Real stories from institutions using Digication to transform student learning, improve outcomes, and build a culture of reflection. [ ![Loyola University Chicago case study](/images/case-studies/patrick-green-thumbnail.png) Loyola University Chicago ### The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery Dr. Patrick Green of Loyola University Chicago shares how ePortfolios fuel experiential learning, self-discovery, and community-based education as part of a lifelong learning odyssey. Higher EducationePortfolioExperiential Learning Read Case Study ](/case-studies/patrick-green-learning-odyssey)[ ![Loyola University Chicago case study](/images/case-studies/brody-tate-freedom-to-learn-thumbnail.png) Loyola University Chicago ### Changing the World by Giving Students the Freedom to Learn and Explore Brody Tate of Loyola University Chicago shares how institutionalizing ePortfolios empowers students to explore, reflect, and document their learning journey in ways that transcend the classroom. Higher EducationePortfolioStudent Success Read Case Study ](/case-studies/brody-tate-freedom-to-learn)[ ![SUNY Monroe Community College case study](/images/case-studies/kathleen-borbee-service-learning-thumbnail.png) SUNY Monroe Community College ### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses Professor Kathleen Borbee of SUNY Monroe Community College shares how service learning, writing-intensive courses, and ePortfolios bridge the gap between classroom knowledge and real-world application. Community CollegeePortfolioExperiential Learning Read Case Study ](/case-studies/kathleen-borbee-service-learning)[ ![Boston University case study](/images/case-studies/celeste-kong-reflective-eportfolios-thumbnail.png) Boston University ### Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment Dr. Celeste Kong of Boston University's Goldman School of Dental Medicine reveals how reflective ePortfolios transform assessment practices, boost critical thinking, and help students showcase their professional growth. Higher EducationAssessmentSTEM Read Case Study ](/case-studies/celeste-kong-reflective-eportfolios)[ ![Cornell University case study](/images/case-studies/jorge-colon-veterinary-portfolios-thumbnail.png) Cornell University ### The Power of Portfolios in Veterinary Education and Career-Seeking Jorge Colon of Cornell University's College of Veterinary Medicine explains how ePortfolios help veterinary students showcase passion, build professional identity, and land jobs through reflective practice and alumni networking. Higher EducationCareer ServicesSTEM Read Case Study ](/case-studies/jorge-colon-veterinary-portfolios)[ ![University of Alaska Anchorage case study](/images/case-studies/katie-lester-accessibility-thumbnail.png) University of Alaska Anchorage ### A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility Katie Lester, a visually impaired student at the University of Alaska Anchorage, shares how accessible ePortfolio technology empowers her academic journey and champions inclusivity in higher education. Higher EducationAccessibilityStudent Success Read Case Study ](/case-studies/katie-lester-accessibility)[ ![Chattanooga State Community College case study](/images/case-studies/amanda-hyberger-qep-leadership-thumbnail.png) Chattanooga State Community College ### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan Dr. Amanda Hyberger of Chattanooga State Community College shares how thoughtful ePortfolio leadership transformed a challenging Quality Enhancement Plan into a vehicle for student self-reflection and institutional growth. Community CollegeAssessmentePortfolio Read Case Study ](/case-studies/amanda-hyberger-qep-leadership)[ ![Bucknell University case study](/images/case-studies/christa-matlack-career-services-thumbnail.png) Bucknell University ### Transforming Career Services: Insights from Bucknell's STEM Career Coach Christa Matlack of Bucknell University shares how ePortfolios, career-readiness courses, and the My Career Journey template are transforming how STEM students explore career paths and present themselves to employers. Higher EducationCareer ServicesSTEM Read Case Study ](/case-studies/christa-matlack-career-services)[ ![Arizona State University case study](/images/case-studies/gina-woodall-community-based-learning-thumbnail.png) Arizona State University ### Reflecting on Internship Experiences in Community-Based Learning Gina Woodall of Arizona State University shares how ePortfolio pedagogy, alumni mentorship, and reflective practices transform internship experiences in her Capital Scholars program into powerful tools for student growth. Higher EducationExperiential LearningStudent Success Read Case Study ](/case-studies/gina-woodall-community-based-learning)[ ![Arizona State University case study](/images/case-studies/thaddaeus-canuel-internship-odyssey-thumbnail.png) Arizona State University ### Unlocking Career Growth & Opportunities Through Internship Experience Thaddaeus Canuel shares how his Arizona State University internship experience, documented through a Digication ePortfolio, propelled him from student intern to full-time staff in the United States Senate. Higher EducationExperiential LearningCareer Services Read Case Study ](/case-studies/thaddaeus-canuel-internship-odyssey)[ ![Johns Hopkins University case study](/images/case-studies/laura-desisto-diverse-perspectives-liberal-arts-thumbnail.png) Johns Hopkins University ### Embracing Diverse Perspectives in Liberal Arts Education Dr. Laura DeSisto of Johns Hopkins University explores how the Master of Liberal Arts program integrates ePortfolios, interdisciplinary learning, and reflective practice to cultivate critical thinking and self-discovery. Liberal ArtsePortfolioInterdisciplinary Learning Read Case Study ](/case-studies/laura-desisto-diverse-perspectives-liberal-arts)[ ![Oberlin College case study](/images/case-studies/abe-reshad-eportfolio-digital-makerspace-thumbnail.png) Oberlin College ### ePortfolio As Digital Makerspace in Liberal Arts Education Abe Reshad of Oberlin College reveals how ePortfolios function as digital makerspaces, blending creativity with technology to foster critical thinking, problem-solving, and interdisciplinary learning in liberal arts education. Liberal ArtsePortfolioCritical Thinking Read Case Study ](/case-studies/abe-reshad-eportfolio-digital-makerspace)[ ![Oberlin College case study](/images/case-studies/nathan-carpenter-constructive-collaboration-thumbnail.png) Oberlin College ### Finding Joy and Building a Future of Constructive Collaboration Nathan Carpenter of Oberlin College discusses how peer advising programs and ePortfolios foster constructive collaboration, helping students transition smoothly into college and build meaningful connections. Peer LearningCollaborationStudent Success Read Case Study ](/case-studies/nathan-carpenter-constructive-collaboration)[ ![Oxford College of Emory University case study](/images/case-studies/peter-mclellan-confronting-past-better-future-thumbnail.png) Oxford College of Emory University ### How Oxford College Confronts the Past to Build a Better Future Peter McLellan of Oxford College of Emory University discusses how digital storytelling and anti-racist pedagogy use ePortfolios to give students agency, confront systemic inequities, and reimagine assessment from the student's perspective. EquityDigital StorytellingAssessment Read Case Study ](/case-studies/peter-mclellan-confronting-past-better-future)[ ![Northeastern University case study](/images/case-studies/patty-goodman-hayward-student-centered-learning-thumbnail.png) Northeastern University ### Empowering Students to Be in Control of Their Learning Patty Goodman Hayward of Northeastern University explains how student-centered learning and deep teacher-student collaboration transform graduate programs by letting learners drive their own competency development and professional branding. Student-Centered LearningGraduate ProgramsCollaboration Read Case Study ](/case-studies/patty-goodman-hayward-student-centered-learning)[ ![CUNY School of Professional Studies case study](/images/case-studies/jennifer-sparrow-outcome-driven-assessment-thumbnail.png) CUNY School of Professional Studies ### Making the Student's Experience Better With Outcome-Driven Assessment Jennifer Sparrow of CUNY School of Professional Studies discusses how outcome-based education and teaching technologies, including ePortfolios and credit for prior learning, are transforming the student experience in higher education. Outcomes AssessmentEdTechPrior Learning Read Case Study ](/case-studies/jennifer-sparrow-outcome-driven-assessment)[ ![Urban Alliance case study](/images/case-studies/abiodun-durojaye-eportfolios-advocacy-tools-thumbnail.png) Urban Alliance ### The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism Dr. Abiodun Durojaye, CEO of Urban Alliance, shares how ePortfolios serve as advocacy tools for marginalized students, helping them overcome systemic barriers by showcasing their unique stories and career readiness before college. EquityAdvocacyCareer Development Read Case Study ](/case-studies/abiodun-durojaye-eportfolios-advocacy-tools) ## Ready to create your own success story? See how Digication can help your institution achieve measurable outcomes. Request a Quote ================================================================ # ePortfolio As Digital Makerspace in Liberal Arts Education URL: https://www.digication.com/case-studies/abe-reshad-eportfolio-digital-makerspace Liberal ArtsePortfolioCritical Thinking # ePortfolio As Digital Makerspace in Liberal Arts Education With Abe Reshad [Oberlin College](https://www.oberlin.edu)|[Download Case Study](/case-studies/abe-reshad-eportfolio-digital-makerspace.pdf) # ePortfolio As Digital Makerspace in Liberal Arts Education Oberlin College In a world where digital innovation effortlessly integrates with established educational frameworks, ePortfolio emerges as a revolutionary tool in liberal arts education. This transformative approach redefines traditional learning by blending creativity with technology to foster a digital maker space. Students won't just absorb knowledge; they can now be the architects of their intellectual journey. Our Digication Scholars Conversations Podcast guest, Abe Reshad, Director of Language Technology and Academic Support at Oberlin College, shines a light on how ePortfolio preserves and showcases academic achievements and enhances problem-solving skills within liberal arts education. ## The Need for ePortfolios The transition to ePortfolios at Oberlin College represents more than a mere shift to online learning; it symbolizes a more profound transformation in educational approaches, emphasizing student-centered learning, digital literacy, and the development of problem solvers adept in critical thinking — a cornerstone of liberal arts education. Reshad vividly captures the essence of ePortfolios, describing them as digital maker spaces where students curate and showcase their academic and personal journeys. These platforms are not just repositories of work but dynamic spaces that encourage reflection, creativity, and the integration of diverse experiences. The digital portfolio office, as Reshad mentions, parallels the concept of an innovation lab, offering a safe space for students to showcase their stories and insights. Delving deeper, Reshad talks about the evolution of language labs from traditional audio-visual rooms to modern digital maker spaces. These spaces are equipped with cutting-edge technologies such as 3D printers and green screens, empowering students to unleash their creativity and engage with content in innovative ways. The language lab's metamorphosis reflects a broader trend in education: the move toward experiential and project-based learning, where students are creators, not just consumers of knowledge. “ePortfolios encourage a fusion of ideas, much like a melting pot of creativity and analysis.” Abe Reshad Director of Language Technology and Academic Support, Oberlin College ## ePortfolios and Liberal Arts: A Synergistic Relationship The integration of ePortfolios in liberal arts education is particularly impactful. Liberal arts, known for its focus on broad, holistic education, finds a perfect partner in ePortfolios. These platforms allow students to integrate diverse academic interests, extracurricular activities, and personal reflections, enriching their educational experience. The synergy between ePortfolios and liberal arts lies in their common goal: to foster well-rounded, reflective, and engaged individuals. ## Challenges and Opportunities The journey hasn't been without challenges. Reshad points out the initial hurdles in integrating new technologies like ePortfolios into traditional educational frameworks. Convincing faculty and students to embrace these changes required demonstrating the tangible benefits of these platforms in enhancing learning and engagement. Looking ahead, the potential of ePortfolios in reshaping education is immense. As Reshad suggests, these platforms can play a pivotal role in adapting education to the evolving digital landscape. They offer a window into the future of learning, where technology and human experience converge to create a rich, multifaceted educational journey. Abe Reshad's insights extend to the core of liberal arts education — cultivating problem-solving skills. He emphasizes that ePortfolios are more than digital spaces; they are incubators for critical thinking and problem-solving. By engaging with these platforms, students learn to navigate complex problems, analyze information critically, and articulate solutions creatively. ## ePortfolios: A Tool for Critical Thinking and Problem-Solving The discussion reveals that ePortfolios are not just about showcasing work; they're about the process — the critical thinking that goes behind each piece. Students using ePortfolios continually engage in self-reflection, a crucial aspect of being an effective problem solver. Reshad notes that this reflective practice, encouraged by ePortfolios, is integral to developing a nuanced understanding of complex issues, a skill highly valued in liberal arts education. As highlighted by Reshad, one of the most compelling aspects of ePortfolios is their ability to blend various disciplines. This interdisciplinary approach is at the heart of liberal arts education, fostering a holistic perspective essential for practical critical thinking. Students learn to draw connections between disparate fields, enriching their ability to approach problems from multiple angles. The conversation also touches on the role of ePortfolios in preparing students for real-world challenges. ePortfolios provide a safe yet realistic environment for students to hone these skills by simulating scenarios that require critical thinking and problem-solving. Reshad points out that in today's rapidly changing world, the ability to solve complex problems is invaluable, and ePortfolios play a crucial role in developing this competency. The link between ePortfolios and career success is crucial in the discussion. Reshad illustrates how ePortfolios help students become not just learners but adept problem solvers, a trait highly sought after in the professional world. By curating diverse experiences and reflections, students demonstrate their critical thinking and problem-solving skills to potential employers, giving them an edge in their future careers. ## Navigating the Future with ePortfolios in Liberal Arts Education Our enlightening conversation closes with a powerful message: the future of liberal arts education is linked with digital innovation, mainly through ePortfolios. These platforms are not just technological advancements; they represent a paradigm shift in how teaching is approached and delivered. ePortfolios transcend traditional academic boundaries, offering students a comprehensive platform to showcase their growth as scholars, problem solvers, and critical thinkers. Reshad's insights underscore the importance of these digital spaces in helping students synthesize their learning experiences across various disciplines, an essence of liberal arts education. ## Preparing for a Complex World In a world where complexity is the norm, the ability to think critically and solve problems is more crucial than ever. ePortfolios provide a dynamic environment where students can develop these skills effectively. Reshad's perspective illuminates how ePortfolios are instrumental in preparing students for the challenges of the modern world, equipping them with the tools to navigate and succeed in diverse professional landscapes. ## The Lasting Impact of ePortfolios As we reflect on the insights from the conversation with Abe Reshad, it's clear that ePortfolios are more than digital repositories. They are transformative spaces that foster a culture of continuous learning, reflection, and innovation. By integrating ePortfolios into liberal arts education, institutions enhance the learning experience and shape future problem solvers, thinkers, and leaders. The journey toward integrating ePortfolios in liberal arts education, as Reshad notes, is ongoing. The potential of these platforms to revolutionize learning and prepare students for a rapidly evolving world is immense. As educators, students, and stakeholders in the educational ecosystem, embracing ePortfolios is a step toward a future where problem-solving and critical thinking are at the forefront of academic endeavors. As digital maker spaces, they stand as a testament to students' growth and potential, marking a significant evolution in liberal arts education. ## Key Results Digital Makerspace Concept Problem-Solving Skills Focus Interdisciplinary Approach ### At a Glance Digital Makerspace Concept Problem-Solving Skills Focus Interdisciplinary Approach ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/abe-reshad-eportfolio-digital-makerspace.pdf) ### Institution [Oberlin College](https://www.oberlin.edu) Liberal ArtsePortfolioCritical Thinking [ Previous Case Study Embracing Diverse Perspectives in Liberal Arts Education ](/case-studies/laura-desisto-diverse-perspectives-liberal-arts)[ Next Case Study Finding Joy and Building a Future of Constructive Collaboration ](/case-studies/nathan-carpenter-constructive-collaboration) ## Take a Look at More Case Studies [ ![Loyola University Chicago case study](/images/case-studies/patrick-green-thumbnail.png) Loyola University Chicago ### The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery Dr. Patrick Green of Loyola University Chicago shares how ePortfolios fuel experiential learning, self-discovery, and community-based education as part of a lifelong learning odyssey. Higher EducationePortfolioExperiential Learning Read Case Study ](/case-studies/patrick-green-learning-odyssey)[ ![Oxford College of Emory University case study](/images/case-studies/peter-mclellan-confronting-past-better-future-thumbnail.png) Oxford College of Emory University ### How Oxford College Confronts the Past to Build a Better Future Peter McLellan of Oxford College of Emory University discusses how digital storytelling and anti-racist pedagogy use ePortfolios to give students agency, confront systemic inequities, and reimagine assessment from the student's perspective. EquityDigital StorytellingAssessment Read Case Study ](/case-studies/peter-mclellan-confronting-past-better-future)[ ![Loyola University Chicago case study](/images/case-studies/brody-tate-freedom-to-learn-thumbnail.png) Loyola University Chicago ### Changing the World by Giving Students the Freedom to Learn and Explore Brody Tate of Loyola University Chicago shares how institutionalizing ePortfolios empowers students to explore, reflect, and document their learning journey in ways that transcend the classroom. Higher EducationePortfolioStudent Success Read Case Study ](/case-studies/brody-tate-freedom-to-learn) [View All Case Studies](/case-studies) ================================================================ # The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism URL: https://www.digication.com/case-studies/abiodun-durojaye-eportfolios-advocacy-tools EquityAdvocacyCareer Development # The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism With Abiodun Durojaye [Urban Alliance](https://theurbanalliance.org)|[Download Case Study](/case-studies/abiodun-durojaye-eportfolios-advocacy-tools.pdf) # The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism Urban Alliance Immigrating into a new society could be challenging, regardless of age or gender. The greatest challenge, however, is coming to terms with institutional racism at an early age, which can create systemic barriers to education and alter the trajectory of life in many ways. For Dr. Abiodun Durojaye, her experiences as a Nigerian child in the United States shaped her to advocate for creating opportunities for young people. As one from an ethnic minority background, Abiodun believes in creating a world where young people wouldn't have to change parts of themselves to fit in or face systemic deterrents. In this episode of the Digication Scholars Conversations, Dr. Abiodun Durojaye, the Chief Executive Officer of Urban Alliance, shares her experiences. As an immigrant, she has had to deal with the issues of diversity, equity, inclusion, belonging, and decolonization. Like having to go by the name Abby for 25 years because someone had nicknamed her in Fourth Grade as "Abby," perceived as easier to pronounce than Abiodun. It took getting a doctorate around ethnic and black-sounding names and workplaces to embrace her original name. Having worked as the Executive Director of Career Services and Placement at a University, our guest realized that mentorship for young people must start early. This realization also stems from her wanting to be the advocate she never had as a young black girl. As a result, she now encourages people to gain different perspectives for the good of young people. By creating opportunities for those who do not feel included, she hopes that, unlike her, they won't take 25 long years to feel valued. ## The Place of ePortfolio as an Advocacy Tool for Marginalized Students At Urban Alliance, the goal is to help young people hone their career development skills before they get to the College. They do this by creating opportunities for and linking high school students up with professionals to help them expand their network. This non-profit organization aims to create a level playing field by nurturing social, emotional, and career development skills. Unlike traditional internship programs, Urban Alliance has a high school internship program connecting young people to one-on-one mentors at internship sites. Creating opportunities for young people is not without challenges. First, potential partners need to see the value of high school internships. For Abiodun, waiting until college to start an internship might be too late. This program, therefore, works to get employers to "see the value in a 17-year-old resilient kid from the south side of Chicago who wants to do good work." Having undergone these mentorship programs through their internship, these kids have professional stories to tell even before college. The ePortfolio, therefore, comes in handy to help students gain career exposure by showcasing their unique stories and overcoming systemic barriers to education. Emphasizing the value of the ePortfolio to these students, Abiodun marvels at how much she could have done if she had her hands on a digital portfolio at 17. Being able to tell their stories using ePortfolio creates a level playing field. Regardless of one's background or privileges, everyone can share their stories to connect with the same employment opportunities. Considering the number of students Urban Alliance works with who would ordinarily not have access to opportunities, ePortfolio saves the day. “See the value in a 17-year-old resilient kid from the south side of Chicago who wants to do good work.” Dr. Abiodun Durojaye CEO, Urban Alliance ## Unconventional Decision-Making Patterns The regular approach to career development often goes from high school to college, seals that first job, and proceeds to achieve other career goals. Our outstanding guest tells us this may not be the case for everyone, especially those facing systemic educational barriers. While some people go to college and later get jobs, others must do both concurrently. Moreover, the mother of three would tell young people to see the forest for the trees while making career choices. For example, some people, perhaps, enjoy high school and would love to go to college, but they don't have the resources to do so. As a result, such people must work for a while to save up for college. She suggests people should "start from the end and work their way right back." The first question young people should ask themselves is what they want to do and what they want to be. While some careers, like medicine, are tied to college, others, like entrepreneurship, are about the length of experience. They must go through a decision-making process to gain career exposure and tap into opportunities for young people in fields like entrepreneurship. One must consider what they wish to sell and get certified, go for workshops, or do skill acquisitions to help them excel in their chosen fields. Each person's decision-making process is unique, so what works for Alice might not work for Geoffrey. Based on this premise, it is consequential to remember that young people have different privileges. As such, some are bound to be more privileged than others, and these privileges largely determine their decisions at every point in their lives. By starting from the end with their goals in mind, young people can find their unique pathways to success. With this comes the realization that although it is good to go to college, it may not align with their career goals. ## Key Results Urban Alliance Organization High School Internships Focus Systemic Barrier Removal Mission ### At a Glance Urban Alliance Organization High School Internships Focus Systemic Barrier Removal Mission ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/abiodun-durojaye-eportfolios-advocacy-tools.pdf) ### Institution [Urban Alliance](https://theurbanalliance.org) EquityAdvocacyCareer Development [ Previous Case Study Making the Student's Experience Better With Outcome-Driven Assessment ](/case-studies/jennifer-sparrow-outcome-driven-assessment) ## Take a Look at More Case Studies [ ![SUNY Monroe Community College case study](/images/case-studies/kathleen-borbee-service-learning-thumbnail.png) SUNY Monroe Community College ### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses Professor Kathleen Borbee of SUNY Monroe Community College shares how service learning, writing-intensive courses, and ePortfolios bridge the gap between classroom knowledge and real-world application. Community CollegeePortfolioExperiential Learning Read Case Study ](/case-studies/kathleen-borbee-service-learning)[ ![Cornell University case study](/images/case-studies/jorge-colon-veterinary-portfolios-thumbnail.png) Cornell University ### The Power of Portfolios in Veterinary Education and Career-Seeking Jorge Colon of Cornell University's College of Veterinary Medicine explains how ePortfolios help veterinary students showcase passion, build professional identity, and land jobs through reflective practice and alumni networking. Higher EducationCareer ServicesSTEM Read Case Study ](/case-studies/jorge-colon-veterinary-portfolios)[ ![Oberlin College case study](/images/case-studies/abe-reshad-eportfolio-digital-makerspace-thumbnail.png) Oberlin College ### ePortfolio As Digital Makerspace in Liberal Arts Education Abe Reshad of Oberlin College reveals how ePortfolios function as digital makerspaces, blending creativity with technology to foster critical thinking, problem-solving, and interdisciplinary learning in liberal arts education. Liberal ArtsePortfolioCritical Thinking Read Case Study ](/case-studies/abe-reshad-eportfolio-digital-makerspace) [View All Case Studies](/case-studies) ================================================================ # Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan URL: https://www.digication.com/case-studies/amanda-hyberger-qep-leadership Community CollegeAssessmentePortfolio # Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan With Amanda Hyberger [Chattanooga State Community College](https://chattanoogastate.edu)|[Download Case Study](/case-studies/amanda-hyberger-qep-leadership.pdf) # Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan Chattanooga State Community College In the ever-evolving world of modern education, visionary leadership is the cornerstone of progress. Guiding institutions through challenging initiatives requires more than just expertise; it demands unwavering dedication and a willingness to embrace innovative tools that can transform the educational landscape. This Digication Scholars Conversation is a captivating journey that delves into the remarkable story of Dr. Amanda Hyberger, an esteemed professor of Music and former Quality Enhancement Plan (QEP) Director at Chattanooga State Community College, whose steadfast and thoughtful ePortfolio leadership paved the way for unprecedented success in challenging QEP through the strategic and profound implementation of ePortfolios. ## Early Music Experience and Background Amanda describes her early years in music as a regular "Pastor's Kid" who sang within the walls of a Southern gospel church choir. Painting a vivid picture of her upbringing, she grew up in a home where her parents and uncles played instruments as she gained an early appreciation for music. She also recalls her experiences singing hymns and spiritual songs, underscoring the solid musical foundation during those formative years. Amanda's experiences, from meeting her first music teacher to the challenging years during her early years in college and the time it took to find her singing voice, grew her passion for music. The Professor of Music's journey from teaching preschoolers to molding young minds in college classrooms encapsulates the harmonious symphony of her life's work. With an unwavering focus on cultivating healthy singing practices and an unyielding resolve to enhance the quality of education, Amanda's story is an inspiring crescendo that resonates far beyond the classroom walls. Amanda shares her experiences teaching voice and music at various levels, from preschool to college. She emphasizes her focus on teaching healthy singing practices and addressing issues that arise from incorrect vocal Techniques. Her dedication to her students' growth and her commitment to enhancing the quality of education at the college set the stage for the conversation. But how did she transition from that world of music and singing to becoming involved in ePortfolios and the QEP at Chattanooga State Community College? Amanda's journey traversed from being a passionate music student to becoming a beacon of inspiration as a professor. ## Understanding Thoughtful ePortfolio Leadership At the heart of every successful educational endeavor lies thoughtful leadership - a guiding force that sets the tone for meaningful change. Chattanooga State Community College found its guiding star in Amanda, a seasoned educator with an unwavering commitment to quality music education and a reputation for being fun. Amanda embodies thoughtful leadership in implementing ePortfolios. Her journey began with a vision to empower students to articulate their purpose, strengths, and areas for growth. As the QEP Director, Amanda spearheaded the integration of ePortfolios, enabling students to showcase their educational endeavors alongside their life experiences, reflect on their progress, and set meaningful goals. Her role wasn't confined to the classroom; Amanda's ability to envision and enact change made her the ideal conductor for the QEP. As the notes of thoughtful leadership began to resonate, the stage was set for a symphony of transformation. Thoughtful ePortfolio leadership goes beyond the technical aspects of creating digital portfolios. It involves guiding students and faculty to use ePortfolios as platforms for meaningful self-reflection, goal-setting, and showcasing their achievements. Thoughtful ePortfolio leaders recognize that this process contributes to the overall quality enhancement of education. It empowers students to take ownership of their learning and continuously improve. Thoughtful ePortfolio leadership entails aligning ePortfolio usage with learning outcomes. At Chattanooga State, music students use ePortfolios to demonstrate their proficiency in music education, from ear training to vocal lessons. This intentional alignment fosters a deeper understanding of their progress and skill development, allowing them to monitor their growth over time. “I had an epiphany one day where I realized that musicians are pretty much qualitative researchers.” Dr. Amanda Hyberger Professor of Music, Chattanooga State Community College ## Quality Enhancement Plan (QEP) and Music Education The Quality Enhancement Plan (QEP) is the heartbeat of Chattanooga State Community College's commitment to excellence. Rooted in the culture of quality education, the QEP strives to elevate student learning experiences and equip them with skills that transcend academia. At its core, the QEP harmonizes with the college's mission to provide top-notch music education, fusing artistic expression with academic rigor. Amanda recently stepped away from her long-standing administrative role as the QEP Director to focus on her passion for music education. She had dedicated almost a decade to this role while championing the institution's commitment to academic quality and improvement. Despite this career shift, Amanda's commitment to ePortfolios remains unwavering. She continues integrating ePortfolios into classrooms, utilizing them as an effective teaching tool to enhance student learning and development. Additionally, she assists faculty members in developing Promotion and Tenure ePortfolios, further contributing to the academic community. Her pioneering work in this field continues to influence and inspire educational institutions today. Her wealth of experience and expertise is a valuable resource for institutions looking to make meaningful strides in ePortfolio integration and education. Our conversation with Amanda gave us insights into her career transition, ongoing commitment to ePortfolios, and continued influence in the field. Remember, a fundamental tenet of thoughtful ePortfolio leadership is cultivating future leaders. Through ePortfolios, students develop essential skills such as self-assessment, critical thinking, and communication -- vital for effective leadership. By showcasing their accomplishments and reflecting on their journey, students are better equipped to become leaders in their chosen fields, contributing positively to their communities. ## Key Results Quality Enhancement Plan (QEP) Focus Area Music Education Discipline Nearly a Decade as QEP Director Leadership ### At a Glance Quality Enhancement Plan (QEP) Focus Area Music Education Discipline Nearly a Decade as QEP Director Leadership ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/amanda-hyberger-qep-leadership.pdf) ### Institution [Chattanooga State Community College](https://chattanoogastate.edu) Community CollegeAssessmentePortfolio [ Previous Case Study A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility ](/case-studies/katie-lester-accessibility)[ Next Case Study Transforming Career Services: Insights from Bucknell's STEM Career Coach ](/case-studies/christa-matlack-career-services) ## Take a Look at More Case Studies [ ![Cornell University case study](/images/case-studies/jorge-colon-veterinary-portfolios-thumbnail.png) Cornell University ### The Power of Portfolios in Veterinary Education and Career-Seeking Jorge Colon of Cornell University's College of Veterinary Medicine explains how ePortfolios help veterinary students showcase passion, build professional identity, and land jobs through reflective practice and alumni networking. Higher EducationCareer ServicesSTEM Read Case Study ](/case-studies/jorge-colon-veterinary-portfolios)[ ![Loyola University Chicago case study](/images/case-studies/brody-tate-freedom-to-learn-thumbnail.png) Loyola University Chicago ### Changing the World by Giving Students the Freedom to Learn and Explore Brody Tate of Loyola University Chicago shares how institutionalizing ePortfolios empowers students to explore, reflect, and document their learning journey in ways that transcend the classroom. Higher EducationePortfolioStudent Success Read Case Study ](/case-studies/brody-tate-freedom-to-learn)[ ![SUNY Monroe Community College case study](/images/case-studies/kathleen-borbee-service-learning-thumbnail.png) SUNY Monroe Community College ### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses Professor Kathleen Borbee of SUNY Monroe Community College shares how service learning, writing-intensive courses, and ePortfolios bridge the gap between classroom knowledge and real-world application. Community CollegeePortfolioExperiential Learning Read Case Study ](/case-studies/kathleen-borbee-service-learning) [View All Case Studies](/case-studies) ================================================================ # Changing the World by Giving Students the Freedom to Learn and Explore URL: https://www.digication.com/case-studies/brody-tate-freedom-to-learn Higher EducationePortfolioStudent Success # Changing the World by Giving Students the Freedom to Learn and Explore With Brody Tate [Loyola University Chicago](https://www.luc.edu)|[Download Case Study](/case-studies/brody-tate-freedom-to-learn.pdf) # Changing the World by Giving Students the Freedom to Learn and Explore Loyola University Chicago The days of analog learning are over. The world has become heavily invested in technology over the past few decades. This means that students now tend to lean towards digital learning, hence the timely intervention of digital learning with e-portfolio. In a world that's constantly on the go, students hope to learn at any time, wherever they are. In a chat with Jeff Yan on Digication's Scholars Conversations, Loyola University, Chicago's learning portfolio manager, Brody Tate tells us why education needs to shift from the idealistic tendencies of books and theories and tilt towards the individuality of every student. This will only be possible when/if students have the freedom to achieve their potential and the right encouragement for them to utilize this freedom without holding back. ## e-Portfolio as an Institutionalized Tool for Student-Centered Learning While e-portfolios are useful for individual courses, they work best when institutionalized. Therefore, it is not surprising that schools like Loyola University, Chicago have an entire program dedicated to learning portfolios. Programs like this are geared towards helping students link their academic experiences across courses using e-portfolio. Speaking with Jeff on the podcast, Brody Tate highlights the need for better digital practices in using portfolios. According to him, he reaches out to faculty and encourages them to explore learning with an e-portfolio when they are helping students navigate. Learning institutions now focus on students' explorative and creative tendencies. The aim is to open them up to smart, solution-based potentials in practical situations, as opposed to how well students perform in tests, term papers, or exams. The best pedagogical practices these days, are those that pay attention to the importance of student-centered learning. Such practices give learners the chance to explore and express themselves according to their understanding of knowledge gathered both within and outside the classroom. One of the tropes of digital learning with e-portfolio is that although students are given the freedom to explore, a part of the job lies with the faculty to give them the encouragement they need to express their creativity as part of the learning process. “I encourage them (faculty) to have better digital practices when they're helping students navigate using portfolios for their work and encourage them to take this work again and share it with others.” Brody Tate Learning Portfolio Manager, Loyola University Chicago ## Learning by Exploring with e-Portfolio The place of e-portfolio in education is cemented by the fact that it allows students to consciously connect educational experiences and concepts with the hopes of applying them to practical situations. Beyond the final product of any phase of education, be it a bachelor's degree or a Ph.D., students get the chance to document their learning process. Teachers also get to understand their students not just as dependents for knowledge but as persons/individuals. With this, different levels of connection between teachers and learners are built. This automatically adds color to the learning and teaching experience. When students get the chance to explore learning with an e-portfolio, self-regulated learning becomes a norm. The question of where, when, and how learning takes place then lies solely with the learner. Although this will require some level of discipline, it gives students the freedom to explore while learning as part of their development process. In the teacher's bid to help students navigate the self-learning process, teachers might create a structure with reflection prompts and encouragement to help learners stay on track. While the content of an e-portfolio can form part of the classroom discussion or activity, learners have the main responsibility of personalizing their learning process. They are also responsible for the content of their e-portfolio such that it reflects their individuality and unique journey through the learning process. The ultimate goal is that students are able to use their e-portfolio to create an identity and demonstrate their perspective of acquired knowledge. They also have the freedom to share the portfolio with whomever they wish to share it with, whenever they want to. The place of e-portfolio in education transcends beyond the school. With their e-portfolio, students can confidently talk about what they have learned and show proof to back their words. As Brody tells us in Digication's podcast, there's been a case where an engineering student got hired for a high-ranking job thanks to their e-portfolio. The student was considered for the role when the hiring committee saw their portfolio. The job was for someone that could build and design a robot. The student had a video of them doing their senior capstone which involved building and designing a robot. With this video, the hiring committee was convinced that the student could do the job because they had proof. Like the engineering student, an e-portfolio allows learners to explore and document their learning process to make an impact with the acquired knowledge to change the world. It is not just enough for students to put up LinkedIn profiles describing themselves with industry buzzwords to gain employers' attention. The goal should be for students to be able to show proof of what they have acquired through the years and present themselves in dynamic ways that beat norms and stereotypes. We would all agree that this can only be possible when students are able to enjoy the learning process and are given the freedom to learn and explore their scholarly journey. “We want students to have access to not only retain the assignments and amazing work and research that they put all this time and energy into they can then also reflect on that experience and have some sort of tangible timeline and visual representation of their learning.” Brody Tate Learning Portfolio Manager, Loyola University Chicago ## Key Results Student-Centered Learning Focus Area Learning Portfolio Manager Role Institutionalized ePortfolio Approach ### At a Glance Student-Centered Learning Focus Area Learning Portfolio Manager Role Institutionalized ePortfolio Approach ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/brody-tate-freedom-to-learn.pdf) ### Institution [Loyola University Chicago](https://www.luc.edu) Higher EducationePortfolioStudent Success [ Previous Case Study The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery ](/case-studies/patrick-green-learning-odyssey)[ Next Case Study Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses ](/case-studies/kathleen-borbee-service-learning) ## Take a Look at More Case Studies [ ![Urban Alliance case study](/images/case-studies/abiodun-durojaye-eportfolios-advocacy-tools-thumbnail.png) Urban Alliance ### The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism Dr. Abiodun Durojaye, CEO of Urban Alliance, shares how ePortfolios serve as advocacy tools for marginalized students, helping them overcome systemic barriers by showcasing their unique stories and career readiness before college. EquityAdvocacyCareer Development Read Case Study ](/case-studies/abiodun-durojaye-eportfolios-advocacy-tools)[ ![Johns Hopkins University case study](/images/case-studies/laura-desisto-diverse-perspectives-liberal-arts-thumbnail.png) Johns Hopkins University ### Embracing Diverse Perspectives in Liberal Arts Education Dr. Laura DeSisto of Johns Hopkins University explores how the Master of Liberal Arts program integrates ePortfolios, interdisciplinary learning, and reflective practice to cultivate critical thinking and self-discovery. Liberal ArtsePortfolioInterdisciplinary Learning Read Case Study ](/case-studies/laura-desisto-diverse-perspectives-liberal-arts)[ ![SUNY Monroe Community College case study](/images/case-studies/kathleen-borbee-service-learning-thumbnail.png) SUNY Monroe Community College ### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses Professor Kathleen Borbee of SUNY Monroe Community College shares how service learning, writing-intensive courses, and ePortfolios bridge the gap between classroom knowledge and real-world application. Community CollegeePortfolioExperiential Learning Read Case Study ](/case-studies/kathleen-borbee-service-learning) [View All Case Studies](/case-studies) ================================================================ # Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment URL: https://www.digication.com/case-studies/celeste-kong-reflective-eportfolios Higher EducationAssessmentSTEM # Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment With Celeste Kong [Boston University](https://www.bu.edu)|[Download Case Study](/case-studies/celeste-kong-reflective-eportfolios.pdf) # Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment Boston University While ePortfolios might seem new to some people, the support for using them as a reflective learning tool to enhance education and assessment in higher education has increased over the past decade, partly due to the growing need for better accountability of student academics. ePortfolio pedagogy includes an evidence-based learning process and should ideally utilize technology that supports the long-term storage of academic work beyond the scope of students' college careers. A well-structured electronic portfolio will improve learning and teaching as students can collect, store, and access their work and document learning experiences over time. In addition, since these tools encourage long-term collection and storage of works, it is an ideal virtual space that allows students to reflect critically on their academic works. An assessment ePortfolio has become increasingly essential for students in today's fast-paced and technologically advanced world. It is a wise choice and a powerful tool that can propel students' careers to new heights and offer institutions invaluable insights into the student's learning journey and overall experience. Students can do more with their ePortfolio by sharing their selected works with others, including their advisors, professors, colleagues, or potential employers; it can be used for goal setting, resume building, and career development. ## Harnessing the Power of the Assessment ePortfolio to Propel Professional Growth While speaking as a guest on our recent Digication Scholars Conversations podcast, Dr. Celeste Kong, then Professor and the Chair at The Henry M. Goldman School of Dental Medicine at Boston University, shared her reasons and the motivation behind encouraging her students to adopt these tools. Celeste eagerly shared her experience as Director, where she challenged her students to create cases that required innovative designs and models for their patients. Initially, the students would painstakingly put their ideas on paper, only to later transfer them to PowerPoint for presentation, showcasing their remarkable "before" and "after" processes. They would even display their impressive designs and models to patients. But then, a revolutionary idea struck the soon-to-be-retired professor. What if the students started creating ePortfolios to assess these exceptional cases? What if they could effectively document their enlightening learning journeys and invaluable experiences using a versatile medium they could easily carry wherever they go? The possibilities were endless -- they could effortlessly demonstrate countless versions of their brilliant creations, allowing people from all walks of life to deeply admire and appreciate their outstanding works. Afterward, she encouraged her students to show their work to prospective employers or Directors if they plan to go Post-Doc. Celeste has been using ePortfolio technology for a few years after attending a workshop where she was introduced to Digication. She's convinced Digication has the right technology to help scale her students' careers by assessing their projects anywhere they go. “What I wanted our students to do was to shine, to make themselves shine in a way that was more mobile because carrying castes and models of patients to an interview - that's tough, and you know it's much better if you can do it digitally.” Dr. Celeste Kong Professor and Chair, Goldman School of Dental Medicine, Boston University ## How ePortfolios Enhance Other Core Skills When Used in Collaboration with Other Practices A crucial point Celeste mentioned was that many people, including her colleagues, had difficulty adjusting to ePortfolio for assessment. Additionally, the transition to utilizing an assessment ePortfolio posed difficulties for faculty members and students when evaluating alternative skills. Although people initially perceived the process as tedious to read through, arrange, organize, and upload documents, projects, artifacts, and other items, the benefits were clearly seen and appreciated. All these collections help endorse individuals for their specific skill sets, knowledge, and experiences. Often, people are surprised to see how much students improve when exposed to reflective and experienced-based learning. This is because each entry is a statement, telling the story of the individual's undertakings, accomplishments, experiences, learning, and skill acquisition process. Using ePortfolios in collaboration with other practices provides opportunities for students to assess the less-talked-about skills like critical thinking, evidence-based practices, visual thinking, and communication. Several of our findings at Digication revealed that learning with ePortfolio enhances the learning experience when students are presented with their virtual space to reflect and evaluate what they've learned. In line with our results, Celeste acknowledged that ePortfolio is a great tool to enhance critical thinking and communication skills and make connections between various educational experiences. Celeste also pointed out the limitations of current assessment systems, which predominantly rely on multiple-choice questions and fail to foster critical thinking through the essay writing element. She noted that the accreditation process of the Dental School emphasizes the need for students to possess good communication and critical thinking skills. Are any successes recorded from commissioning a reflective ePortfolio module as a tool for assessing students' reflection? The exceptional results the students showed mean they could evaluate their learning and accurately document their experiences meaningfully after processing their thoughts -- using ePortfolio. “We have them (students) reflect, and we have them post on their ePortfolios, and I think that went well. In fact, during our last accreditation, one of our students was asked to show them (accreditors) what she had online, and she showed them a case, something that she had posted on her portfolio - which is, of course, on Digication.” Dr. Celeste Kong Professor and Chair, Goldman School of Dental Medicine, Boston University ## Conclusion ePortfolios are valuable tools with limitless pedagogical and career benefits. You can start documenting your career process and tell your story. Digication is a platform that allows students to own their virtual space by building ePortfolios throughout their academic years. “We can only chase the future of education and assessment in medicine if we understand how far we've come and how to use what we've learned in the basics, old-fashioned way to enhance the future with technology.” Dr. Celeste Kong Professor and Chair, Goldman School of Dental Medicine, Boston University ## Key Results Dental Medicine Education Focus Area Reflective Assessment Practice Type Accreditation Success Impact ### At a Glance Dental Medicine Education Focus Area Reflective Assessment Practice Type Accreditation Success Impact ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/celeste-kong-reflective-eportfolios.pdf) ### Institution [Boston University](https://www.bu.edu) Higher EducationAssessmentSTEM [ Previous Case Study Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses ](/case-studies/kathleen-borbee-service-learning)[ Next Case Study The Power of Portfolios in Veterinary Education and Career-Seeking ](/case-studies/jorge-colon-veterinary-portfolios) ## Take a Look at More Case Studies [ ![Oberlin College case study](/images/case-studies/abe-reshad-eportfolio-digital-makerspace-thumbnail.png) Oberlin College ### ePortfolio As Digital Makerspace in Liberal Arts Education Abe Reshad of Oberlin College reveals how ePortfolios function as digital makerspaces, blending creativity with technology to foster critical thinking, problem-solving, and interdisciplinary learning in liberal arts education. Liberal ArtsePortfolioCritical Thinking Read Case Study ](/case-studies/abe-reshad-eportfolio-digital-makerspace)[ ![Chattanooga State Community College case study](/images/case-studies/amanda-hyberger-qep-leadership-thumbnail.png) Chattanooga State Community College ### Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan Dr. Amanda Hyberger of Chattanooga State Community College shares how thoughtful ePortfolio leadership transformed a challenging Quality Enhancement Plan into a vehicle for student self-reflection and institutional growth. Community CollegeAssessmentePortfolio Read Case Study ](/case-studies/amanda-hyberger-qep-leadership)[ ![Oberlin College case study](/images/case-studies/nathan-carpenter-constructive-collaboration-thumbnail.png) Oberlin College ### Finding Joy and Building a Future of Constructive Collaboration Nathan Carpenter of Oberlin College discusses how peer advising programs and ePortfolios foster constructive collaboration, helping students transition smoothly into college and build meaningful connections. Peer LearningCollaborationStudent Success Read Case Study ](/case-studies/nathan-carpenter-constructive-collaboration) [View All Case Studies](/case-studies) ================================================================ # Transforming Career Services: Insights from Bucknell's STEM Career Coach URL: https://www.digication.com/case-studies/christa-matlack-career-services Higher EducationCareer ServicesSTEM # Transforming Career Services: Insights from Bucknell's STEM Career Coach With Christa Matlack [Bucknell University](https://www.bucknell.edu)|[Download Case Study](/case-studies/christa-matlack-career-services.pdf) # Transforming Career Services: Insights from Bucknell's STEM Career Coach Bucknell University Christa Matlack chats with Kelly Driscoll, the co-founder of Digication. They discuss why reflection and self-awareness matter in our careers. Christa is a Career Coach in STEM at the Center for Career Advancement at Bucknell University. She shares her experiences and the lessons she learned. She highlights how her diverse background helps students find their way. Christa's career journey shows the benefits of balancing academics with Co-curricular activities. It highlights how a well-rounded education matters. Her experience also shows the benefits of using ePortfolios. ## Christa's Journey: From Student-Athlete to Career Coach Christa Matlack's journey began just down the road from Bucknell University in South Williamsport, Pennsylvania. She grew up in the area and knew about Bucknell. She hadn't decided on getting a university education but then came recruitment to play soccer. Despite her busy sports schedule, Christa managed to keep up with her studies. She studied biology and also took classes in studio art and philosophy. She played soccer at Bucknell for all four years, contributing to the team's success in reaching the conference tournament each year. After graduating from Bucknell, Christa earned a master's degree in biology from Clarion University of Pennsylvania, now PennWest Clarion. Her biology major and studio art and philosophy minor helped her see problems differently. Being a student-athlete taught her valuable skills. She learned time management, discipline, and teamwork. These skills would later help her in her career. ## The Importance of a Liberal Arts Education Bucknell's liberal arts education was crucial to Christa's development. It provided her with a well-rounded skill set, and her diverse educational background allowed her to approach problems from multiple perspectives. Her experience fostered both analytical and creative thinking. The liberal arts education helped Christa develop transferable skills such as critical thinking, communication, and resilience. These skills enhanced her academic and athletic performance and equipped her to help students navigate their career paths effectively. ## Career Path and Lessons Learned Upon completing her graduate degree, Christa pursued a greater sense of career direction. She applied for college soccer coaching jobs and biology research positions and got many callbacks for soccer coaching but none for biology. She added a master's and then moved to a research technician role at Geisinger. However, she realized that advancing in this field required a PhD and felt she needed more time to prepare. This realization led her to a job in product development at First Quality Enterprises, where she spent four years designing tampons. A twist of fate led her to begin her career as a soccer coach at the University of Scranton. There, she found a passion for coaching and helping young athletes. Christa's career changed again when she became the interim head coach at Penn College in her hometown. She blended this role with her full-time job at First Quality. This experience reinforced her love for coaching and working with students. However, the demands of full-time coaching and motherhood led her to seek more work-life balance. “My career path 100 percent set me up for what I'm doing now. My experience of navigating it and also having a similar feeling of not knowing what you want to do. So now I'm teaching them how to navigate it and letting them understand that like your major doesn't have to be what you do at the end of the day for a career. It may not even line up.” Christa Matlack Career Coach in STEM, Center for Career Advancement, Bucknell University ## From Coaching to Career Coaching at Bucknell Christa's diverse experiences culminated in her current role as a STEM Career Coach at Bucknell University. In 2021, she applied for the position, which nicely matched her STEM background and interests. Her background in higher education, STEM, and industry experience made her an ideal candidate. In this role, Christa leverages her journey of navigating various career paths to help students find their own. She emphasizes that one's major does not have to dictate one's career path and encourages students to explore what is meaningful to them. Christa's journey from student-athlete to career coach shows the value of a liberal arts education. It also highlights the importance of being flexible and resilient in career development. Her experiences have prepared her to help students with their career paths. She shows them how their education and experiences can lead to many rewarding job opportunities. Building portfolios requires considering how learning materials show what students have learned. This high-impact practice promotes critical thinking skills, ownership, and agency. ## The Role of ePortfolios in Career Development Student portfolios have many uses in student development. Our featured guest and Bucknell University mainly use ePortfolios as a high-impact practice for specific skill development. High-impact practices, or HIPs, are active learning methods. They help students learn deeply by increasing their engagement. As a tool for high-impact learning, ePortfolios help students engage in active learning and deep reflection. That's because ePortfolios go beyond static resumes. It encourages students to curate projects, achievements, and experiences that showcase their skills and growth. Building portfolios requires thinking about how learning materials show what students have learned. This process helps develop critical thinking skills, ownership, and agency. Christa further discusses how Bucknell uses ePortfolio to support student career journeys. ## How Bucknell University Uses Digication's ePortfolio Platform to Support Career Journeys Bucknell University sees the potential of ePortfolios as a high-impact practice for supporting student exploration and development. Thus, it launched Pathways, designed to introduce students to career opportunities while fostering self-reflection and self-discovery through ePortfolios. Pathways encourages students to stay informed about career opportunities and evaluate the connection between their academic experiences and their lives beyond the classroom and into their long-term jobs. The ePortfolio is structured into two key strategies: the My Career Journey template and the four-credit career courses. “It (The My Career Journey Template) was designed to get them to start thinking that, 'Oh, maybe I don't have to do something that lines up with my major'. Like it doesn't have to be a straight path. It can, you can go straight for a while and then veer off to the left or the right. And you could always circle back and end up figuring out what the right career is.” Christa Matlack Career Coach in STEM, Center for Career Advancement, Bucknell University ## Transforming Career Services: A Holistic Approach Career services are changing a lot to meet the needs of today's students. Today's students are skilled with technology. They focus on abilities that fit a changing job market. They juggle various commitments and require flexible, personalized career guidance. Traditional career paths hold less relevance, and mental health and well-being are key considerations. Career services need to change to meet new demands. They should support different work options, such as freelancing and entrepreneurship. In response to these demands, Bucknell University has strategically shifted its approach from a one-on-one to a one-to-many model. Traditional career services rely heavily on one-on-one meetings, which can be limiting and take time. Now, Bucknell uses different strategies to connect with more students. They aim to reach students in their own time and space. At Bucknell, this shift involves extensive collaboration across campus. The university still offers one-on-one appointments because they are essential. It also works with different departments and student groups to help more students. This approach includes class visits, collaborations with student groups, and faculty partnerships to integrate career services into coursework. “It's just like anything else. It's keeping up with the times, right?” Christa Matlack Career Coach in STEM, Center for Career Advancement, Bucknell University ## Using ePortfolios to Showcase Skills and Experiences ePortfolios empower students to showcase their skills and experiences dynamically and engagingly, complementing their resumes and providing a more holistic picture to potential employers. Using the STAR method in ePortfolios allows students to craft compelling narratives that effectively demonstrate their skills and experiences. Students can write detailed stories about situations, tasks, actions, and results. These stories show their problem-solving skills, teamwork, leadership, and other vital abilities. Selecting the most relevant experiences and skills to showcase is crucial for creating an impactful ePortfolio. Students should go beyond just mentioning their major. They should also share unique experiences that make them stand out. ePortfolios complement resumes by providing a more holistic view of a candidate. While resumes offer a concise summary of qualifications, ePortfolios allow for a deeper exploration of skills and experiences. Christa highlights techniques to demonstrate the design process and iterations, including pictures of projects, sketches, and final products. ## The Future of ePortfolios in Career Services ePortfolios can impact hiring by making candidates' skills and experiences more accessible and transparent. Christa Matlack points out that ePortfolios have changed education faculties. They help students share their work easily with search committees and potential employers. This transformation in the education sector presents new opportunities for students in other fields, such as STEM fields like engineering and Veterinary Medicine. By having ePortfolios in job applications, engineering students can show a fuller picture of their skills. They can highlight projects, designs, and problem-solving methods in ways that regular resumes cannot. This approach improves their visibility and meets the growing need for clear and reliable proof of skills in many industries. The future is bright for students trained to match their skill sets with current market demands. As Christa Matlack suggests, ePortfolios are poised to transform how students present themselves to potential employers. Students create a strong story that makes them unique. They reflect on challenges, show their diverse skills, and demonstrate self-awareness. ## Key Results STEM Career Development Focus Area Pathways & Jumpstart Your Career Program Liberal Arts + Career Coaching Approach ### At a Glance STEM Career Development Focus Area Pathways & Jumpstart Your Career Program Liberal Arts + Career Coaching Approach ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/christa-matlack-career-services.pdf) ### Institution [Bucknell University](https://www.bucknell.edu) Higher EducationCareer ServicesSTEM [ Previous Case Study Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan ](/case-studies/amanda-hyberger-qep-leadership)[ Next Case Study Reflecting on Internship Experiences in Community-Based Learning ](/case-studies/gina-woodall-community-based-learning) ## Take a Look at More Case Studies [ ![CUNY School of Professional Studies case study](/images/case-studies/jennifer-sparrow-outcome-driven-assessment-thumbnail.png) CUNY School of Professional Studies ### Making the Student's Experience Better With Outcome-Driven Assessment Jennifer Sparrow of CUNY School of Professional Studies discusses how outcome-based education and teaching technologies, including ePortfolios and credit for prior learning, are transforming the student experience in higher education. Outcomes AssessmentEdTechPrior Learning Read Case Study ](/case-studies/jennifer-sparrow-outcome-driven-assessment)[ ![Northeastern University case study](/images/case-studies/patty-goodman-hayward-student-centered-learning-thumbnail.png) Northeastern University ### Empowering Students to Be in Control of Their Learning Patty Goodman Hayward of Northeastern University explains how student-centered learning and deep teacher-student collaboration transform graduate programs by letting learners drive their own competency development and professional branding. Student-Centered LearningGraduate ProgramsCollaboration Read Case Study ](/case-studies/patty-goodman-hayward-student-centered-learning)[ ![Cornell University case study](/images/case-studies/jorge-colon-veterinary-portfolios-thumbnail.png) Cornell University ### The Power of Portfolios in Veterinary Education and Career-Seeking Jorge Colon of Cornell University's College of Veterinary Medicine explains how ePortfolios help veterinary students showcase passion, build professional identity, and land jobs through reflective practice and alumni networking. Higher EducationCareer ServicesSTEM Read Case Study ](/case-studies/jorge-colon-veterinary-portfolios) [View All Case Studies](/case-studies) ================================================================ # Reflecting on Internship Experiences in Community-Based Learning URL: https://www.digication.com/case-studies/gina-woodall-community-based-learning Higher EducationExperiential LearningStudent Success # Reflecting on Internship Experiences in Community-Based Learning With Gina Woodall [Arizona State University](https://www.asu.edu)|[Download Case Study](/case-studies/gina-woodall-community-based-learning.pdf) # Reflecting on Internship Experiences in Community-Based Learning Arizona State University From an ambitious undergrad to an impactful professor, Gina Woodall's story at Arizona State University is nothing short of extraordinary. In this episode of the Digication Scholars Conversations, Gina Woodall shares her experience as she has happily evolved within the hallowed halls of ASU from her undergrad days to donning the hat of a professor. Aside from her role as a Teaching Professor in the School of Politics and Global Studies at Arizona State University, she is also the Director of the Capital Scholars Internship Program. Gina joined us to discuss how she empowers student growth and success through high-impact practices, including experiential learning, internships, and reflective practice utilizing ePortfolio pedagogy. ## Importance of Mentoring and Guiding Students in Reflective Practices Reflective practices in internship experiences involve a deliberate and thoughtful analysis of one's actions, experiences, and learnings. It goes beyond the surface level, encouraging individuals to delve deeper into the meaning and implications of their encounters. As a Gen Xer, Gina attests that the inclination to reflect was not as prevalent during her academic journey -- and for most people in her generation. However, the current generation displays an innate ability to introspect, pondering the significance of their work, experiences, and their transformative impact on their personal and professional growth. Reflective practices, particularly within internship experiences, are pivotal in guiding students toward a more nuanced understanding of themselves and their interests. A case in point is Gina's observation that, despite an initial inclination towards law school, many students undergo a significant shift in perspective through reflective experiences during internships. Whether engaged as policy analysts, campaigners, or contributors to city government or chambers of commerce, students discover a broader spectrum of possibilities beyond the traditional law school paths. Thaddaeus Canuel, one of Gina's students, exemplifies the ePortfolio's power in internship experiences, as he has gone from being an ambitious student to securing a spot in the House of Representatives. While the innate skill for reflective practices exists within students, practical guidance and mentoring are crucial. ## Selective Sharing This method involves skillfully guiding students in crafting reflections that balance openness and discretion. For instance, a student navigating the intricacies of reporting experiences in a regulated environment like the Supreme Court's Press. Gina counsels them to focus on publicly available information, like opinions discussed in the press. What makes this approach to reflection extraordinary is the dual nature of growth. Students not only discover how to present themselves effectively but also engage in critical thinking about what's appropriate to share and in what context. The method instills a valuable skill set, extending beyond academia and preparing students for nuanced communication in diverse professional landscapes. ## Alumni Connection and Community-Based Learning This approach leverages the enduring connections Gina has cultivated within the ASU community and the alumni community's enthusiasm to give back to their alma mater. Harnessing the longevity of her ASU tenure, she can forge partnerships with individuals who were once in her current students' seats. Beyond the practical aspects of ePortfolio development, these alumni play a pivotal role in shaping the narrative. They assess the image the student is projecting and provide constructive feedback to refine and enhance their professional identity. The mentorship doesn't stop at technicalities; it extends to the nuanced art of presenting oneself in the professional realm. As a result, reviewing ePortfolios becomes a dynamic dialogue, with alumni guiding students on what to include or modify. This collaborative effort ensures the outcome aligns with industry expectations and fosters a sense of pride and accomplishment for the students. ## Nurturing Agency and Autonomy The role of mentors and alumni in shaping student ePortfolios is to mold them for real-world consumption, aligning with recruiter expectations. However, trainers must be flexible and allow students to break free from predefined skills and qualifications when necessary. Gina allows students to take the reins of their ePortfolios, emphasizing the importance of identifying and showcasing the skills and competencies they have acquired. This flexibility leads to discovering a wide range of skills beyond the conventional ones typically highlighted in general education outcomes. Gina has observed her students showcasing intriguing competencies such as appropriations, flexibility, critical analysis, and advocacy attributes not commonly seen in traditional templates. Consider a student who was also a professional cook besides being an online political science major. Merging these two disparate worlds, the student engaged in community outreach, using her culinary skills to serve unsheltered individuals. This truly unique experience transcended the constraints of traditional ePortfolio templates and will be suppressed if the student is not allowed autonomy. Nurturing autonomy and agency is a testament to the diverse and exciting skill sets that students can showcase. It underlines the importance of flexibility in allowing students to express their journey in their own words, which creates a culture of confidence and encourages a more holistic and authentic representation of their skills and experiences. ## How ePortfolio Supports Experiential Learning Through Internships As the Director of the Capital Scholars Internship Program, Gina Woodall seamlessly integrates ePortfolio into experiential learning, utilizing this dynamic tool to foster personal growth and development among her students. Adopting ePortfolio for experiential learning, however, is not without its challenges. Students accustomed to platforms like LinkedIn, initially grapple with the unique environment of ePortfolio. The unfamiliarity might lead to resistance, often reflected in ePortfolios adorned with generic stock images rather than meaningfully reflecting their experiences. Yet, Gina, with her astute leadership, transforms this learning curve into an opportunity for growth, drawing inspiration from sample templates provided by ASU's ePortfolio team. Recognizing the potential of ePortfolio to transcend traditional platforms, she navigates through constant iteration, interaction, and feedback provided to students throughout the internship experience. “The e-portfolio, I think, is kind of a different animal and that it really goes in depth about what that person experienced and the work that they produced at the internship.” Gina Woodall Teaching Professor, School of Politics and Global Studies, Arizona State University ## Inviting Real-World Leaders to Educate Her Class An innovative approach Gina Woodall employs to enrich student learning involves the active engagement of real-world leaders in the learning process. In her 400-level class, "Women in Politics," Gina takes experiential learning to the next level by inviting influential figures, such as a friend from Maryland's assembly, to connect with her students via Zoom. This intentional effort to bring real-world leaders into the classroom serves multiple purposes. Firstly, it adds a layer of authenticity to the learning experience, allowing students to glean insights directly from practitioners in the field. Secondly, it allows students to record and reflect on these valuable interactions. These interactions, whether discussions, Q&A sessions, or personal anecdotes, provide students with a depth of understanding beyond textbooks. ## Embedding ePortfolio into the Program with Precise Grading and Assessment Measures Incorporating the ePortfolio tool into a course's syllabus and providing clear expectations for how they will be graded serves as a deliberate strategy to ensure students approach this reflective tool with the seriousness it deserves. Effective strategies can be orchestrating the process as an iterative journey, fostering accountability, and setting clear measures for growth and personal development. For example, students can start with a template with a page to write their bio and a page to add their resume, a task deemed accessible yet impactful. This initial step is assigned a tangible point value providing a clear benchmark for performance. You can introduce a flexible revision policy to ensure the final result is a strong ePortfolio that aptly captures a student's experiential experience. If students receive initial feedback suggesting improvement, they can revise and enhance their work. “It really lets the employer, you know, really look and see what work you produced or what your day-to-day was like. And I think that just gives more insight, you know, and that gives more insight into the person.” Gina Woodall Teaching Professor, School of Politics and Global Studies, Arizona State University ## Key Results Internship & Community-Based Learning Focus Area Capital Scholars Internship Program Alumni Mentorship + ePortfolio Approach ### At a Glance Internship & Community-Based Learning Focus Area Capital Scholars Internship Program Alumni Mentorship + ePortfolio Approach ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/gina-woodall-community-based-learning.pdf) ### Institution [Arizona State University](https://www.asu.edu) Higher EducationExperiential LearningStudent Success [ Previous Case Study Transforming Career Services: Insights from Bucknell's STEM Career Coach ](/case-studies/christa-matlack-career-services)[ Next Case Study Unlocking Career Growth & Opportunities Through Internship Experience ](/case-studies/thaddaeus-canuel-internship-odyssey) ## Take a Look at More Case Studies [ ![Bucknell University case study](/images/case-studies/christa-matlack-career-services-thumbnail.png) Bucknell University ### Transforming Career Services: Insights from Bucknell's STEM Career Coach Christa Matlack of Bucknell University shares how ePortfolios, career-readiness courses, and the My Career Journey template are transforming how STEM students explore career paths and present themselves to employers. Higher EducationCareer ServicesSTEM Read Case Study ](/case-studies/christa-matlack-career-services)[ ![Oberlin College case study](/images/case-studies/abe-reshad-eportfolio-digital-makerspace-thumbnail.png) Oberlin College ### ePortfolio As Digital Makerspace in Liberal Arts Education Abe Reshad of Oberlin College reveals how ePortfolios function as digital makerspaces, blending creativity with technology to foster critical thinking, problem-solving, and interdisciplinary learning in liberal arts education. Liberal ArtsePortfolioCritical Thinking Read Case Study ](/case-studies/abe-reshad-eportfolio-digital-makerspace)[ ![Loyola University Chicago case study](/images/case-studies/patrick-green-thumbnail.png) Loyola University Chicago ### The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery Dr. Patrick Green of Loyola University Chicago shares how ePortfolios fuel experiential learning, self-discovery, and community-based education as part of a lifelong learning odyssey. Higher EducationePortfolioExperiential Learning Read Case Study ](/case-studies/patrick-green-learning-odyssey) [View All Case Studies](/case-studies) ================================================================ # Making the Student's Experience Better With Outcome-Driven Assessment URL: https://www.digication.com/case-studies/jennifer-sparrow-outcome-driven-assessment Outcomes AssessmentEdTechPrior Learning # Making the Student's Experience Better With Outcome-Driven Assessment With Jennifer Sparrow [CUNY School of Professional Studies](https://sps.cuny.edu)|[Download Case Study](/case-studies/jennifer-sparrow-outcome-driven-assessment.pdf) # Making the Student's Experience Better With Outcome-Driven Assessment CUNY School of Professional Studies Enhancing educational practices to improve students' learning experiences in higher education is of great importance. This is clear in the widespread emphasis on the current educational system. Currently, higher education institutions are facing several challenges, including poorly designed curriculums that inadequately prepare students for the future workplace or address the demands of the job market. As higher education prices keep soaring, academic institutions are under tremendous societal pressure to provide students with an education that will result in employment. The big question is, how do you enhance student learning in the 21st century, where almost everyone owns a smartphone? In this Digication Scholars Conversations podcast, Jennifer Sparrow, Associate Dean of Academic Affairs at City University of New York's (CUNY) School of Professional Studies (SPS), discussed outcome-based education with teaching and learning technologies to improve the student experience. ## The Need for Outcome-Based Education Outcome-based education emphasizes predefined skills and knowledge a student should have when they complete a course or series of courses or graduate from an institution. Purpose-driven teaching, curriculum, and teaching decisions are centered on the best ways to accomplish the desired outcome. Hence, the introduction of backward design, which is different from traditional educational planning, is important. By first identifying the desired learning outcomes students should achieve, a curriculum is created detailing methods students will use to attain the intended outcomes. The need to shift from the significance placed on traditional gradings, such as the hours spent in class and course credits earned, has never been more clear, especially with the limitations experienced by institutions during the COVID-19 pandemic. Consequently, educators in higher institutions and stakeholders are currently attempting to change how the effectiveness of education is measured through outcome-driven assessment. This also includes the acceptance and use of education technology to improve learning and outcomes. ## Using Technology to Improve the Student Experience Over the past decade, education technology has undergone remarkable changes. Technological advances have also enhanced the student experience in higher learning institutions and contributed to the success of outcome-driven assessments. However, the greatest recent catalyst for the critical implementation of teaching and learning technology was the COVID-19 pandemic, and its impact continues. Many professors who believed they would never use education technology or have any use for it until they retired were forced to go online, suddenly teaching remotely during the lockdown period. The result of the horrible pandemic created a rare opportunity for everyone to have that experience at the same time. As a result, institutions are now expanding the use of education technology, including ePortfolios for learning outcome assessments. Institutions are reshaping educational spaces and curriculums to support new and innovative ways of delivering courses and supporting pedagogical practice for teachers and students. Educators are now equipped with hardware and software that aid the teaching and learning experiences. Furthermore, instructors can personalize and tailor teaching to student needs and prepare them for real-world success. Jennifer shared her experience with outcome-driven assessment at CUNY. Modern-day students would prefer to take online classes instead of being physically present in a class. Students would rather choose their mode of education and how it is delivered, especially when they now consider classroom education not fun. With both sides wanting more from education technology and for teachers and learners to collaborate effectively, Digication has helped institutions make smarter investments in online assessments and experiential learning. And many institutions like CUNY have found Digication's ePortfolio to meet their goals. They have since been using the platform to bridge educational gaps. Using technology, students who prefer the experience of their own devices can still collaborate across platforms with teachers, other students, and prospective employers. ## Outcomes Assessment and Credit for Prior Learning It's no longer a secret that many academic institutions are challenged with the problem of grade inflation, resulting in the drop in value of the grade point average (GPA) model. Therefore, academic institutions are seeking alternatives to continue providing education to improve the student experience in a highly competitive world. In that view, several higher education institutions are leaning towards or have adopted the outcome-based education system in addition to the GPA model. Credit for Prior Learning (CPL), or Prior Learning Assessment, is an educational process where students have the opportunity to earn academic credit for their real-life equivalent of college-level learning experiences acquired outside the traditional classroom. Furthermore, accreditation bodies are proposing institutions develop sustainable methods of assessing student learning outcomes, specifically to improve the experience in general education courses. Jennifer believes strongly that when a course syllabus is built based on portfolios and learning outcomes, it should be measurable and able to be demonstrated by students. This practice will engage students in better understanding learning outcomes and providing evidence of their competencies. Being able to recognize those who don't speak English as their first language but are still able to learn in their native language and even get a credit if they could read and write in other major languages is a development that would also greatly improve the student learning experience and equity. Since some accountants, engineers, programmers, and many more experts who don't speak English but are proficient in their fields seek to further their education, some institutions are now allowing non-native English speakers to demonstrate competency and even offer exams in other languages. In addition, education technology like Digication is employed for experiential learning, outcome assessment, and credit for prior learning. Using an outcome-based curriculum, students develop ePortfolios to showcase their work and demonstrate progress toward achieving learning outcomes. Through experiential learning and practical engagements, students will quickly gain hands-on experiences and replicate them in real-world situations. It is anticipated that soon, institutions will rely more on portfolios for information to evaluate learning outcomes and the effectiveness of the curriculum. Therefore, every institution should deeply think about enhancing the student's experience in higher education because students are always looking to gain experience, knowledge, and skills to increase their employability and future success. “This isn't scientific yet, but try to compare the people who have credit for prior learning versus those who don't, and the 3-year graduation rate, if I'm correct, is like 20% higher... they're really graduating.” Jennifer Sparrow Associate Dean, CUNY School of Professional Studies ## Key Results Outcome-Based Education Approach Credit for Prior Learning Innovation 20% Higher Graduation Rate Impact ### At a Glance Outcome-Based Education Approach Credit for Prior Learning Innovation 20% Higher Graduation Rate Impact ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/jennifer-sparrow-outcome-driven-assessment.pdf) ### Institution [CUNY School of Professional Studies](https://sps.cuny.edu) Outcomes AssessmentEdTechPrior Learning [ Previous Case Study Empowering Students to Be in Control of Their Learning ](/case-studies/patty-goodman-hayward-student-centered-learning)[ Next Case Study The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism ](/case-studies/abiodun-durojaye-eportfolios-advocacy-tools) ## Take a Look at More Case Studies [ ![Northeastern University case study](/images/case-studies/patty-goodman-hayward-student-centered-learning-thumbnail.png) Northeastern University ### Empowering Students to Be in Control of Their Learning Patty Goodman Hayward of Northeastern University explains how student-centered learning and deep teacher-student collaboration transform graduate programs by letting learners drive their own competency development and professional branding. Student-Centered LearningGraduate ProgramsCollaboration Read Case Study ](/case-studies/patty-goodman-hayward-student-centered-learning)[ ![Loyola University Chicago case study](/images/case-studies/patrick-green-thumbnail.png) Loyola University Chicago ### The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery Dr. Patrick Green of Loyola University Chicago shares how ePortfolios fuel experiential learning, self-discovery, and community-based education as part of a lifelong learning odyssey. Higher EducationePortfolioExperiential Learning Read Case Study ](/case-studies/patrick-green-learning-odyssey)[ ![Boston University case study](/images/case-studies/celeste-kong-reflective-eportfolios-thumbnail.png) Boston University ### Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment Dr. Celeste Kong of Boston University's Goldman School of Dental Medicine reveals how reflective ePortfolios transform assessment practices, boost critical thinking, and help students showcase their professional growth. Higher EducationAssessmentSTEM Read Case Study ](/case-studies/celeste-kong-reflective-eportfolios) [View All Case Studies](/case-studies) ================================================================ # The Power of Portfolios in Veterinary Education and Career-Seeking URL: https://www.digication.com/case-studies/jorge-colon-veterinary-portfolios Higher EducationCareer ServicesSTEM # The Power of Portfolios in Veterinary Education and Career-Seeking With Jorge Colon [Cornell University](https://www.cornell.edu)|[Download Case Study](/case-studies/jorge-colon-veterinary-portfolios.pdf) # The Power of Portfolios in Veterinary Education and Career-Seeking Cornell University The veterinary education industry faces challenges today, from a content-heavy curriculum that creates a gap in business and soft skills to mental health concerns and limited access to diverse clinical opportunities. These challenges present significant difficulties for career-seekers in the field. This article discusses the power of ePortfolios in veterinary education as a valuable tool for showcasing achievements and differentiating oneself with insights from Jorge Colon. Jorge, an associate professor of practice at the Center for Veterinary Business and Entrepreneurship at the College of Veterinary Medicine, Cornell University, spoke to Jeff Yan, co-founder and the CEO of Digication. ## Becoming a Highly Introspective Veterinarian The Guayanilla, Puerto Rico native "stumbled upon" the Digication ePortfolio and assessment tool during a showcase by Pat Graham, instructional technology specialist in the Center for Teaching Innovation at Cornell University. The veterinarian, who combines his passion for business with his love for animals, tells Jeff that he's "hooked on it now, and there are some courses that I can't live without (Digication)." After studying biology and attending veterinary school, Jorge spent 25 years practicing in Lexington, Kentucky. During that time, he developed a keen interest in business and finance and earned a Master's in Business Administration. Today, he shares his expertise with fellow veterinarians and students. Although his primary focus is education, Jorge still maintains his hands-on work as an equine veterinarian and enjoys teaching students about working with horses. Jorge's ultimate goal has been to help others grow and positively impact their lives throughout his career. ## Challenges for Career-Seekers in Veterinary Education Today The challenges for career-seekers in veterinary education today include a gap in business and soft skills, a lack of effective mentorship, difficulty in showcasing skills and accomplishments, and mental health and high employee turnover. Some professionals argue that veterinary schools need to sufficiently equip graduates with essential business and soft skills, such as communication, leadership, financial management, and client relationship building. This can make it harder for graduates to excel in various career paths, particularly business ownership and managerial roles. According to the American Veterinary Medical Association (AVMA), mentorship is the #1 reason new veterinarians accept job offers in 2022. Aside from the fact that mentorship can be challenging to deliver in today's busy schedule, Jorge suggests that many vet practitioners need to be more effective mentors. Vet graduates may have the required skills but need help to showcase those skills effectively. This hinders the ability to differentiate themselves in the job market and makes it harder for employers to review potential candidates. They spend time building up their resumes and showing all their certificates and qualifications when, in fact, those qualities are traditionally not the most substantial prerequisites for recruitment. The number of pet-owning U.S. households is increasing at 1.5% annually, but there aren't enough veterinarians to care for them. In fact, up to 55,000 new veterinarians are needed to meet projected demand in 2030. While this abundance of jobs represents a positive for veterinary graduates, job selection requires that, beyond skill and certifications, graduates demonstrate that they possess the sheer dedication, passion, and care factor needed to succeed. “I can teach you any skill. I can teach you how to suture a patient after a spay. I can teach you how to do a nerve block on an animal for a lameness exam. I can't teach you how to care. I can't teach you how to have passion for what you do. I can't teach you how to have pride in the work being done.” Jorge Colon Associate Professor, Center for Veterinary Business and Entrepreneurship, Cornell University ## The Power of a Vet Education ePortfolio: A Tool for Reflection, Differentiation, and Discovery The ePortfolio is a tool that allows students to demonstrate their drive and passion beyond certification requirements. ePortfolios created in Digication allow for a more dynamic and comprehensive representation of a student's abilities and accomplishments. It can include various multimedia elements, such as images, videos, and documents, effectively conveying the depth and breadth of a student's learning experiences. Additionally, ePortfolios can be easily shared and accessed online, making it convenient for potential employers or educational institutions to review and evaluate a student's work. ePortfolios can give students a competitive edge in job applications or college admissions by providing tangible evidence of their skills and achievements. ePortfolios help students showcase their unique abilities through reflective learning, which helps them stand out from their peers. Reflective learning is a personal development tool. It involves students consciously examining and evaluating past experiences to extract meaningful lessons that can inform future actions. According to Jorge, students who use reflection in learning and record their experiences can stand out better than recruiters because their ePortfolio showcases qualities and moral compasses that have shaped their experiences and approach to veterinary practice. That way, recruiters can decide what makes such students different from those who also took the same curriculum. In addition to serving as a tool for differentiation, Jorge believes ePortfolios also function as a discovery tool. In our interconnected world, where every activity leaves a digital footprint, recruiters prefer finding information that reflects your life goals and reflections rather than casual party pictures. Without a comprehensive ePortfolio, recruiters struggle to evaluate you beyond superficial online profiles. “When you read their portfolio, and then you discover through self-reflection that maybe a parent died when they were young because of something related to cancer. And that drove them to be the type of scientist they want to be in the future. And now that who, why and why they want to be an oncologist has much deeper meaning and significance.” Jorge Colon Associate Professor, Center for Veterinary Business and Entrepreneurship, Cornell University ## Other Benefits of ePortfolios in Veterinary Careers Continuous ePortfolio-based reflection can deepen student learning through their degree years. ePortfolio recording can help instructors and mentors identify and address gaps in knowledge or skills. ePortfolios and the practice of recording help students define and refine their identity and take ownership of learning. ePortfolio-based learning encourages regular student-tutor dialogue, which aids the development of critical interpersonal skills. ePortfolios serve as a job-finding tool through networking and feedback from alumni reviewers. Creating an ePortfolio effectively differentiates yourself by showcasing your unique skills, experience, and personal development. Jorge encourages students to develop and update their ePortfolio, reflecting on their experiences, goals, and moral compass, seek opportunities to gain diverse skills and experiences in veterinary medicine and related fields, seek feedback on their ePortfolios from alumni and network, and use it for continuous improvement and self-regulated learning. “I have alumni and friends of the college who serve as portfolio reviewers, providing feedback to students as part of a course that I now teach called ePortfolio. And the end result of this portfolio feedback system by alumni of the college, et cetera, is that people finding jobs without looking for them is becoming a very common occurrence.” Jorge Colon Associate Professor, Center for Veterinary Business and Entrepreneurship, Cornell University ## Key Results Veterinary Education Focus Area Reflective ePortfolio Practice Type Alumni-Driven Job Placement Impact ### At a Glance Veterinary Education Focus Area Reflective ePortfolio Practice Type Alumni-Driven Job Placement Impact ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/jorge-colon-veterinary-portfolios.pdf) ### Institution [Cornell University](https://www.cornell.edu) Higher EducationCareer ServicesSTEM [ Previous Case Study Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment ](/case-studies/celeste-kong-reflective-eportfolios)[ Next Case Study A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility ](/case-studies/katie-lester-accessibility) ## Take a Look at More Case Studies [ ![SUNY Monroe Community College case study](/images/case-studies/kathleen-borbee-service-learning-thumbnail.png) SUNY Monroe Community College ### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses Professor Kathleen Borbee of SUNY Monroe Community College shares how service learning, writing-intensive courses, and ePortfolios bridge the gap between classroom knowledge and real-world application. Community CollegeePortfolioExperiential Learning Read Case Study ](/case-studies/kathleen-borbee-service-learning)[ ![Loyola University Chicago case study](/images/case-studies/brody-tate-freedom-to-learn-thumbnail.png) Loyola University Chicago ### Changing the World by Giving Students the Freedom to Learn and Explore Brody Tate of Loyola University Chicago shares how institutionalizing ePortfolios empowers students to explore, reflect, and document their learning journey in ways that transcend the classroom. Higher EducationePortfolioStudent Success Read Case Study ](/case-studies/brody-tate-freedom-to-learn)[ ![Arizona State University case study](/images/case-studies/gina-woodall-community-based-learning-thumbnail.png) Arizona State University ### Reflecting on Internship Experiences in Community-Based Learning Gina Woodall of Arizona State University shares how ePortfolio pedagogy, alumni mentorship, and reflective practices transform internship experiences in her Capital Scholars program into powerful tools for student growth. Higher EducationExperiential LearningStudent Success Read Case Study ](/case-studies/gina-woodall-community-based-learning) [View All Case Studies](/case-studies) ================================================================ # Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses URL: https://www.digication.com/case-studies/kathleen-borbee-service-learning Community CollegeePortfolioExperiential Learning # Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses With Kathleen Borbee [SUNY Monroe Community College](https://www.monroecc.edu)|[Download Case Study](/case-studies/kathleen-borbee-service-learning.pdf) # Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses SUNY Monroe Community College Imagine a young engineering graduate eager to embark on a career of innovation and opportunities. This engineer is equipped with a freshly minted degree and a wealth of theoretical knowledge, ready to conquer the professional world. However, as soon as they start their first job requiring experience and practicality, they are confronted with a daunting realization -- the gap between what they learned in the classroom and what they face in their everyday tasks is vast. This scenario is not unique to only engineers. It's a challenge many graduates encounter as they transition from classroom academics to the realities of the real world. Fortunately, the world acknowledges this challenge and robust educational approaches are now being implemented to help bridge this gap, equip students with practical skills, and make their transition into the professional realm smoother. In our Digication Scholars Conversations podcast, we had the privilege of talking to Kathleen Borbee, a professor of Business Administration at SUNY Monroe Community College in Rochester, New York. With over 30 years of experience at IBM and 14 years in academia, Kathleen brings a wealth of real-world knowledge into the classroom. Our conversation highlighted Kathleen's experiences, journeying from classroom to career, and how service learning and writing-intensive courses are pivotal in narrowing the chasm between academic knowledge and real-world application. ## Bridging Academic Gap With Service Learning With growing competition in all sectors, we agree that teaching should not be limited to what can be taught and learned in traditional classrooms. Kathleen's philosophy is built on bringing in real-world experiences. She wants her students to apply their knowledge and skills to real-world scenarios, working for actual companies instead of hypothetical projects. Kathleen's beliefs led her to champion service learning, where students engage in projects that benefit their community while applying their academic learning. Incorporating service learning into her courses allowed Kathleen's students to gain valuable hands-on experience. They worked on projects for real clients, presenting their solutions to clients in live settings. This approach solidified their understanding of course content and gave them practical skills and a sense of accomplishment. “We are all continuous students; we'll learn forever.” Kathleen Borbee Professor of Business Administration, SUNY Monroe Community College ## Embracing ePortfolios: A Modern Approach ePortfolios provide a platform for students to showcase their academic and professional achievements, creating a dynamic representation of their skills and accomplishments. With this in mind, Kathleen's commitment to enhancing students' real-world readiness led her to embrace ePortfolios. She recounted a student's story who initially viewed ePortfolios as busy work. However, after completing her projects and building her ePortfolio, she realized its value during a job interview. Her ePortfolio showcased her work, skills, and professionalism, leaving a lasting impression on her potential employer. Recognizing the significance of effective communication in the real world, Kathleen also introduced writing-intensive components into her courses. She believed that writing is a critical skill, irrespective of the field of study. Kathleen encouraged her students to write clearly and professionally, emphasizing that written communication reflects their professionalism and competence. While some students initially resisted the idea of writing-intensive courses, they soon realized its value. Kathleen emphasizes that the benefits of service learning, writing-intensive courses, and ePortfolios extend beyond the business realm. These high-impact practices apply to all fields, from STEM to the arts, and equip students with valuable skills that make them attractive to employers and vital additions to any organization. Her son's experience in the construction industry exemplifies this very benefit. The sector values out-of-the-box thinking and problem-solving skills, precisely the qualities an ePortfolio can showcase effectively. Kathleen believes that ePortfolios have the potential to revolutionize how employers evaluate candidates. Kathleen is part of the High-Impact Practices (HIPS) committee at SUNY Monroe Community College (MCC). This committee focuses on implementing practices that provide students with transformative learning experiences. Service learning, writing-intensive courses, and ePortfolios are a few HIPS that enhance students' academic and real-world skills. The HIPS committee at MCC aims to create a cohesive learning environment where faculty from various disciplines can share best practices and help students develop and strengthen the skills necessary for success in today's ever-changing world. ## Embracing the New As Kathleen reflects on her journey in implementing ePortfolios and service learning, she acknowledges the initial challenges of introducing these innovative approaches to her students. Yet, she wasn't surprised by the varying reactions -- some students struggled, while others embraced the concept wholeheartedly. What surprised her was the creativity that emerged. In her 200-level courses, Kathleen provided specific guidelines for ePortfolio creation but encouraged students to add their personal touch. The results astounded her. Students crafted incredibly creative portfolios, some even contemplating using them for their businesses. This newfound enthusiasm illuminated the power of ePortfolios as a tool for self-expression and showcasing one's abilities. One student's request left Kathleen breathless. Instead of creating a personal ePortfolio, they proposed building one for an on-campus organization. This groundbreaking idea sparked a revelation -- every campus organization could benefit from having its ePortfolio. The absence of rigid guidelines led to remarkable creativity and new possibilities. Kathleen's approach encourages students to take ownership of their portfolios and integrate them seamlessly into their academic and professional journeys. By removing the perceived constraints, students find newfound motivation to excel. Our host also highlighted the importance of fun in education - which is often overlooked in traditional academic settings. Fun, in essence, can be a catalyst for engagement and learning. Kathleen agrees that making learning enjoyable can lead to enhanced engagement and deeper understanding. She shares anecdotes about infusing fun moments into her classes, encouraging student interaction and collaboration. These experiences can be precious for students who have missed out on socialization due to the pandemic, helping them rediscover the joys of teamwork and communication. The conversation pivots to the role of AI in education. Kathleen acknowledges that AI is here to stay, and rather than resisting it, educators should embrace it as a tool for enhancing productivity and efficiency. She highlights her experiments with AI tools for generating content and how students can use AI-generated material as a starting point for their work. According to Kathleen, educators' evolving role guides students in interpreting and critiquing AI-generated content, reinforcing the importance of human insight and creativity. Kathleen Borbee's journey in education reveals the power of innovation, imagination, and adaptability. Her commitment to service learning, writing-intensive courses, and ePortfolios is a testament to her dedication to preparing students with the skills and experiences they need to thrive in their future careers. Finally, as we continue to pursue and navigate the ever-evolving landscape of education, Kathleen's innovative approaches inspire educators looking to make a lasting impact on their students' lives. Her approach serves as a beacon, reminding us to embrace change, nurture creativity, embrace the new, and keep the element of fun alive in our pursuit of knowledge. ## Key Results Service Learning Focus Area High-Impact Practices (HIPS) Practice Type 30+ Years in Industry & Academia Experience ### At a Glance Service Learning Focus Area High-Impact Practices (HIPS) Practice Type 30+ Years in Industry & Academia Experience ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/kathleen-borbee-service-learning.pdf) ### Institution [SUNY Monroe Community College](https://www.monroecc.edu) Community CollegeePortfolioExperiential Learning [ Previous Case Study Changing the World by Giving Students the Freedom to Learn and Explore ](/case-studies/brody-tate-freedom-to-learn)[ Next Case Study Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment ](/case-studies/celeste-kong-reflective-eportfolios) ## Take a Look at More Case Studies [ ![Oberlin College case study](/images/case-studies/abe-reshad-eportfolio-digital-makerspace-thumbnail.png) Oberlin College ### ePortfolio As Digital Makerspace in Liberal Arts Education Abe Reshad of Oberlin College reveals how ePortfolios function as digital makerspaces, blending creativity with technology to foster critical thinking, problem-solving, and interdisciplinary learning in liberal arts education. Liberal ArtsePortfolioCritical Thinking Read Case Study ](/case-studies/abe-reshad-eportfolio-digital-makerspace)[ ![Arizona State University case study](/images/case-studies/gina-woodall-community-based-learning-thumbnail.png) Arizona State University ### Reflecting on Internship Experiences in Community-Based Learning Gina Woodall of Arizona State University shares how ePortfolio pedagogy, alumni mentorship, and reflective practices transform internship experiences in her Capital Scholars program into powerful tools for student growth. Higher EducationExperiential LearningStudent Success Read Case Study ](/case-studies/gina-woodall-community-based-learning)[ ![Urban Alliance case study](/images/case-studies/abiodun-durojaye-eportfolios-advocacy-tools-thumbnail.png) Urban Alliance ### The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism Dr. Abiodun Durojaye, CEO of Urban Alliance, shares how ePortfolios serve as advocacy tools for marginalized students, helping them overcome systemic barriers by showcasing their unique stories and career readiness before college. EquityAdvocacyCareer Development Read Case Study ](/case-studies/abiodun-durojaye-eportfolios-advocacy-tools) [View All Case Studies](/case-studies) ================================================================ # A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility URL: https://www.digication.com/case-studies/katie-lester-accessibility Higher EducationAccessibilityStudent Success # A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility With Katie Lester [University of Alaska Anchorage](https://www.uaa.alaska.edu)|[Download Case Study](/case-studies/katie-lester-accessibility.pdf) # A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility University of Alaska Anchorage Have a look at the life of a visually impaired student navigating the complexities of higher education in a world that struggles to understand the challenges and accommodate the needs of those with disabilities. Here we share the heartening journey of Katie Lester, a visually impaired student pursuing a degree in social work at the University of Alaska Anchorage. She reveals how ePortfolios have significantly supported her journey and how she has used her experience to educate others. She hopes the visually impaired get the support they deserve as they tell their story using web-based technology platforms. ## Overcoming Learning Limitations With Accessible ePortfolios Katie's vision impairment became evident in her thirties when she started losing her vision. She admitted that it was a very trying period, but she never allowed it to determine her learning capabilities. Pursuing her passion with unwavering courage, Katie said it was an awakening to her current reality. She talks about embracing her challenges head-on, relying on modern technology like speech recognition, color contrast codes, and accessible labels while using the ePortfolio. In the company of her specially-trained seeing-eye dog, these tools have enabled Katie to break barriers and pave her way toward academic success. According to her, having practical and easy-to-use tools "feels like independence." She talks about the need to be able to do things independently, including surfing web pages and creating and managing an ePortfolio. Going blind as an adult and training to adjust to this new reality was challenging. However, Katie's determination to never give up allowed her to shine bright and become one of the thirty scholarship recipients at the National Federation of the Blind Scholarship Program. Her scholarship was for academic excellence and service to the community. “Feels like independence.” Katie Lester Student of Social Work, University of Alaska Anchorage ## How Is An ePortfolio Useful To The Visually Impaired? The ePortfolio presented a lifeline for Katie's ambitions. The learning, reflection, and assessment tool plays a vital role in how blind students perceive and tell their story. This piece of technology comes in handy for collecting, keeping, and showcasing academic track records. It's, nonetheless, a prominent learning tool in gen ed, project-based, active and experiential learning. It's rather underwhelming for educational technology tools to not be inclusive for both the abled and disabled. Leveraging headings, labels, and lists to scan pages, Katie could easily navigate through different pages of the Digication ePortfolio with the help of a screen reader. The reflective capabilities and ability to conveniently store and assess her work proved to be a complementing tool that grants her accessibility to ease her studies. ## Promoting Accessibility for Empowerment Accessibility features on Digication opened up a new chapter of possibilities for our visually-impaired guest. She emphasized the importance of making websites usable for people with disabilities. Katie, a blind student, demonstrated how she seamlessly navigates through her ePortfolio pages while using digital assistants. Equipped with screen readers and voice-over functionalities, the platform enabled her to navigate course materials, assignments, and feedback effortlessly. Over the years, we've had several collaborations between Katie, Jeff, and Paul Wasco from the University of Alaska Anchorage to improve accessibility in ePortfolios and other technology, benefiting both visually impaired and non-impaired users. Katie implores advocates and technology providers to focus on accessibility to create a more inclusive digital environment for equal access to education, particularly for students with disabilities. ## To Aid Active and Reflective Learning As a social work student, Katie's coursework often included field experiences, reflective writing, and other presentations. Katie could use different file formats, such as audio recordings and text-to-speech conversations, with the help of an accessible ePortfolio. So good her creativity can be easily showcased, as well as her skills and insights. Katie could document her personal growth, challenges, and achievements as she navigates her academic journey, she highlighted the importance of making websites usable for people with disabilities. Using the Accessible Rich Internet Applications (ARIA) technical specifications, items with ARIA labels, such as buttons, forms, search widgets, or links, can be more descriptive. This will, in turn, enhance the ease with which people with disabilities interact with the different elements in the learning tool. ## To Build a Professional Identity By routinely updating her ePortfolio, Katie could visualize her progress and build on her learning experiences, creating a rich archive of her educational and professional development. As she delved deeper into her social work program, she fuels her passion through the outstanding outcomes she's managed, and plans to pursue a master's degree in social work. More so, she intends to work with individuals who have lost their sight or have disabilities. Using the ePortfolio platform, she highlights her advocacy work, volunteer experiences, and research projects, all while incorporating her unique perspective as a visually impaired individual. Katie's ePortfolio reflects her passion and dedication to social work, and it is a digital showcase of her charismatic personality, skills, and achievements to potential employers, investors, or mentors. In conclusion, Katie's resilience and journey are a worthy model. They serve as a beacon of hope for fellow visually impaired learners, encouraging them to embrace their aspirations and pursue higher education despite any perceived barriers. Through her unwavering spirit, Katie has conquered the challenges posed by her vision impairment, proving that with the right tools, barriers can be broken, and dreams can be achieved. ## Key Results Accessibility & Inclusion Focus Area Social Work Field of Study National Federation of the Blind Scholar Recognition ### At a Glance Accessibility & Inclusion Focus Area Social Work Field of Study National Federation of the Blind Scholar Recognition ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/katie-lester-accessibility.pdf) ### Institution [University of Alaska Anchorage](https://www.uaa.alaska.edu) Higher EducationAccessibilityStudent Success [ Previous Case Study The Power of Portfolios in Veterinary Education and Career-Seeking ](/case-studies/jorge-colon-veterinary-portfolios)[ Next Case Study Steadfast ePortfolio Leadership Guides Success in Challenging Quality Enhancement Plan ](/case-studies/amanda-hyberger-qep-leadership) ## Take a Look at More Case Studies [ ![Arizona State University case study](/images/case-studies/gina-woodall-community-based-learning-thumbnail.png) Arizona State University ### Reflecting on Internship Experiences in Community-Based Learning Gina Woodall of Arizona State University shares how ePortfolio pedagogy, alumni mentorship, and reflective practices transform internship experiences in her Capital Scholars program into powerful tools for student growth. Higher EducationExperiential LearningStudent Success Read Case Study ](/case-studies/gina-woodall-community-based-learning)[ ![Boston University case study](/images/case-studies/celeste-kong-reflective-eportfolios-thumbnail.png) Boston University ### Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment Dr. Celeste Kong of Boston University's Goldman School of Dental Medicine reveals how reflective ePortfolios transform assessment practices, boost critical thinking, and help students showcase their professional growth. Higher EducationAssessmentSTEM Read Case Study ](/case-studies/celeste-kong-reflective-eportfolios)[ ![CUNY School of Professional Studies case study](/images/case-studies/jennifer-sparrow-outcome-driven-assessment-thumbnail.png) CUNY School of Professional Studies ### Making the Student's Experience Better With Outcome-Driven Assessment Jennifer Sparrow of CUNY School of Professional Studies discusses how outcome-based education and teaching technologies, including ePortfolios and credit for prior learning, are transforming the student experience in higher education. Outcomes AssessmentEdTechPrior Learning Read Case Study ](/case-studies/jennifer-sparrow-outcome-driven-assessment) [View All Case Studies](/case-studies) ================================================================ # Embracing Diverse Perspectives in Liberal Arts Education URL: https://www.digication.com/case-studies/laura-desisto-diverse-perspectives-liberal-arts Liberal ArtsePortfolioInterdisciplinary Learning # Embracing Diverse Perspectives in Liberal Arts Education With Dr. Laura DeSisto [Johns Hopkins University](https://www.jhu.edu)|[Download Case Study](/case-studies/laura-desisto-diverse-perspectives-liberal-arts.pdf) # Embracing Diverse Perspectives in Liberal Arts Education Johns Hopkins University A liberal arts degree can provide valuable career success and personal growth skills and encourage critical thinking and open-mindedness. What if there's a place where learning isn't confined within the walls of a single discipline? Johns Hopkins University stands out for its innovative approach to liberal arts education. At the heart of this approach lies an interdisciplinary program that not only values the historical and epistemological foundations of liberal arts but also actively integrates cutting-edge tools for intellectual exploration. In our Digication Scholars Conversations podcast with Dr. Laura DeSisto, a passionate Program Director for the Master of Liberal Arts program at Johns Hopkins University, we delved into the rich background of liberal arts education, philosophy, and the profound impact of integrating ePortfolios into the learning experience. Laura's insights shed light on the dynamic intersection of technology, philosophy, and the ever-evolving field of education. Incorporating reflective prompts allows students to engage with their learning experiences deeply. Philosophy in education encourages students to question, reflect, and articulate their thoughts, contributing to developing their critical thinking skills. ## ePortfolios Provide Students With a Unique Opportunity for Self-Expression and Synthesis of Knowledge A distinctive feature of this educational paradigm is the utilization of digital portfolios, providing students with a powerful platform for self-expression and knowledge synthesis. Facilitated through the Digication platform, these portfolios serve as dynamic spaces where students showcase their academic journey. Laura's insights reveal the transformative potential of ePortfolios in fostering narrative unity, reflective engagement, and the synthesis of personal and academic growth. ## The Uniqueness of the Master of Liberal Arts Program Johns Hopkins University takes pride in hosting the first Master of Liberal Arts (MLA) program in the United States, setting a precedent for innovative graduate education. This trailblazing program is a testament to the institution's commitment to pushing the boundaries of conventional education and providing students with a transformative academic experience. At the core of the MLA program is a deliberate emphasis on interdisciplinary learning, a distinctive feature that sets it apart. Courses within the program are designed to foster interdisciplinary connections and focus on specific topics, ensuring a nuanced exploration of subjects that transcend traditional disciplinary boundaries. This intentional approach encourages students to engage deeply with multifaceted perspectives, contributing to a holistic understanding of the liberal arts. The program's uniqueness extends to its commitment to appreciating complexity within each discipline. Rather than viewing subjects in isolation, students are encouraged to understand the interconnectedness of various disciplines. This approach cultivates a capacity to navigate the intricate web of knowledge, promoting intellectual agility and adaptability. An intriguing facet of the MLA program is its recognition of the role of storytelling in education. Acknowledging students' diverse backgrounds and perspectives, the program values the narrative as a means to connect with, understand, and appreciate the multifaceted stories within each discipline. The emphasis on story serves as a bridge, fostering connections between students and their academic journey, as well as with the diverse perspectives embedded in the liberal arts. “History is a field that is constantly in the process of being made.” Dr. Laura DeSisto Program Director, Master of Liberal Arts, Johns Hopkins University ## Skills for the Professional Arena: A Harvest from Liberal Arts Programs The Master of Liberal Arts (MLA) program at Johns Hopkins University equips students with profound knowledge and hones a spectrum of skills vital for success in professional environments. Beyond subject-specific expertise, liberal arts programs cultivate critical thinking, effective communication, and analytical prowess — skills that resonate deeply in today's dynamic and complex job market. The interdisciplinary approach embedded in the MLA program transcends academic boundaries and extends its influence into the professional realm. Graduates emerge with a unique ability to navigate diverse perspectives, fostering flexibility and adaptability. This feature proves invaluable in careers that demand innovative thinking and the ability to connect disparate ideas. A distinctive privilege of a liberal arts education is intentionally providing time and space for reflection. The MLA program emphasizes the significance of critical turning points and the lessons learned throughout one's academic journey. This reflective practice enhances the depth of understanding and fosters personal growth, allowing students to articulate the evolution of their thoughts and perspectives over time. The journey through a liberal arts program is more than an academic expedition — it is a profound process of self-discovery. Within the MLA program, students experience the privilege of being heard, seen, and recognized by themselves. Dr. Laura DeSisto, an advocate for this transformative aspect, emphasizes recognizing one's unique voice and power in shaping a meaningful academic narrative. ## Cross-Disciplinary Collaboration and Analyzing Different Viewpoints The Master of Liberal Arts (MLA) program at Johns Hopkins University pioneers an innovative approach by emphasizing cross-disciplinary collaboration and the integration of multiple methods of inquiry. This intentional design goes beyond the conventional boundaries of academic disciplines, fostering an environment where students engage with various perspectives and methodologies. The impact is transformative, enriching their ability to synthesize knowledge from diverse sources. Success often hinges on navigating complexity and understanding diverse perspectives in today's professional landscape. The MLA program underscores the importance of analyzing different viewpoints, providing students with the skills to thrive in workplaces that demand nuanced understanding and collaboration. By fostering an appreciation for diverse perspectives, the program equips graduates with a competitive edge in professions that value a comprehensive and inclusive approach. ePortfolios, a hallmark feature of the MLA program, are pivotal in encouraging students to identify critical moments in their academic journey. As repositories of reflective responses, they serve as tools for students to articulate their experiences, chart personal growth, and recognize the transformative impact of their education. This emphasis on reflection enhances the depth of understanding and empowers students to analyze the significance of their unique academic trajectory. The nature of self-expression and synthesis within the MLA program defies linearity and specialization. Embracing the non-linear path, students explore the intersections of disciplines, cultivating a versatile approach to knowledge acquisition and application. By encouraging a non-specialized narrative, the program fosters a holistic understanding of the interconnectedness of diverse fields, preparing students for the intricacies of an ever-evolving professional landscape. ## Crafting Professional Pathways and Lifelong Learning Within the Master of Liberal Arts (MLA) program at Johns Hopkins University, ePortfolios are potent catalysts for students to synthesize their learning and articulate profound reflections. These curated collections encapsulate the essence of each student's academic journey, providing tangible evidence of intellectual growth, critical insights, and transformative experiences. As dynamic tools, ePortfolios empower students to navigate their professional pathways with a nuanced understanding of their evolving capabilities. Liberal arts education, exemplified by the MLA program, is not confined to the academic realm but extends its influence into individual professional pathways. The program operationalizes the core values of liberal arts by fostering adaptability, critical thinking, and interdisciplinary perspectives. Graduates emerge equipped to navigate diverse professional landscapes, enriching their respective fields with the unique blend of insights from a multidisciplinary education. The MLA program promotes a culture of continuous dialogue, emphasizing the importance of expression, self-expression, and the art of reaching across disciplinary boundaries. Through this ongoing discourse, students cultivate a refined ability to articulate ideas, engage in meaningful conversations, and bridge perspectives. The dynamic exchange of thoughts and experiences further enhances the program's interdisciplinary nature, fostering an environment where diverse voices are heard and celebrated. ## Key Results Master of Liberal Arts Program Interdisciplinary Learning Focus ePortfolio Reflection Tool ### At a Glance Master of Liberal Arts Program Interdisciplinary Learning Focus ePortfolio Reflection Tool ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/laura-desisto-diverse-perspectives-liberal-arts.pdf) ### Institution [Johns Hopkins University](https://www.jhu.edu) Liberal ArtsePortfolioInterdisciplinary Learning [ Previous Case Study Unlocking Career Growth & Opportunities Through Internship Experience ](/case-studies/thaddaeus-canuel-internship-odyssey)[ Next Case Study ePortfolio As Digital Makerspace in Liberal Arts Education ](/case-studies/abe-reshad-eportfolio-digital-makerspace) ## Take a Look at More Case Studies [ ![Boston University case study](/images/case-studies/celeste-kong-reflective-eportfolios-thumbnail.png) Boston University ### Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment Dr. Celeste Kong of Boston University's Goldman School of Dental Medicine reveals how reflective ePortfolios transform assessment practices, boost critical thinking, and help students showcase their professional growth. Higher EducationAssessmentSTEM Read Case Study ](/case-studies/celeste-kong-reflective-eportfolios)[ ![Urban Alliance case study](/images/case-studies/abiodun-durojaye-eportfolios-advocacy-tools-thumbnail.png) Urban Alliance ### The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism Dr. Abiodun Durojaye, CEO of Urban Alliance, shares how ePortfolios serve as advocacy tools for marginalized students, helping them overcome systemic barriers by showcasing their unique stories and career readiness before college. EquityAdvocacyCareer Development Read Case Study ](/case-studies/abiodun-durojaye-eportfolios-advocacy-tools)[ ![Loyola University Chicago case study](/images/case-studies/patrick-green-thumbnail.png) Loyola University Chicago ### The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery Dr. Patrick Green of Loyola University Chicago shares how ePortfolios fuel experiential learning, self-discovery, and community-based education as part of a lifelong learning odyssey. Higher EducationePortfolioExperiential Learning Read Case Study ](/case-studies/patrick-green-learning-odyssey) [View All Case Studies](/case-studies) ================================================================ # Finding Joy and Building a Future of Constructive Collaboration URL: https://www.digication.com/case-studies/nathan-carpenter-constructive-collaboration Peer LearningCollaborationStudent Success # Finding Joy and Building a Future of Constructive Collaboration With Nathan Carpenter [Oberlin College](https://www.oberlin.edu)|[Download Case Study](/case-studies/nathan-carpenter-constructive-collaboration.pdf) # Finding Joy and Building a Future of Constructive Collaboration Oberlin College It might seem like a no-brainer to ensure students have the best experience in college. Still, bringing people from different backgrounds, time zones, and experiences to transition smoothly into life in higher education could be challenging. However, constructive collaboration from people who have passed through that phase can ensure students have a better transitioning experience. Constructive collaboration, whether on or outside the campus, sparks creative problem-solving and encourages value creation. But even with the noblest intentions, it's not enough to bring a group of people or students together and expect a great team to form on its own. This is where specially designed programs and educational tools such as ePortfolios serve as a missing link to help you feel more connected and collaborate more effectively. In this two-part interactive Digication Scholars Conversations podcast, Nathan Carpenter, the Director of Academic Peer Advising and Coordinator for Strategic Initiatives in the College of Arts and Sciences at Oberlin College, will discuss the importance of peer advising and how students benefit from constructive collaboration inside and outside the campus. ## The Need for Collaborative Learning with Peers Collaborative learning can occur in large groups or peer-to-peer settings. It is an encompassing term for diverse educational approaches comprising peer learning or students and teachers collaborating. Peer learning involves collaborative intellectual effort where students work in groups of two or more, mutually discussing concepts and seeking solutions to problems. Through peer instruction, Oberlin has built a culture of allowing more experienced students to help newer students through transitioning to college and navigating course registration and academic advising. It's a system that helps new students feel like they have the tools they need right from their first semester. It guides them to make intentional choices around their academic pathway and the areas they want to explore. Of course, their academic advisor is their primary guide in that respect. Still, the older students are essential and effective in helping new students know how to make the most of their newbie experience, what questions to ask, and how to navigate resources. Nathan mentioned that there are many reasons why peer mentorship can be helpful as a supplement to the excellent advising that students receive from faculty and staff at Oberlin. First, students find it more reassuring to see someone who was in their shoes not long ago helping out. Besides raising their confidence bar, these new students will begin to look forward to when they can help juniors transition and settle into the school system in the future. Furthermore, it also is a form of experiential learning. The students will gain real-life experiences, such as leadership and self-management skills, better concept retention, improved critical thinking, establishing connections and building relationships, gaining wider knowledge and skills, and fostering team collaboration. ## Building a Future of Constructive Collaboration Oberlin has set a standard for constructive collaboration through programs like the Sophomore Opportunities and Academic Resources (SOAR) and Peer Advising Leaders (PAL) programs. Both are designed to help students transition into Oberlin, improve collaborative learning, and achieve better education outcomes. The PAL program aims to help and support all new students in community building. First-year students are guided through a seamless transition to make the most of their first-year experience. SOAR is fundamentally about helping students navigate those key moments of sophomore year that all students encounter. Both programs aim to help students make important educational decisions inside and outside the classroom. Because of the beneficial effects of early planning, it is believed that students will find it much easier to make the most of the opportunities that come their way. Speaking on future plans for the programs, Nathan said they would continue to evaluate how these programs can be best positioned to support students. Also, Oberlin's partnership with Digication has enriched these programs in many ways, since students can use ePortfolios to build and share their academic goals and interests. According to Nathan, the portfolios students build help draw connections between theory and practice. Students can identify and articulate problems, clearly define why they are passionate about an issue, and record their experiences addressing it. Furthermore, the ePortfolio provides students with an enabling digital space to build, share, reflect, archive, and continue to improve themselves. And as a tool that aids reflection and planning, the ePortfolio's versatility aids constructive collaboration at different levels. ## The Effects of a Collaborative Classroom Collaborative classroom effects are seen through improved communication between peers, teachers, and students. Also, it saves time, improves working relationships, reduces repetition and duplication of effort, and improves shared experiences between people. The collaborative classroom has been shown to equally develop thinking skills among peers, boost their self-esteem, and prepare students for leadership positions through experiential learning. In addition, group interactions and programs can amplify deductive reasoning while improving social and interpersonal skills. Finally, collaborative learning requires the participation of all parties. It is generally based on group interaction and learning principles, peer feedback, and cooperation. In addition, technology such as laptops, ePortfolios, tablets, and smartphones are employed to improve class participation, discussions, and knowledge sharing. All of these make constructive collaboration a valuable tool that prepares students for the future and improves their employability. ## Key Results SOAR & PAL Programs Peer Advising Focus Collaborative Learning Outcome ### At a Glance SOAR & PAL Programs Peer Advising Focus Collaborative Learning Outcome ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/nathan-carpenter-constructive-collaboration.pdf) ### Institution [Oberlin College](https://www.oberlin.edu) Peer LearningCollaborationStudent Success [ Previous Case Study ePortfolio As Digital Makerspace in Liberal Arts Education ](/case-studies/abe-reshad-eportfolio-digital-makerspace)[ Next Case Study How Oxford College Confronts the Past to Build a Better Future ](/case-studies/peter-mclellan-confronting-past-better-future) ## Take a Look at More Case Studies [ ![Northeastern University case study](/images/case-studies/patty-goodman-hayward-student-centered-learning-thumbnail.png) Northeastern University ### Empowering Students to Be in Control of Their Learning Patty Goodman Hayward of Northeastern University explains how student-centered learning and deep teacher-student collaboration transform graduate programs by letting learners drive their own competency development and professional branding. Student-Centered LearningGraduate ProgramsCollaboration Read Case Study ](/case-studies/patty-goodman-hayward-student-centered-learning)[ ![SUNY Monroe Community College case study](/images/case-studies/kathleen-borbee-service-learning-thumbnail.png) SUNY Monroe Community College ### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses Professor Kathleen Borbee of SUNY Monroe Community College shares how service learning, writing-intensive courses, and ePortfolios bridge the gap between classroom knowledge and real-world application. Community CollegeePortfolioExperiential Learning Read Case Study ](/case-studies/kathleen-borbee-service-learning)[ ![Urban Alliance case study](/images/case-studies/abiodun-durojaye-eportfolios-advocacy-tools-thumbnail.png) Urban Alliance ### The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism Dr. Abiodun Durojaye, CEO of Urban Alliance, shares how ePortfolios serve as advocacy tools for marginalized students, helping them overcome systemic barriers by showcasing their unique stories and career readiness before college. EquityAdvocacyCareer Development Read Case Study ](/case-studies/abiodun-durojaye-eportfolios-advocacy-tools) [View All Case Studies](/case-studies) ================================================================ # The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery URL: https://www.digication.com/case-studies/patrick-green-learning-odyssey Higher EducationePortfolioExperiential Learning # The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery With Dr. Patrick Green [Loyola University Chicago](https://www.luc.edu)|[Download Case Study](/case-studies/patrick-green-learning-odyssey.pdf) # The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery Loyola University Chicago Life is a remarkable journey filled with countless opportunities for growth, learning, and self-discovery. As we navigate different twists and turns, we embark on a continuous and evolving learning odyssey, discovering new aspects of ourselves and the world around us because there is no end to learning and development. In our Digication Scholars Conversations podcast, we embarked on a captivating voyage inspired by the story of Dr. Patrick Green, the Executive and founding Director of the Center for Engaged Learning, Teaching, and Scholarship, and a Clinical Assistant Professor at Loyola University Chicago. We explored the essence of active learning and how it fuels our pursuit of knowledge, personal development, and a deeper understanding of ourselves. ## The Power of Knowledge In our conversation with Patrick, we witness the transformative power of knowledge and how experiential learning, ePortfolio programs, and technology enhance our ability to unlock the doors to endless possibilities. Knowledge is the foundation upon which learning is built. It empowers us to dream, imagine, and envision a world beyond our limitations. Patrick emphasized that technology will continue to evolve, and so will its impact on education. Educators need to encourage embedding the practice into the school curriculum. ePortfolio is a high-impact practice that contributes to deep learning, and it is an opportunity for students to bring their knowledge to life and make it visible. Students will also be able to use evidence-based learning and critically reflect on it. Active learning enables students to be more practical, name their knowledge, and link what they learn to the larger world. The technology involved in the learning ePortfolio, a remarkable tool in the ongoing process of Odyssey learning, makes it both a process and a product. This means the learning portfolio can become a showcase portfolio where mentors, investors, or employers can see the value of a student through their portfolios. Learning happens when people can feel, think, and reflect critically, and one of the ways students can demonstrate that is through the elements such as audio, visuals, arts, results of their research, and other artifacts embedded in their digital portfolios. Combining cognitive and meta-cognitive thinking and feeling makes learning more practical and not confined to formal education alone; it permeates every aspect of our lives. Whether we seek knowledge through books, experiences, or the wisdom of others, our thirst for learning is insatiable. Having one foot in the classroom and the other in the social community puts educators in the right position to help more people. “The real magic in life is always in the process. Although we are in a gratification society where people want the easy way out, most people aim for the product and not the process, but the real magic in life is always in the process. That is where the building blocks are solidly laid.” Dr. Patrick Green Director, Center for Engaged Learning, Teaching, and Scholarship, Loyola University Chicago ## The Journey of Self-Discovery Students curate everything in their portfolios, and even though educators may guide them, the students are the ones who are fully in control and make meaning of their learning through a reflective process. Through deep learning, we embark on a profound journey of self-discovery. As we delve into the depths of our being, we uncover hidden passions, strengths, and vulnerabilities that make us uniquely human. When people see a student's portfolio, they can quickly relate and resonate with them through the meaning they give all the artifacts in their digital portfolios. Everything is named and labeled, and there is a meaning attached to it. Patrick suggests that any student who can build a portfolio must have passed through a powerful learning and reflective process. Self-discovery, the continuous unfolding of our understanding in Odyssey learning, is a critical part of mastery and allows us to better understand our individualized selves, a product created by our environment, upbringing, beliefs, passion, decision-making process, goals, and life mission. Humans never stop learning, and a portfolio showing all our processes tells that we have a growth mindset and have not reached the finish line. We are still open to new experiences and opportunities. The journey of self-discovery is not always easy. It requires introspection, self-awareness, and a willingness to confront our fears and insecurities. However, the rewards are boundless, as self-discovery fosters a deep sense of acceptance, self-love, and the courage to embrace our true selves. ePortfolio as a tool enhances our experiences throughout the journey. It puts people ahead of their peers because they are equipped with practical experiences from working with a portfolio. “An ePortfolio is like a student's museum, and they are the curator.” Dr. Patrick Green Director, Center for Engaged Learning, Teaching, and Scholarship, Loyola University Chicago ## Documenting the Learning Odyssey As we explore different aspects of learning, documenting our experiences becomes invaluable. Keeping a journal or creating a digital diary allows us to reflect on the lessons we have learned, the insights gained, and the personal growth achieved. It becomes a treasure trove of knowledge, capturing the essence of our journey and reminding us of the milestones we have achieved along the way. Many people are just coming into contact with ePortfolio, experiential learning, and community work as a learning process. Sharing our learning with others can inspire and ignite a thirst for knowledge and self-discovery in them. Community-based learning, or service learning, is a powerful form of teaching and learning. It involves engaging students in community work, either through direct service or working on community projects. The experience allows students to connect their actions to their studies and reflect on their impact. It emphasizes both student learning and addressing community priorities. Community members become co-educators, bringing their wisdom and experience to the educational process. This type of learning is considered high-impact because it promotes deep learning, transfer of knowledge, and integration over time. Critical reflection is vital in community-based learning, and portfolios are ideal for fostering this reflection. Community-based learning aims to create meaningful connections between students, higher education, and the community, enabling students to explore learning and find purpose in their contributions to society. Experiential learning, a core component of lifelong Odyssey learning, is an extraordinary voyage that never ends throughout our lives. It is an exciting journey that entwines the pursuit of knowledge and self-discovery, leading us toward personal growth, fulfillment, and a deep understanding of our purpose. It is also promising that we can leave a complete record of our process for others to learn from. ## Key Results Engaged Learning Focus Area High-Impact Practice Type Odyssey Learning Model ### At a Glance Engaged Learning Focus Area High-Impact Practice Type Odyssey Learning Model ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/patrick-green-learning-odyssey.pdf) ### Institution [Loyola University Chicago](https://www.luc.edu) Higher EducationePortfolioExperiential Learning [ Next Case Study Changing the World by Giving Students the Freedom to Learn and Explore ](/case-studies/brody-tate-freedom-to-learn) ## Take a Look at More Case Studies [ ![Boston University case study](/images/case-studies/celeste-kong-reflective-eportfolios-thumbnail.png) Boston University ### Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment Dr. Celeste Kong of Boston University's Goldman School of Dental Medicine reveals how reflective ePortfolios transform assessment practices, boost critical thinking, and help students showcase their professional growth. Higher EducationAssessmentSTEM Read Case Study ](/case-studies/celeste-kong-reflective-eportfolios)[ ![Urban Alliance case study](/images/case-studies/abiodun-durojaye-eportfolios-advocacy-tools-thumbnail.png) Urban Alliance ### The Power of ePortfolios as Advocacy Tools for Students Facing Systemic Barriers and Racism Dr. Abiodun Durojaye, CEO of Urban Alliance, shares how ePortfolios serve as advocacy tools for marginalized students, helping them overcome systemic barriers by showcasing their unique stories and career readiness before college. EquityAdvocacyCareer Development Read Case Study ](/case-studies/abiodun-durojaye-eportfolios-advocacy-tools)[ ![SUNY Monroe Community College case study](/images/case-studies/kathleen-borbee-service-learning-thumbnail.png) SUNY Monroe Community College ### Bridging the Academic-Real World Gap with Service Learning & Writing-Intensive Courses Professor Kathleen Borbee of SUNY Monroe Community College shares how service learning, writing-intensive courses, and ePortfolios bridge the gap between classroom knowledge and real-world application. Community CollegeePortfolioExperiential Learning Read Case Study ](/case-studies/kathleen-borbee-service-learning) [View All Case Studies](/case-studies) ================================================================ # Empowering Students to Be in Control of Their Learning URL: https://www.digication.com/case-studies/patty-goodman-hayward-student-centered-learning Student-Centered LearningGraduate ProgramsCollaboration # Empowering Students to Be in Control of Their Learning With Patty Goodman Hayward [Northeastern University](https://www.northeastern.edu)|[Download Case Study](/case-studies/patty-goodman-hayward-student-centered-learning.pdf) # Empowering Students to Be in Control of Their Learning Northeastern University How much value can you get from deeper student collaboration in University programs, and how does this impact the university and the organizations they work with? Patty Goodman Hayward is the Associate Teaching Professor of two graduate programs at Northeastern University: Corporate and Organizational Communication and Human Resource Management. In this Digication Scholars Conversation, we discussed what it means to practice student-centered learning and why it's incredibly valuable to focus on each individual's skills and competencies through teacher-student collaboration as they craft their student portfolios. ## What Student-Centered Learning Involves Patty started by approaching students in the HRM graduate program, inviting them to put together a student group to investigate and understand their current way of doing things from an HRM perspective and what the real-life implications were, and they made some surprising discoveries. First, as they studied the differences between groups and surveyed Human Resource professionals, they discovered that many within HR didn't even know about ePortfolios! Then, many who became familiar with digital student portfolios agreed that it would help get to know a student's skills and competencies, which are useful in a hiring context and is a high-impact insight. When the students and faculty were asked what they thought were important things to include in an ePortfolio, two big, actionable points came up: organize by competencies versus just organizing by courses and reflections on these courses, and having templates that facilitate this is a good way to encourage uptake. Thanks to the deep collaborative approach between students and teachers and soliciting input from industry professionals, Patty tells us that they have now moved forward with implementing what they've learned and using the Digication platform to execute these action steps. Host Kelly Driscoll noted that without this student collaboration and investigation process, any changes the programs may have made would likely have been superficial and would have left so much value on the table, both for the students and the university's graduate programs! ## How You Can Implement Student-Centered Learning in Your Programs At the heart of it all, this open process is key to student-teacher collaboration. It empowers people to find and hone their best version by showcasing their skills and competencies and effectively sharing that with others. In practice, a key point for student collaboration includes Touch-Point seminars on a student's career and his prospects, where you essentially ask and expand on the questions: How does an ePortfolio help you extract value from what you've gained and learned? How does this help you build your brand? She points to the tools that Digication provides students to do these very things, from videos, presentations (and even specific aspects of those presentations), pictures, and other media that allow the student a great deal of control and accountability for crafting their digital portfolio to showcase what they want people to know about them. Patty also noted that the advantages of using Digication's system extend beyond a student's graduation, whether it's editing, refining, or redacting certain parts of their portfolio. Their work isn't locked in and limited as it would have been if they had used older, more conventional systems and approaches that other programs and universities are still using. “I think it's very important, especially in the adult learning process, that the learner should be in control of what it is that they're learning, and then how they're going to actually demonstrate and show that they've learned it.” Patty Goodman Hayward Associate Teaching Professor, Northeastern University ## The Student-Teacher Collaboration Challenges You Might Face and How to Deal With Them Effectively When it comes to suggesting changes to how things are currently done, you might face some initial opposition, so it's important to start with the all-important whys: Why should they care, and why does it matter to them? What are the reasons and benefits of allowing students and teachers to work together with "equal voices" in a collaborative environment, especially regarding their learning and increasing the value that can be extracted from it? It's useful to highlight the value you can get from this approach, not just from a student perspective but also for the specific programs that this is implemented in, as well as the value that it brings to the industry professionals and organizations that your institution works with — this can provide a powerful incentive for stakeholders and help assuage any reasonable skepticism. ## Key Results HRM & Corporate Comm Programs Competency-Based Portfolios Focus Student-Teacher Collaboration Method ### At a Glance HRM & Corporate Comm Programs Competency-Based Portfolios Focus Student-Teacher Collaboration Method ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/patty-goodman-hayward-student-centered-learning.pdf) ### Institution [Northeastern University](https://www.northeastern.edu) Student-Centered LearningGraduate ProgramsCollaboration [ Previous Case Study How Oxford College Confronts the Past to Build a Better Future ](/case-studies/peter-mclellan-confronting-past-better-future)[ Next Case Study Making the Student's Experience Better With Outcome-Driven Assessment ](/case-studies/jennifer-sparrow-outcome-driven-assessment) ## Take a Look at More Case Studies [ ![Bucknell University case study](/images/case-studies/christa-matlack-career-services-thumbnail.png) Bucknell University ### Transforming Career Services: Insights from Bucknell's STEM Career Coach Christa Matlack of Bucknell University shares how ePortfolios, career-readiness courses, and the My Career Journey template are transforming how STEM students explore career paths and present themselves to employers. Higher EducationCareer ServicesSTEM Read Case Study ](/case-studies/christa-matlack-career-services)[ ![Loyola University Chicago case study](/images/case-studies/patrick-green-thumbnail.png) Loyola University Chicago ### The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery Dr. Patrick Green of Loyola University Chicago shares how ePortfolios fuel experiential learning, self-discovery, and community-based education as part of a lifelong learning odyssey. Higher EducationePortfolioExperiential Learning Read Case Study ](/case-studies/patrick-green-learning-odyssey)[ ![Loyola University Chicago case study](/images/case-studies/brody-tate-freedom-to-learn-thumbnail.png) Loyola University Chicago ### Changing the World by Giving Students the Freedom to Learn and Explore Brody Tate of Loyola University Chicago shares how institutionalizing ePortfolios empowers students to explore, reflect, and document their learning journey in ways that transcend the classroom. Higher EducationePortfolioStudent Success Read Case Study ](/case-studies/brody-tate-freedom-to-learn) [View All Case Studies](/case-studies) ================================================================ # How Oxford College Confronts the Past to Build a Better Future URL: https://www.digication.com/case-studies/peter-mclellan-confronting-past-better-future EquityDigital StorytellingAssessment # How Oxford College Confronts the Past to Build a Better Future With Peter McLellan [Oxford College of Emory University](https://oxford.emory.edu)|[Download Case Study](/case-studies/peter-mclellan-confronting-past-better-future.pdf) # How Oxford College Confronts the Past to Build a Better Future Oxford College of Emory University Traditional education typically focuses on passing facts, information, and expertise from knowledgeable educators to students who are sometimes unsure of who they are and their place in the world. While there has always been room for assessments as a measure of students' retention of lessons, and results, a determinant of their prospects in the labor market, students seldom get the chance to give feedback about their learning experience. As the world progresses in technology, higher institutions are now more conscious of every aspect of learning as a holistic experience where one element isn't independent of the other. Faculty members are no longer isolated from the students. Rather, many institutions like the Oxford College of Emory now adopt digital storytelling as a way of getting feedback from their students to improve the learning experience for future generations. In a chat with Digication's Scholars Conversations, Peter McLellan, the educational analyst at Oxford College of Emory University gives details of how the institution made conscious efforts to understand students' journeys while studying at the college. Although students may always give positive remarks about their experience when asked, this might not be a true reflection of their feelings. The higher institution experience transcends beyond the classroom to interpersonal relationships with other students, teachers, and advisors. If they have indeed learned from their peers and formed valuable connections, how do they feel about this and how do they express these feelings? Do they have the confidence to talk about it? Digital storytelling gives students the chance to express themselves freely about their experiences, without the fear of being penalized or judged wrongly for deviating from the traditional order of higher learning. In his conversation on Digication's Scholars Conversations, Peter talks about how he reached out to a renowned ePortfolio advocate, Elize Hellam to discuss digital storytelling and ePortfolios. Although he describes his interest in this field as wanting to know "how people hear stories," Peter explains that he wishes to know what knowledge is carried within those stories. This led to a discussion regarding his interest in what he calls "anti-racist pedagogy." ## Consulting the Past for a Better Future As a way of improving the future from the past, Peter takes us back to the origins of the university system. He reckons that because the university "is a white invention," there might not be enough structures to cater to the pedagogic needs of minorities. This is why anti-racist pedagogy strives to create a higher learning space that is against racism and white supremacy, with hopes of creating a conducive classroom for all students, including students of color, to succeed. The desire for feedback and the quest for a conducive environment for minority students led the college to come up with the Milestone program designed to give students a reflective learning opportunity with a fun digital storytelling portfolio where they can talk about their experiences. Although students didn't take the milestone project as seriously as they had anticipated, it gave the school insights into some fundamental issues. Thanks to the milestone pilot group, they realized that students of color were getting lower grades in their projects. To Peter, the reason for these low grades isn't far from the rules of assessment evaluation which, as you'd guess, doesn't quite accommodate the complexities of students of color. As a solution to this problem, the anti-racist pedagogy suggests that the assessment starts from the root of students' knowledge. Peter McLellan gives an example of an African-American student whose portfolio exhibited a lot of knowledge of the world but the learning that they demonstrated in the portfolio was from before college. The student has a narrative about how "I learned all this stuff from my family." In their digital storytelling record, this student who wishes to become a doctor highlights the things they have learned from the past and how this knowledge is going to help with their medical ambition. In drawing inspiration for the future from the past, this student's time at Oxford is clearly missing. The African-American student's digital storytelling omits time spent at Oxford and its possible impacts on his ambition. Since this portfolio has clearly left out the student's time at Oxford, traditionally, such a student would be marked down. However, Peter begs to differ. He suggests that the portfolio should be assessed from the angle of somebody who has a lot of knowledge, who's in our community and is telling us something about their experience. “Instead of having them come from a top-down approach, we can have them come from the students themselves. So how do the students through their portfolios assess our institution? I think the agency that students exhibit in portfolios is itself a resource for us to start doing anti-racist pedagogy because it's just a more democratic way to think about it when we have students owning their own space and producing knowledge there.” Peter McLellan Educational Analyst, Oxford College of Emory University ## Key Results Anti-Racist Pedagogy Approach Digital Storytelling Tool Milestone Project Program ### At a Glance Anti-Racist Pedagogy Approach Digital Storytelling Tool Milestone Project Program ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/peter-mclellan-confronting-past-better-future.pdf) ### Institution [Oxford College of Emory University](https://oxford.emory.edu) EquityDigital StorytellingAssessment [ Previous Case Study Finding Joy and Building a Future of Constructive Collaboration ](/case-studies/nathan-carpenter-constructive-collaboration)[ Next Case Study Empowering Students to Be in Control of Their Learning ](/case-studies/patty-goodman-hayward-student-centered-learning) ## Take a Look at More Case Studies [ ![Arizona State University case study](/images/case-studies/gina-woodall-community-based-learning-thumbnail.png) Arizona State University ### Reflecting on Internship Experiences in Community-Based Learning Gina Woodall of Arizona State University shares how ePortfolio pedagogy, alumni mentorship, and reflective practices transform internship experiences in her Capital Scholars program into powerful tools for student growth. Higher EducationExperiential LearningStudent Success Read Case Study ](/case-studies/gina-woodall-community-based-learning)[ ![Oberlin College case study](/images/case-studies/nathan-carpenter-constructive-collaboration-thumbnail.png) Oberlin College ### Finding Joy and Building a Future of Constructive Collaboration Nathan Carpenter of Oberlin College discusses how peer advising programs and ePortfolios foster constructive collaboration, helping students transition smoothly into college and build meaningful connections. Peer LearningCollaborationStudent Success Read Case Study ](/case-studies/nathan-carpenter-constructive-collaboration)[ ![Arizona State University case study](/images/case-studies/thaddaeus-canuel-internship-odyssey-thumbnail.png) Arizona State University ### Unlocking Career Growth & Opportunities Through Internship Experience Thaddaeus Canuel shares how his Arizona State University internship experience, documented through a Digication ePortfolio, propelled him from student intern to full-time staff in the United States Senate. Higher EducationExperiential LearningCareer Services Read Case Study ](/case-studies/thaddaeus-canuel-internship-odyssey) [View All Case Studies](/case-studies) ================================================================ # Unlocking Career Growth & Opportunities Through Internship Experience URL: https://www.digication.com/case-studies/thaddaeus-canuel-internship-odyssey Higher EducationExperiential LearningCareer Services # Unlocking Career Growth & Opportunities Through Internship Experience With Thaddaeus Canuel [Arizona State University](https://www.asu.edu)|[Download Case Study](/case-studies/thaddaeus-canuel-internship-odyssey.pdf) # Unlocking Career Growth & Opportunities Through Internship Experience Arizona State University Get ready for an exhilarating ride as we delve into the captivating journey of Thaddaeus Canuel, where the spotlight is on the transformative power of the ePortfolio in internship experiences. Thaddaeus's story is not just about securing a spot in the House of Representatives; it's an odyssey of personal and professional growth, a tale that unfolds like a thrilling roller coaster ride. ## Introduction to Thaddaeus Canuel's Internship Experience Picture this: a Star Wars-loving aspiring engineer who, after an unexpected turn of events, finds himself not building spaceships but navigating the intricate corridors of politics. In the dynamic landscape of internships, Thaddaeus Canuel emerges as a beacon of inspiration, turning a mere internship into a transformative journey. Thaddaeus, armed with degrees in Political Science and Psychology from Arizona State University (ASU,) was ready to conquer the political arena. His internship, with guidance from another Digication Scholars Conversations guest, Gina Woodall - his teacher at ASU who introduced him to Digication, wasn't just a professional checkpoint. It was a profound exploration of his passions, a journey that would shape his career trajectory. ## Getting Involved in the Internship Program Thaddaeus's adventure begins with a stellar recommendation from Professor Strickland, propelling him into an internship in the heart of political action -- the House of Representatives in Washington, D.C. This wasn't just an academic endeavor; it was a pivotal moment that ignited Thaddaeus's passion for working in politics. The Arizona Teen Court Association had laid the groundwork, and now, Thaddaeus was ready for the big leagues. ## Duration and Significance of the Internship Fast forward to four to five whirlwind months in the political epicenter, where Thaddaeus wasn't merely an intern but a key player in the legislative process. The National Defense Authorization Act for 2023 became his arena, showcasing not only his skills but also his unwavering dedication and commitment to making a meaningful impact. The significance of Thaddaeus's internship experience goes beyond the surface level of tasks and responsibilities. It delves into the heart of his personal and professional growth, a journey that challenges him to step outside his comfort zone and contribute meaningfully to the legislative landscape. ## Reflective Learning Through High Impact-Practice Enter Digication, a learning platform designed for high-impact practices -- Thaddaeus's secret weapon in documenting his challenging and propitious internship experience. Using Digication, Thaddaeus created an Internship ePortfolio, a digital treasure trove encapsulating the significance of his journey, serving as a testament to his commitment to self-reflection. It's not merely a collection of artifacts but a living narrative of his growth, a testament to the importance of reflection in the learning process. Thaddaeus capitalizes on the full breadth of Digication's capabilities as a tool for perpetual self-improvement. Recognizing the power of self-reflection, he leverages this platform to not only document his experiences but also to analyze and understand his growth throughout the journey. It's a dynamic process that encourages introspection, making Thaddaeus an active and engaged participant in the development of his skills and strengths. ## Continuing Reflective Practice After Graduation Thaddaeus's commitment to reflective practice doesn't end with graduation; it's a lifelong pursuit. Beyond the confines of academia, he envisions seamlessly integrating self-reflection into his everyday life. For him, it's not just a skill to master; it's a way of life that enhances learning, fosters personal development, and fuels perpetual curiosity. In a world where constant evolution is the norm, Thaddaeus recognizes the enduring value of self-reflection. His dedication to incorporating this practice into his post-graduation endeavors is a testament to the belief that growth is a continuous journey, not a destination. ## Unexpected Pivots in Thaddaeus' Journey But Thaddaeus's journey wasn't always destined for politics. An early attempt at engineering signaled the need for change and paved the way for an unexpected pivot toward criminal justice and AP Psychology. This twist in the plot wasn't a setback; it was a revelation. Thaddaeus's ability to adapt to unexpected turns became a defining characteristic of his career journey. The real game-changer, however, unfolded during his internship in 2022. Imagine Thaddaeus at an event where Senator Kyrsten Sinema from Arizona was speaking. He felt a strong, sudden urge to approach the senator. Despite initial apprehension, he trusted his gut, got her attention, and took full advantage of the opportunity to speak to her one-on-one! That bold move led him to intern at her office, altering the trajectory of his career. ## Current Position and Future Roles Fast forward to the present -- Thaddaeus isn't just reminiscing about his internship; he's reaping its rewards every day. Now employed full-time as staff in the United States Senate in Washington, D.C., his excitement to serve people knows no bounds, and he's determined to make a difference on a grand scale. Thaddaeus is knee-deep in new policies, bills, and laws. His excitement to serve the people of Arizona is contagious, and he's committed to making critical, positive changes for fellow Arizonans and the United States of America as a whole. ## A Recap and Well Wishes And there you have it -- Thaddaeus Canuel's Internship Odyssey, a narrative that goes beyond the surface and dives into the depths of personal and professional growth. From a political enthusiast to a key player in the Senate, his journey is one of growth, unexpected turns, and self-discovery. Thaddaeus's tale shows us how, sometimes, the most unexpected turns and trusting your gut lead to the most extraordinary destinations. Here's to high-impact practices, reflective learning experiences, and the endless possibilities they unlock! ## Key Results Political Internship Experience Focus Area Full-Time U.S. Senate Staff Outcome Reflective ePortfolio Practice ### At a Glance Political Internship Experience Focus Area Full-Time U.S. Senate Staff Outcome Reflective ePortfolio Practice ### Download Get a PDF version of this case study to share with your team. [Download PDF](/case-studies/thaddaeus-canuel-internship-odyssey.pdf) ### Institution [Arizona State University](https://www.asu.edu) Higher EducationExperiential LearningCareer Services [ Previous Case Study Reflecting on Internship Experiences in Community-Based Learning ](/case-studies/gina-woodall-community-based-learning)[ Next Case Study Embracing Diverse Perspectives in Liberal Arts Education ](/case-studies/laura-desisto-diverse-perspectives-liberal-arts) ## Take a Look at More Case Studies [ ![Boston University case study](/images/case-studies/celeste-kong-reflective-eportfolios-thumbnail.png) Boston University ### Absolutely Amazing Ways Reflective ePortfolios Enhance Education And Assessment Dr. Celeste Kong of Boston University's Goldman School of Dental Medicine reveals how reflective ePortfolios transform assessment practices, boost critical thinking, and help students showcase their professional growth. Higher EducationAssessmentSTEM Read Case Study ](/case-studies/celeste-kong-reflective-eportfolios)[ ![Arizona State University case study](/images/case-studies/gina-woodall-community-based-learning-thumbnail.png) Arizona State University ### Reflecting on Internship Experiences in Community-Based Learning Gina Woodall of Arizona State University shares how ePortfolio pedagogy, alumni mentorship, and reflective practices transform internship experiences in her Capital Scholars program into powerful tools for student growth. Higher EducationExperiential LearningStudent Success Read Case Study ](/case-studies/gina-woodall-community-based-learning)[ ![University of Alaska Anchorage case study](/images/case-studies/katie-lester-accessibility-thumbnail.png) University of Alaska Anchorage ### A Visually Impaired Student Pursuing A Degree In Social Work Uses ePortfolio To Champion Accessibility Katie Lester, a visually impaired student at the University of Alaska Anchorage, shares how accessible ePortfolio technology empowers her academic journey and champions inclusivity in higher education. Higher EducationAccessibilityStudent Success Read Case Study ](/case-studies/katie-lester-accessibility) [View All Case Studies](/case-studies) ================================================================ # LMS Integrations: Canvas, Blackboard & More URL: https://www.digication.com/community/integrations Integrations # Seamless Integrations Connect Digication with your existing systems for a unified educational experience. LMS, authentication, and data, all working together. [Contact Us For Integration](mailto:support@digication.com)[Explore LMS Integrations](#lms) ## Connect Your Educational Ecosystem Digication integrates seamlessly with your existing educational technology stack. 01 ### Seamless Connections Connect Digication to your LMS, SIS, and authentication systems with minimal IT overhead and maximum reliability. - LMS integrations with Canvas, Blackboard, Moodle, and more - SIS connections for automated roster management - API access for custom integrations - Single sign-on capabilities 02 ### Secure Data Transfer Our integrations prioritize security, ensuring that student data is protected throughout the transfer process. [Learn more at the Digication Trust Center](https://trust.digication.com/) - Encrypted data transmission - Role-based access controls - FERPA and GDPR compliant data handling - Secure API endpoints 03 ### Automated Workflows Automate roster imports, grade transfers, and user authentication to save time and reduce administrative burden. - Scheduled data synchronization - Automated user provisioning - Batch processing capabilities - Customizable workflow triggers ## Learning Management System Integrations Connect Digication with your preferred Learning Management System for a seamless educational experience. BlackboardCanvasD2L BrightspaceMoodleSakai ![Blackboard logo](/images/lms-logos/blackboard-learn.png) ### Blackboard Connect Digication with Blackboard Learn to streamline assessment and portfolio workflows. [View Documentation](https://support.digication.com/hc/en-us/articles/17685699955995-LMS-Integration-for-Kora-LTI-1-3-Blackboard-Ultra-Setup-for-Admins) #### Key Features - Single sign-on access between Blackboard and Digication - Auto-creation of new Digication users (optional) - Auto-creation of new Digication courses (optional) - Digication to Blackboard assignment connection - Blackboard to Digication course roster sync - Digication to Blackboard grade sync Security & Access ## Authentication Integrations Secure and streamline user access with our authentication integrations. ### Single Sign-On (SSO) Enable seamless authentication between Digication and your institution's identity provider. #### Supported Protocols SAML 2.0OAuth 2.0OpenID Connect ### LDAP Integration Connect Digication to your LDAP directory for centralized user management and authentication. #### Supported Protocols LDAP v3Active DirectoryOpenLDAP ### Shibboleth Implement federated identity management with Shibboleth for secure cross-domain single sign-on. #### Supported Protocols SAML 2.0InCommon FederationeduGAIN ### CSV Import Batch import users from CSV files for quick and efficient user provisioning and management. #### Supported Protocols CSV FormatScheduled ImportsCustom Field Mapping ## Ready to Connect Your Systems? Our team will work with your IT department to configure integrations tailored to your institution's specific infrastructure and requirements. [Contact Us For Integration](mailto:support@digication.com) [Request a Demo](/speaktosales) ================================================================ # OAIR | Open AI Resources for Educators URL: https://www.digication.com/community/oair Your browser does not support the video tag. Open AI Resources # Digication Launches OAIR A Collaborative Hub for Educators to Explore and Create with AI [Free AI Resources for Education - Visit OAIR.org](https://oair.org) ## A Collaborative Hub for Educators OAIR (Open AI Resources) is a free, collaborative hub designed to help educators explore and create with AI. It provides a space where educators can discover, share, and adapt AI resources specifically designed for educational contexts. "We believe in the power of community and open resources to transform education in the AI era. OAIR is our contribution to ensuring that AI serves educational purposes in ethical, effective, and pedagogically sound ways." Kelly Driscoll and Jeffrey Yan, Cofounders, Digication ![OAIR platform interface showing AI resources and tools for educators](/images/openair-website-screenshot.png) ## What OAIR Offers Discover how OAIR can support your journey with AI in education ### Curated AI Assistants Discover AI "assistants" specifically designed for educational contexts, vetted by educators for educators. ### Classroom Examples Explore real-world examples of successful AI integration in classrooms across different subjects and grade levels. ### Open Resources Access and adapt AI resources that are freely available under Creative Commons licenses, designed to be modified for your needs. ### Contribute Resources Share your own AI resources, lesson plans, and experiences with a community of educators passionate about AI in education. ### Community of Practice Connect with educators navigating similar challenges and opportunities in implementing AI in educational settings. ### Ethical AI Practices Learn about implementing AI in ways that prioritize student privacy, equity, and pedagogical soundness. Community ## Join the OAIR Community Become part of a growing network of educators committed to exploring and implementing AI in thoughtful, ethical, and pedagogically sound ways. ### Why Join OAIR? - Free Resources Access to AI tools and educational materials at no cost - Community Support Connect with like-minded educators exploring AI in education - Expert Guidance Learn from AI specialists and educational technology experts [Visit OAIR.org](https://oair.org) ================================================================ # Podcast URL: https://www.digication.com/community/podcast Now Streaming # Digication Scholars Conversations Podcast Exploring the future of education with thought leaders, educators, and innovators. [YouTube Channel](https://www.youtube.com/@digication_com) [Podcast Website](https://podcast.digication.com/) ![Digication Scholars Conversations Podcast featuring educators and thought leaders](/images/podcast-images/podcast-hero-graphic.png) Latest Episode Ep 175: Empathy & Engineering [](https://www.youtube.com/watch?v=iy0Usu0A9Vk) Latest Episode ## Watch Our Most Recent Conversation [View All Episodes](https://www.youtube.com/@digication_com) Latest Episode 45 min ### Ep 175 Empathy & Engineering: Bucknell Student Clea Ramos on AI's Impact in Academia & Industry Pt 1 Host Jeff Yan discusses with Clea Ramos, a senior at Bucknell University majoring in Computer Engineering and minoring in Studio Arts, in this episode of Digication Scholars Conversations. AIEngineeringEducation Clea Ramos, Jeff Yan [Watch on YouTube](https://youtu.be/iy0Usu0A9Vk?si=QjWQAYbYUhohUS9f) [Listen on Podcast](https://podcast.digication.com/) Featured Conversations ## Explore More Episodes ![Thumbnail for Ep 123: Empowering Student Learning & Assessment: Embracing Inclusive Learning Outcomes in Higher Ed](/images/podcast-ep123.png) Ep 123 47 min ### Empowering Student Learning & Assessment: Embracing Inclusive Learning Outcomes in Higher Ed AssessmentInclusive LearningHigher Education Abby Crew, Kelly Driscoll ![Thumbnail for Ep 173: Role of Reflection in Higher Education: Cultivating Student Voices Through Liberal Arts Pt 1](/images/podcast-ep173.png) Ep 173 52 min ### Role of Reflection in Higher Education: Cultivating Student Voices Through Liberal Arts Pt 1 ReflectionLiberal ArtsHigher Education Tonya Hendrix, Demetrios V. Kapetanakos, Dionne Miller, Jeff Yan ![Thumbnail for Ep 170: Transforming Assessment: Innovative Approaches to Measuring Student Learning](/images/podcast-ep170.jpg) Ep 170 45 min ### Transforming Assessment: Innovative Approaches to Measuring Student Learning AssessmentInnovationStudent Learning Dr. Sarah Johnson, Prof. Michael Chen, Jeff Yan About ## About the Podcast The Digication Scholars Conversations Podcast brings together educators, researchers, and thought leaders to discuss ePortfolios, assessment, and the future of education. Each episode explores innovative approaches to teaching, learning, and assessment in higher education. Our conversations cover a wide range of topics including reflective practice, integrating technology in education, student success strategies, and the evolving landscape of higher education. Hosts ## Meet Your Hosts ![Jeffrey Yan, podcast host](/images/JeffYan_Headshot.png) ### Jeffrey Yan Jeffrey Yan is passionate about education innovation and has been leading conversations with educators and thought leaders to explore the future of learning, assessment, and student success in the AI era. ![Kelly Driscoll, podcast host](/images/KellyDriscoll_Headshot.png) ### Kelly Driscoll Kelly Driscoll brings her expertise in reflection, ePortfolios and assessment to the podcast, offering valuable insights on implementing effective learning practices in higher education. ================================================================ # TORI | Taxonomy of Reflective Inquiry URL: https://www.digication.com/community/tori Research # TORI: The Taxonomy of Reflective Inquiry A systematic approach to reflective learning, grounded in research and adaptable to the individual [Take a Look at TORI](https://tori.oair.org) [![TORI Website Screenshot showing Taxonomy of Reflective Inquiry](/images/design-mode/TORIWebsiteScreenshot.png)](https://tori.oair.org) [Visit the TORI Website](https://tori.oair.org) We're excited to announce the release of TORI: Taxonomy of Reflective Inquiry At Digication, we believe reflection is more than a moment of pause. It's a powerful tool for learning, growth, and transformation. That's why we're building something new: the Taxonomy of Reflective Inquiry (TORI). TORI is designed to help people make sense of their experiences through reflection. In many educational settings today, students are encouraged to reflect, but often without structure or support. TORI addresses this gap by offering a systematic approach to reflective learning, one that's grounded in research from over 90 fields of study and adaptable to the individual. ## What is TORI? TORI stands for Taxonomy of Reflective Inquiry. It's a growing taxonomy that organizes the many skills, types, and purposes of reflection into a cohesive system. At its heart, TORI helps learners: - Understand different styles and methods of reflection - Build personalized reflection toolkits - Develop metacognitive skills that support lifelong learning We've identified 6 Domains and over 60 unique categories of reflection (so far). These categories represent a wide range of reflective skills, from processing difficult emotions, to learning from mistakes, to reinterpreting experiences in light of new insights. ## Why It Matters Deep learning depends on reflection and metacognition. Although established reflection methods can reveal valuable student insights, educators frequently lack the time or specialized knowledge needed to thoroughly explore these reflections. By being able to identify the types of reflections our students have done, we can help students grow even more. TORI helps educators, learners, and professionals take reflection seriously, not just as a nice-to-have, but as a core competency. With TORI, we can: - Differentiate between the many different categories of reflection - Guide learners in developing these skills over time - Support individuals in navigating personal, academic, and professional experiences with clarity and confidence ## A Flexible Taxonomy Reflection isn't one-size-fits-all. One of TORI's key strengths is its adaptability. Just as every learner is different, so too should be their approach to reflection. TORI encourages users to explore, combine, and adapt categories to suit their context, whether they're managing everyday routines or processing life-changing events. By building awareness of different reflective techniques and offering language to describe them, TORI helps people become more intentional and empowered in their learning. ## Ready to start using TORI? We have options for you to start using TORI in your classroom: ### Free OAIR Accounts Create a free account to access AI-driven tools, create collections, and connect with other educators. Use the OER tools and resources and then add to Digication or other popular AI platforms. [Join OAIR](/community/oair) ### Enabling AI features in the Digication Learning Platform If you already use Digication, you will find TORI is infused into all the AI powered features we're rolling out for assignments, reflection and assessment. [Contact Support](mailto:support@digication.com) ## What's Next? ![Jeff Yan, Co-founder and CEO](/images/jeff_headshot.png) As we continue to expand and refine The Taxonomy of Reflective Inquiry with the community, we're making reflection more accessible, intentional, and impactful, bringing the full power of metacognition into the hands of every learner, right where they are. Jeff Yan, Co-founder and CEO We're still building, refining categories, exploring patterns, and developing tools that will bring TORI to life in classrooms. This is just the beginning and we invite you to join us on this journey. Stay tuned as we continue to share insights, resources, and opportunities to engage with TORI. We're excited to help shape a future where reflection is not just encouraged, but truly understood and embraced. ================================================================ # Contact Us URL: https://www.digication.com/contact # Get in Touch We're here to answer questions about our platform, pricing, and how we support teaching, learning and assessment. [Contact Sales](mailto:sales@digication.com)[Contact Support](https://support.digication.com/hc/en-us/requests/new) ## We're Here to Help Choose the best way to reach us based on your needs. ### Sales Ready to see Digication in action or have questions for our sales team? [sales@digication.com](mailto:sales@digication.com) [Schedule a Demo](/speaktosales)Request a Quote[View Pricing](/pricing) ### Support Need help with your Digication account or have technical questions? [support@digication.com](mailto:support@digication.com) [Visit Help Desk](https://support.digication.com) Visit the help desk for answers to common questions, step by step guides and video tutorials. ### General #### Press Inquiries [pr@digication.com](mailto:pr@digication.com) #### Mailing Address Digication, Inc. 10 Dorrance Street, Suite 700 Providence, RI 02903 United States ================================================================ # Digication URL: https://www.digication.com/customize-group-plan [Back to Pricing Plans](/pricing) Loading... # Customize Your Group Plan Configure your Digication group plan to fit your institution's needs ### Number of Students How many student licenses do you need? Up to 130 student licenses. Need more? [Contact Sales for Enterprise Plan Pricing](mailto:sales@digication.com) ### Payment Option Choose your billing cycle Annual Save 20% Pay once per year $24.00 per student/year Monthly Pay monthly $2.50 per student/month ### Start Date When would you like your plan to begin? Your plan will be active from this date ### Institution Type Is your institution accredited by a recognized accrediting body? ### Additional Group Plan Features Add them now or later, it's up to you! AI Usage AI features are included with your group plan. Optionally pay for AI Usage Credits now or pay as you go in the app. Integration Add LMS and SSO integration now or contact sales at a later date. $2000 setup fee applies for group plans. ### Pricing Summary Student licenses:50 Price per student:$24.00 / year Payment option:annual Start date:Oct 15, 2026 Annual Discount: \-$300.00 Save 20% with annual payment Student Licenses:$1200.00 / year Subtotal:$1200.00 / year Total:$1200.00 / year Proceed to Payment Share billing information with system administrators. This helps us provide better support and recommendations for your group. ================================================================ # Digication URL: https://www.digication.com/demo/testimonial-carousels # Testimonial Grid Display All testimonials displayed in a responsive grid layout ## Our Community Members Inspiring Educators Share Their Passion for Student Learning and Best Practices for Using Digication ![Jose Rodriguez](/placeholder.svg?height=200&width=300) ### Jose Rodriguez College Unbound Creating Impactful Community Projects: The College Unbound Method [Play Reel](https://www.youtube.com/shorts/vxlQ_nk9COg)[Watch Podcast](https://www.youtube.com/watch?v=UjW6W5SIjFg) ![Patrick Green](/placeholder.svg?height=200&width=300) ### Patrick Green Loyola University Chicago The Learning Odyssey: Documenting a Path of Continuous Learning and Self-Discovery [Play Reel](https://www.youtube.com/shorts/UCrGTHgU7CI)[Watch Podcast](https://www.youtube.com/watch?v=07YbFZhz_og)[Read Blog Post](/blog/continuous-active-learning-development) ![Kyle Hewson](/placeholder.svg?height=200&width=300) ### Kyle Hewson Stony Brook University Power of High-Impact Practices & Experiential Learning in Stony Brook University's PT Program [Play Reel](https://youtu.be/NsIKxE5ZZl0?si=Bb5bGPBmI56Jn2bY)[Watch Podcast](https://youtu.be/spimQVcBPEM?si=TZJUCCgfrytZuf2Z) ![Joe Tranquillo](/placeholder.svg?height=200&width=300) ### Joe Tranquillo Bucknell University Designing Curriculum for Student Success in an Interdependent World [Watch Podcast](https://youtu.be/35Urq3a4IEg?si=RVS6xNX7EwYU35UV)[Read Blog Post](/blog/curriculum-design-interdependent-world) ![Lori Pierce](/placeholder.svg?height=200&width=300) ### Lori Pierce DePaul University Empower Students to Ask Good Questions [Listen to the Podcast](https://podcast.digication.com/episodes/ep-7-empower-students-to-ask-good-questions)[Watch Podcast](https://youtu.be/_JgIiTwEo7w?si=u9SGGnp2y592rr8a) ![Thaddaeus Canuel](/images/ThaddaeusCanuel.webp) ### Thaddaeus Canuel Arizona State University Unlocking Career Growth & Opportunities through Internship Experience [Play Reel](https://youtu.be/k1zs4qwjsL4?si=GGGF-mO4nRpjIa_u)[Watch Podcast](https://youtu.be/ODRnbcbZKYU?si=nN2Y84A-iflwU9XI)[View ePortfolio](https://asu.digication.com/thaddaeus-canuels-eportfolio) ![Matthew Street](/placeholder.svg?height=200&width=300) ### Matthew Street University of Virginia Fostering Student Engagement & Reflection in Spanish Language Learning [Play Reel](https://youtube.com/shorts/yOk9zAF80z0?si=ecgPbioCOyr1WZ7W)[Watch Podcast](https://youtu.be/SOcfIqLq45E?si=VP-Xouu6-UmmSYzK) ![Jennifer Sparrow](/placeholder.svg?height=200&width=300) ### Jennifer Sparrow CUNY School of Professional Studies How To Make the Student Experience Better With Outcome-Driven Assessment [Play Reel](https://youtu.be/xc8pNBtGr9M?si=nNQHGXDnICPzRazl)[Listen to Podcast](https://youtu.be/poJg9VzQvTg?si=s3QmwyODwHIKNvZN)[Read Blog Post](/blog/better-student-experience-outcome-driven-assessment) ![Zakia Mahabub](/images/scholars-headshots/ZakiaMahabub.png) ### Zakia Mahabub LaGuardia Community College There's Nothing That Can Stop Me If I'm True to Myself [Watch Podcast](https://youtu.be/QN6JO3jZ_7c?si=152yxkGPEepOCLRH)[Listen to the Podcast](https://podcast.digication.com/episodes/ep-15-theres-nothing-that-can-stop-me-if-im-true-to-myself-part-1-zakia-mahabub) ![Michaela Clark](/images/scholars-headshots/MichelaClark.png) ### Michaela Clark DePaul University Something Better Is Waiting for Us in the Future [Watch Podcast](https://youtu.be/O7EK1Dpj55w?si=OGb1OlzBwS6YEJHG)[Listen to the Podcast](https://podcast.digication.com/episodes/ep-9-something-better-is-waiting-for-us-in-the-future-michaela-clarke)[View ePortfolio](https://depaul.digication.com/abd-capstone/home) ================================================================ # Digication at AAC&U CLASS 2026 | Reflection. Outcomes. Retention. URL: https://www.digication.com/events/aacu-class-2026 [AAC&U CLASS 2026](https://www.aacu.org/event/class-2026) # Reflection. Outcomes. Retention. Digication makes it possible to connect what students reflect on, what institutions measure, and who stays enrolled, from a single continuous data source. Join us as we co-present with institutional partners at AAC&U CLASS 2026 to see how. [Schedule a Meeting](/speaktosales)[View Our Sessions](#sessions) ## One Platform. Three Connected Outcomes. Higher education has long treated reflection, outcomes assessment, and retention as separate concerns, handled by different teams with different tools. But the data that drives all three comes from the same source: how students engage with their own learning. Digication is the first platform to connect these threads. AI-powered reflection generates continuous evidence of student learning that flows directly into outcomes assessment and surfaces the engagement signals retention leaders need, all from a single, integrated system. ### Reflection AI-guided reflection, grounded in the research of [TORI (The Taxonomy of Reflective Inquiry)](https://tori.digication.com), that goes beyond surface recall. Students engage in structured inquiry that reveals depth of understanding, creating a continuous record of how learning develops over time. ### Outcomes Reflective data maps directly to institutional learning outcomes. Assessment leaders gain immediate, continuous evidence of student learning, without waiting for end-of-cycle reports. ### Retention Engagement signals from ongoing reflection surface early indicators of student connection or disengagement. Retention leaders get the data they need to intervene before it's too late. ## Sessions with Institutional Partners at AAC&U CLASS 2026 ## Cultivating Success Begins with Cultivating Belonging Friday, April 17, 202611:00 AM – 12:00 PM MTSan Xavier, Level 3 This session explores how colleges are leveraging AI-assisted tools to guide students in articulating their stories, identifying strengths, and building a sense of identity and purpose, helping institutions foster belonging and persistence for every learner. View Full Description ### Presenters ![Abby Crew, Assistant Provost and Director of Curriculum Development, Instructional Faculty](/images/events/aacu-class-2026/AbbyCrew_Headshot.png) #### Abby Crew Assistant Provost and Director of Curriculum Development, Instructional Faculty [College Unbound](https://collegeunbound.edu/) [inLinkedIn](https://www.linkedin.com/in/abby-ruby-crew-ph-d-11a23591/) ![Jeffrey Yan, Cofounder & CEO](/images/events/aacu-class-2026/JeffreyYan_Headshot.png) #### [Jeffrey Yan](mailto:jeff@digication.com) Cofounder & CEO [Digication](https://www.digication.com) [inLinkedIn](https://www.linkedin.com/in/jeffyan) #### Presentation Slides ![Cultivating Success Begins with Cultivating Belonging - Slide 1](/images/events/aacu-class-2026/slides/session-1/slide-01.png)![Cultivating Success Begins with Cultivating Belonging - Slide 2](/images/events/aacu-class-2026/slides/session-1/slide-02.png)![Cultivating Success Begins with Cultivating Belonging - Slide 3](/images/events/aacu-class-2026/slides/session-1/slide-03.png)![Cultivating Success Begins with Cultivating Belonging - Slide 4](/images/events/aacu-class-2026/slides/session-1/slide-04.png)![Cultivating Success Begins with Cultivating Belonging - Slide 5](/images/events/aacu-class-2026/slides/session-1/slide-05.png)![Cultivating Success Begins with Cultivating Belonging - Slide 6](/images/events/aacu-class-2026/slides/session-1/slide-06.png)![Cultivating Success Begins with Cultivating Belonging - Slide 7](/images/events/aacu-class-2026/slides/session-1/slide-07.png)![Cultivating Success Begins with Cultivating Belonging - Slide 8](/images/events/aacu-class-2026/slides/session-1/slide-08.png)![Cultivating Success Begins with Cultivating Belonging - Slide 9](/images/events/aacu-class-2026/slides/session-1/slide-09.png)![Cultivating Success Begins with Cultivating Belonging - Slide 10](/images/events/aacu-class-2026/slides/session-1/slide-10.png)![Cultivating Success Begins with Cultivating Belonging - Slide 11](/images/events/aacu-class-2026/slides/session-1/slide-11.png)![Cultivating Success Begins with Cultivating Belonging - Slide 12](/images/events/aacu-class-2026/slides/session-1/slide-12.png) ### Resources & Handouts [Download Slides (PDF)](/images/events/aacu-class-2026/slides/session-1/CultivatingBelonging_Slides.pdf)[Companion Resource (PDF)](/images/events/aacu-class-2026/slides/session-1/CultivatingBelonging_CompanionResource.pdf) ## Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before Friday, April 17, 20262:00 PM – 3:00 PM MTVirtual This session highlights reflection as a powerful pedagogical tool for fostering metacognition, resilience, and deeper learning across disciplines. Attendees will explore strategies for embedding reflection into assignments, labs, and advising conversations, making it both scalable and sustainable. View Full Description ### Presenters ![Stephen Mattern, Professor of Politics](/images/events/aacu-class-2026/StephenMattern_Headshot.png) #### Stephen Mattern Professor of Politics [Oglethorpe University](https://oglethorpe.edu/) [inLinkedIn](https://www.linkedin.com/in/stephen-herschler-mattern-9164b92ba/) ![Jeffrey Yan, Cofounder & CEO](/images/events/aacu-class-2026/JeffreyYan_Headshot.png) #### [Jeffrey Yan](mailto:jeff@digication.com) Cofounder & CEO [Digication](https://www.digication.com) [inLinkedIn](https://www.linkedin.com/in/jeffyan) #### Presentation Slides ![Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before - Slide 1](/images/events/aacu-class-2026/slides/reflection-superpower/slide-01.png)![Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before - Slide 2](/images/events/aacu-class-2026/slides/reflection-superpower/slide-02.png)![Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before - Slide 3](/images/events/aacu-class-2026/slides/reflection-superpower/slide-03.png)![Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before - Slide 4](/images/events/aacu-class-2026/slides/reflection-superpower/slide-04.png)![Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before - Slide 5](/images/events/aacu-class-2026/slides/reflection-superpower/slide-05.png)![Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before - Slide 6](/images/events/aacu-class-2026/slides/reflection-superpower/slide-06.png)![Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before - Slide 7](/images/events/aacu-class-2026/slides/reflection-superpower/slide-07.png)![Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before - Slide 8](/images/events/aacu-class-2026/slides/reflection-superpower/slide-08.png)![Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before - Slide 9](/images/events/aacu-class-2026/slides/reflection-superpower/slide-09.png)![Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before - Slide 10](/images/events/aacu-class-2026/slides/reflection-superpower/slide-10.png) ### Resources & Handouts [Download Slides (PDF)](/images/events/aacu-class-2026/slides/reflection-superpower/ReflectionSuperpower_Slides.pdf) ## A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs Saturday, April 18, 20269:15 AM – 10:15 AM MTSan Pedro 1 & 2, Level 3 This session makes the case that reflection is not just another high-impact practice, but the practice that makes HIPs high-impact. Participants will see how AI tools guide reflection across internships, study abroad, and community-based learning while preserving the essential role of human mentorship. View Full Description ### Presenters ![Rebecca Thomas, Pathways ePortfolio Director and Associate Teaching Professor of Electrical & Computer Engineering](/images/events/aacu-class-2026/RebeccaThomas_Headshot.jpg) #### Rebecca Thomas Pathways ePortfolio Director and Associate Teaching Professor of Electrical & Computer Engineering [Bucknell University](https://www.bucknell.edu/) [inLinkedIn](https://www.linkedin.com/in/rebecca-thomas-4056ba68/) ![Jeffrey Yan, Cofounder & CEO](/images/events/aacu-class-2026/JeffreyYan_Headshot.png) #### [Jeffrey Yan](mailto:jeff@digication.com) Cofounder & CEO [Digication](https://www.digication.com) [inLinkedIn](https://www.linkedin.com/in/jeffyan) #### Presentation Slides ![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 1](/images/events/aacu-class-2026/slides/session-2/slide-01.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 2](/images/events/aacu-class-2026/slides/session-2/slide-02.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 3](/images/events/aacu-class-2026/slides/session-2/slide-03.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 4](/images/events/aacu-class-2026/slides/session-2/slide-04.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 5](/images/events/aacu-class-2026/slides/session-2/slide-05.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 6](/images/events/aacu-class-2026/slides/session-2/slide-06.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 7](/images/events/aacu-class-2026/slides/session-2/slide-07.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 8](/images/events/aacu-class-2026/slides/session-2/slide-08.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 9](/images/events/aacu-class-2026/slides/session-2/slide-09.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 10](/images/events/aacu-class-2026/slides/session-2/slide-10.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 11](/images/events/aacu-class-2026/slides/session-2/slide-11.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 12](/images/events/aacu-class-2026/slides/session-2/slide-12.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 13](/images/events/aacu-class-2026/slides/session-2/slide-13.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 14](/images/events/aacu-class-2026/slides/session-2/slide-14.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 15](/images/events/aacu-class-2026/slides/session-2/slide-15.png)![A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs - Slide 16](/images/events/aacu-class-2026/slides/session-2/slide-16.png) ### Resources & Handouts [Download Slides (PDF)](/images/events/aacu-class-2026/slides/session-2/ClearPathForward_Slides.pdf)[Companion Resource (PDF)](/images/events/aacu-class-2026/slides/session-2/ClearPathForward_CompanionResource.pdf) ## Let's Continue the Conversation Whether you're exploring AI for reflection, rethinking your assessment strategy, or looking for real engagement data to support retention, we'd love to talk. Schedule a meeting or reach out directly. [Schedule a Demo](/speaktosales)[Email Us](mailto:hello@digication.com) Featured Webinar ### The Missing Layer: How Conversational AI Turns Student Reflection into Institutional Intelligence Recorded May 6, 2026 · AAC&U Webinar See how structured, conversational AI-guided reflection generates continuous, actionable insight into student learning and persistence, without adding new reporting burdens. [![The Missing Layer: AAC&U Webinar, May 6, 2026](/images/events/aacu-class-2026/MissingLayer_Webinar.png)](https://www.aacu.org/webinars/the-missing-layer) [Watch the Recording](https://www.aacu.org/webinars/the-missing-layer) ================================================================ # The Missing Layer | AAC&U Webinar with Bucknell University and Digication URL: https://www.digication.com/events/aacu-missing-layer-webinar AAC&U Webinar · May 6, 2026 · 2:00 PM ET # The Missing Layer How Conversational AI Turns Student Reflection into Institutional Intelligence Wednesday, May 6, 2026 2:00 – 3:00 PM ET Free Online Webinar [Watch the Recording](https://www.aacu.org/webinars/the-missing-layer) Session Handout [ ![Preview of the first page of The Missing Layer webinar handout](/images/events/aacu-missing-layer-webinar/handout-preview.png) PDF · Free Download Download Handout ](/events/missing-layer-webinar-handout.pdf) About this Webinar ## The data layer most institutions are missing Every campus already collects an enormous amount of student data: grades, surveys, engagement metrics, persistence indicators. Yet the most revealing layer is almost always missing: what students think about their own learning, in their own words. Reflection has long been recognized as the practice that turns experience into learning. The challenge has been making it sustainable, structured, and actionable at the institutional level, without adding more reporting burden on faculty or staff. In this hour-long AAC&U webinar, Rebecca Thomas of Bucknell University and Jeffrey Yan of Digication will show how conversational AI can scaffold student reflection in a way that is pedagogically sound, sensitive to context, and capable of generating continuous, aggregable evidence of learning, belonging, and growth across the institution. You'll leave with a concrete model for connecting what students reflect on, what institutions measure, and who stays enrolled, from a single continuous data source. What you'll learn ## Three threads, one continuous data source ### Reflection Make reflection sustainable at scale. How AI-guided conversation scaffolds deeper, more consistent student reflection across courses, programs, and high-impact practices, without replacing the human relationships that make reflection meaningful. [Built on TORI, our Taxonomy of Reflective Inquiry](/community/tori) ### Outcomes Turn reflections into actionable evidence. How structured reflection data automatically aligned to outcomes can be aggregated and analyzed to demonstrate program impact, support accreditation, and surface authentic evidence of learning that traditional metrics miss. ### Retention See belonging and persistence early. How patterns in student reflection reveal early signals of engagement, belonging, and risk, giving advisors and institutional leaders a continuous, qualitative view of who is thriving and who needs support. Featuring ## The Speakers ![Rebecca Thomas](/images/events/aacu-class-2026/RebeccaThomas_Headshot.jpg) ### Rebecca Thomas Pathways ePortfolio Director and Associate Teaching Professor of Electrical & Computer Engineering Bucknell University [LinkedIn](https://www.linkedin.com/in/rebecca-thomas-4056ba68/) Rebecca leads Bucknell's Pathways ePortfolio program, helping faculty and students use reflection to connect coursework, internships, and personal growth across disciplines. Her work bridges engineering education and integrative learning, with a focus on making reflective practice meaningful and measurable. ![Jeffrey Yan](/images/events/aacu-class-2026/JeffreyYan_Headshot.png) ### Jeffrey Yan Cofounder & CEO Digication [LinkedIn](https://www.linkedin.com/in/jeffyan) Jeffrey co-founded Digication two decades ago to help higher education make learning visible. His current work focuses on how AI can deepen reflection at scale, surfacing the qualitative evidence institutions need for assessment, accreditation, and student success without losing the human core of teaching. Moderated by Jessica Chittum Assistant Vice President for Curricular and Pedagogical Innovation and Director of VALUE Operations, AAC&U Session Resources ## Slides & handout from the session Browse the full slide deck below or download the materials to share with colleagues. [Download Slides (PDF)](/events/missing-layer-webinar-slides.pdf)[Download Handout (PDF)](/events/missing-layer-webinar-handout.pdf) - ![Slide 1 of 23, The Missing Layer: Webinar title slide: How Conversational AI Turns Student Reflection into Institutional Intelligence, May 6 at 2:00 p.m., held in partnership with AAC&U.](/images/events/aacu-missing-layer-webinar/slides/slide-01.png) Slide 1 of 23 - ![Slide 2 of 23, Our Moderator: Jessica Chittum, Assistant Vice President for Curricular and Pedagogical Innovation and Director of VALUE Operations at AAC&U.](/images/events/aacu-missing-layer-webinar/slides/slide-02.png) Slide 2 of 23 - ![Slide 3 of 23, Thank You to Our Partner: Acknowledgement slide thanking the webinar partner.](/images/events/aacu-missing-layer-webinar/slides/slide-03.png) Slide 3 of 23 - ![Slide 4 of 23, Engage: How to take part: use Q&A to submit questions for the speaker, and use Chat for technology support and to engage with other attendees.](/images/events/aacu-missing-layer-webinar/slides/slide-04.png) Slide 4 of 23 - ![Slide 5 of 23, Join the Conversation: AAC&U social media handles and an invitation to share your AAC&U story.](/images/events/aacu-missing-layer-webinar/slides/slide-05.png) Slide 5 of 23 - ![Slide 6 of 23, Our Speakers: Rebecca Thomas, Pathways ePortfolio Director and Associate Teaching Professor of Electrical and Computer Engineering at Bucknell University, and Jeff Yan, Cofounder and CEO of Digication.](/images/events/aacu-missing-layer-webinar/slides/slide-06.png) Slide 6 of 23 - ![Slide 7 of 23, The Assessment Challenge: Authentic learning is happening but the evidence is hard to capture at scale: outcomes are hard to see, rubrics measure products rather than process, and manual sampling does not scale.](/images/events/aacu-missing-layer-webinar/slides/slide-07.png) Slide 7 of 23 - ![Slide 8 of 23, Why Reflection?: Reflection surfaces process evidence directly: it reveals the reasoning and tradeoffs behind the work, gets students to explain and analyze, and captures authentic evidence rubrics cannot.](/images/events/aacu-missing-layer-webinar/slides/slide-08.png) Slide 8 of 23 - ![Slide 9 of 23, Bucknell's Context: ECEG 205, Electrical and Computer Engineering Fundamentals: third-year mechanical engineering majors, 37 students, a 14-week fall semester, with ePortfolio reflection built into most weekly labs.](/images/events/aacu-missing-layer-webinar/slides/slide-09.png) Slide 9 of 23 - ![Slide 10 of 23, Introducing TORI: The Taxonomy of Reflective Inquiry: six core domains (cognitive and analytical, emotional and affective, social and interpersonal, personal growth, cultural and ethical, life transitions), 60+ reflection categories and 96 distinct fields.](/images/events/aacu-missing-layer-webinar/slides/slide-10.png) Slide 10 of 23 - ![Slide 11 of 23, The AI Tool: What It Looks Like: Side by side comparison of what the instructor sets up (outcomes, TORI-aligned prompt framing, depth and frequency, export destinations) and what the student experiences (a dialogue rather than a form, follow-up questions, prompts tied to their actual project work).](/images/events/aacu-missing-layer-webinar/slides/slide-11.png) Slide 11 of 23 - ![Slide 12 of 23, Traditional Reflection: A Familiar Example: An unguided end-of-course student reflection, annotated to show that it describes events rather than thinking, with no choices or tradeoffs made visible.](/images/events/aacu-missing-layer-webinar/slides/slide-12.png) Slide 12 of 23 - ![Slide 13 of 23, AI-Enhanced Reflection: The Difference: Traditional and AI-enhanced student reflections from the same course placed side by side, showing a markedly different depth of response.](/images/events/aacu-missing-layer-webinar/slides/slide-13.png) Slide 13 of 23 - ![Slide 14 of 23, What Students Tell Us: Student poll quotes: AI helped them go deeper and offered prompts when they ran out of ideas, helping them move past a blank page and translate classroom experience into skills.](/images/events/aacu-missing-layer-webinar/slides/slide-14.png) Slide 14 of 23 - ![Slide 15 of 23, Live Demo: Demo agenda: creating an AI reflection tool as an instructor, aligning conversational reflection to outcomes, and running AI-assisted analysis across a collection.](/images/events/aacu-missing-layer-webinar/slides/slide-15.png) Slide 15 of 23 - ![Slide 16 of 23, AI-Assisted Analysis Across a Collection: Turning a folder of individual reflections into program-level insight: recurring themes, gaps and misconceptions, and growth trajectories.](/images/events/aacu-missing-layer-webinar/slides/slide-16.png) Slide 16 of 23 - ![Slide 17 of 23, How AI Analytics Fits Existing Assessment Practice: A parallel lens rather than a replacement: AI-surfaced patterns sit alongside rubric-scored evidence, human judgment remains essential, and sampling is used for quality assurance.](/images/events/aacu-missing-layer-webinar/slides/slide-17.png) Slide 17 of 23 - ![Slide 18 of 23, The Bigger Picture: Today's reflection artifact becomes tomorrow's assessment evidence, individual reflections become program-level insight, and a practice that is sustainable for learning is also sustainable for institutions.](/images/events/aacu-missing-layer-webinar/slides/slide-18.png) Slide 18 of 23 - ![Slide 19 of 23, Discussion & Q&A: Three discussion questions on what guided reflection captures that direct-assessment instruments miss, where authentic-evidence collection falls through the cracks, and where human judgment is irreplaceable.](/images/events/aacu-missing-layer-webinar/slides/slide-19.png) Slide 19 of 23 - ![Slide 20 of 23, Let's Keep the Conversation Going: Free resources and contacts: the Open AIR Playground at oair.org, the TORI framework at tori.digication.com, and email addresses for Rebecca Thomas and Jeffrey Yan.](/images/events/aacu-missing-layer-webinar/slides/slide-20.png) Slide 20 of 23 - ![Slide 21 of 23, Recommendations for Faculty: Three things to try next term: begin with one open question rather than four, model what reflective conversation looks like, and reflect often rather than once.](/images/events/aacu-missing-layer-webinar/slides/slide-21.png) Slide 21 of 23 - ![Slide 22 of 23, Recommendations for Students: Setting students up well: frame reflection as dialogue rather than a checklist, show anonymized examples of what good looks like, and treat the growing archive as their portfolio.](/images/events/aacu-missing-layer-webinar/slides/slide-22.png) Slide 22 of 23 - ![Slide 23 of 23, AAC&U and Digication: Closing slide showing the AAC&U and Digication logos.](/images/events/aacu-missing-layer-webinar/slides/slide-23.png) Slide 23 of 23 ================================================================ # Digication at AGLS 2026 | Two Sessions on AI and Reflection URL: https://www.digication.com/events/agls-2026 [AGLS 2026](https://www.agls.org/aboutourconstitute/2026charlotte/) DoubleTree City Center, Charlotte, North Carolina “We’re not just surviving the rapids, we’re choosing our line.” # Two Sessions on Shaping AI with Gen Ed Values Reflection keeps students thinking more, not less. Across Friday and Saturday, Digication shows how to put reflection into practice with AI, and how to read it as evidence of learning. [ Session 1 Steering the Current: Shaping AI with Gen Ed Values to Build Durable Skills Friday, September 25, 20263:00 PMUniversity Room View session details](#steering-the-current)[ Session 2Co-presented with campus partner Boston University The Reflection is the Assessment: AI-Guided Reflection as New Evidence for General Education Outcomes Saturday, September 26, 20263:15 PMMint 2 View session details](#reflection-is-the-assessment) ## Our Sessions at AGLS 2026 ## Steering the Current: Shaping AI with Gen Ed Values to Build Durable Skills Friday, September 25, 20263:00 PMUniversity Room The AI current is fast and unpredictable. General education gives us the values to steer it. This session offers a steadying, practical answer: keep reflection at the center so students think more, not less, and build the durable skills that a future we cannot yet picture will demand. View Full Description ### Presenters ![Jeffrey Yan, Cofounder & CEO](/images/events/aacu-class-2026/JeffreyYan_Headshot.png) #### [Jeffrey Yan](mailto:jeff@digication.com) Cofounder & CEO [Digication](https://www.digication.com) [inLinkedIn](https://www.linkedin.com/in/jeffyan) #### Presentation Slides Slides Coming Soon Check back after the session ### Resources & Handouts [TORI (The Taxonomy of Reflective Inquiry)](https://tori.digication.com)[AI Resources](/ai-resources) More resources coming soon. ## The Reflection is the Assessment: AI-Guided Reflection as New Evidence for General Education Outcomes Saturday, September 26, 20263:15 PMMint 2 What if the reflection itself were the evidence? This session shares results from a Boston University College of General Studies course in London, where students reflected on their learning in conversation with an AI and the reflections were read as assessment evidence for general education outcomes. View Full Description ### Presenters ![Jeffrey Yan, Cofounder & CEO](/images/events/aacu-class-2026/JeffreyYan_Headshot.png) #### [Jeffrey Yan](mailto:jeff@digication.com) Cofounder & CEO [Digication](https://www.digication.com) [inLinkedIn](https://www.linkedin.com/in/jeffyan) ![John Regan, Master Lecturer, Rhetoric Coordinator of ePortfolio and Assessment](/images/events/agls-2026/JohnRegan_Headshot.jpg) #### [John Regan](mailto:jregan@bu.edu) Master Lecturer, Rhetoric Coordinator of ePortfolio and Assessment [Boston University College of General Studies](https://www.bu.edu/cgs/profile/john-regan/) #### Presentation Slides Slides Coming Soon Check back after the session ### Resources & Handouts [TORI (The Taxonomy of Reflective Inquiry)](https://tori.digication.com)[AI Resources](/ai-resources) More resources coming soon. Stay in the loop ## Get notified when we add new resources We keep adding field notes, presentations, and writing on AI in higher education. Leave your email and we'll let you know when something new is here. ## Let's Continue the Conversation Whether you're rethinking how AI fits your general education program, or looking for a values-driven way to build durable skills through reflection, we'd love to talk. Schedule a meeting or reach out directly. [Schedule a Demo](/speaktosales)[Email Us](mailto:hello@digication.com) ================================================================ # Student Work Matters URL: https://www.digication.com/gallery # Student Work Matters Discover how students across different institutions are showcasing their learning, achievements, and professional development through Digication ePortfolios. [ ![Screenshot of Anika Mistry's ePortfolio from Johns Hopkins University](/images/eportfolio-gallery/Anika-Mistry-JohnsHopkinsUniversity.png) Anika Mistry Johns Hopkins University ](https://jhu.digication.com/anika-mistry/about-me)[ ![Screenshot of Brittany Linus's ePortfolio from Stanford University](/images/eportfolio-gallery/Brittany-Linus-StanfordUniversity.png) Brittany Linus Stanford University ](https://stanford.digication.com/blinus/who-am-i)[ ![Screenshot of Alexander Liu's ePortfolio from Oxford College of Emory](/images/eportfolio-gallery/Alexander-Liu-OxfordCollegeofEmory.png) Alexander Liu Oxford College of Emory ](https://oxford-emory.digication.com/alexander-liu/about-me)[ ![Screenshot of Eva Gregg's ePortfolio from University of Alaska Anchorage](/images/eportfolio-gallery/Eva-Gregg-UniversityofAlaskaAnchorage.png) Eva Gregg University of Alaska Anchorage ](https://alaska.digication.com/evas_life_journey_new_digication)[ ![Screenshot of Elizabeth Sheridan Sperber's ePortfolio from University of Denver](/images/eportfolio-gallery/Elizabeth-Sheridan-Sperber-DenverUnversity.png) Elizabeth Sheridan Sperber University of Denver ](https://du.digication.com/sperber/home)[ ![Screenshot of Izidora Flumignan Zetola's ePortfolio from John Jay College CUNY](/images/eportfolio-gallery/Izidora-Flumignan-Zetola-JohnJayCollegeCUNY.png) Izidora Flumignan Zetola John Jay College CUNY ](https://johnjay.digication.com/e-tern-izidoro-flumignan-zetola)[ ![Screenshot of Emma Irle's ePortfolio from Loyola University Chicago](/images/eportfolio-gallery/Emma-Irle-LoyolaUniversityChicago.png) Emma Irle Loyola University Chicago ](https://luc.digication.com/emma-irle/about-me)[ ![Screenshot of Gabriella Stone's ePortfolio from University of Arizona](/images/eportfolio-gallery/Gabriella-Stone-UniversityofArizona.png) Gabriella Stone University of Arizona ](https://arizona.digication.com/gabi-r-stone-gened-portfolio/home)[ ![Screenshot of Mareham Yacoub's ePortfolio from Johns Hopkins University](/images/eportfolio-gallery/Mareham-Yacoub-JohnsHopkinsUniversity.png) Mareham Yacoub Johns Hopkins University ](https://jhu.digication.com/mareham-yacoub)[ ![Screenshot of Mary Wargo's ePortfolio from Johns Hopkins University](/images/eportfolio-gallery/Mary-Wargo-JohnsHopkinsUniversity.png) Mary Wargo Johns Hopkins University ](https://jhu.digication.com/mary-wargo-mla-capstone-portfolio)[ ![Screenshot of Joanita Kayaga's ePortfolio from University of Denver](/images/eportfolio-gallery/Joanita-Kayaga-UniversityofDenver.png) Joanita Kayaga University of Denver ](https://du.digication.com/joanita-kayaga/about-me)[ ![Screenshot of Kaitlyn Coskun's ePortfolio from Texas Christian University](/images/eportfolio-gallery/Kaitlyn-Coskun-TexasChristianUniversity.png) Kaitlyn Coskun Texas Christian University ](https://tcu.digication.com/kaitlyncoskun/Bio)[ ![Screenshot of Jason Konadu's ePortfolio from Johns Hopkins University](/images/eportfolio-gallery/Jason-Konadu-JohnsHopkinsUniversity.png) Jason Konadu Johns Hopkins University ](https://jhu.digication.com/jason-konadu/about-me)[ ![Screenshot of Brennah Kennedy's ePortfolio from Bucknell University](/images/eportfolio-gallery/Brennah-Kennedy-BucknellUniversity.png) Brennah Kennedy Bucknell University ](https://bucknell.digication.com/brennah-kennedy-engr-291-the-global-engineer/home)[ ![Screenshot of Maria Elena Allen's ePortfolio from University of Arizona](/images/eportfolio-gallery/Maria-Elena-Allen-UniversityofArizona.png) Maria Elena Allen University of Arizona ](https://arizona.digication.com/elena-allen-portfolio/more-about-sbe)[ ![Screenshot of Alexandra Ellis's ePortfolio from University of Alaska Anchorage](/images/eportfolio-gallery/Alexandra-Ellis-UniversityofAlaskaAnchorage.png) Alexandra Ellis University of Alaska Anchorage ](https://alaska.digication.com/alexandra-ellis-digication-scholars)[ ![Screenshot of Collaborative Research Team's ePortfolio from Johns Hopkins University](/images/eportfolio-gallery/Collaborative-Field-Research-JohnsHopkinsUniversity.png) Collaborative Research Team Johns Hopkins University ](https://jhu.digication.com/team-4-design-team/field-research-1)[ ![Screenshot of Clea Ramos's ePortfolio from Bucknell University](/images/eportfolio-gallery/Clea-Ramos-BucknellUniversity.png) Clea Ramos Bucknell University ](https://bucknell.digication.com/clea-ramos-e-portfolio)[ ![Screenshot of Zhenlin (Scout) Kon's ePortfolio from Rice University](/images/eportfolio-gallery/Scout-RiceUniversity.png) Zhenlin (Scout) Kon Rice University ](https://rice.digication.com/scoutkan-portfolio/about-me)[ ![Screenshot of Thaddaeus Canuel's ePortfolio from Arizona State University](/images/eportfolio-gallery/Thaddaeus-Canuel-ArizonaStateUniversity.png) Thaddaeus Canuel Arizona State University ](https://asu.digication.com/thaddaeus-canuels-eportfolio)[ ![Screenshot of Sam Ascencio's ePortfolio from John Jay College CUNY](/images/eportfolio-gallery/Sam-Ascencio-2-JohnJayCollegeCUNY.png) Sam Ascencio John Jay College CUNY ](https://johnjay.digication.com/sam-ascencio-personal-eportfolio)[ ![Screenshot of Whitnee Abnel Fountain-Ruiz's ePortfolio from Arizona State University](/images/eportfolio-gallery/Whitnee-Fountain-Ruiz-ArizonaStateUniversity.png) Whitnee Abnel Fountain-Ruiz Arizona State University ](https://asu.digication.com/whitnee-fountain-ruiz)[ ![Screenshot of Sam Ascencio's ePortfolio from John Jay College CUNY](/images/eportfolio-gallery/Sam-Ascencio-JohnJayCollegeCUNY.png) Sam Ascencio John Jay College CUNY ](https://johnjay.digication.com/sam-ascencio-personal-eportfolio/lgbtqiaa-student-belonging-at-john-jay)[ ![Screenshot of Zakia Mahabub's ePortfolio from LaGuardia Community College CUNY](/images/eportfolio-gallery/Zakia-Mahabub-LaGuardiaCommunityCollegeCUNY.png) Zakia Mahabub LaGuardia Community College CUNY ](https://lagcc-cuny.digication.com/zakia-mahabub-2018) ## Ready to Showcase Your Students' Work? Join hundreds of institutions using Digication to make learning visible. [Get Started](https://campus.digication.com/app/system/search)[Learn About ePortfolios](/learning-platform/eportfolio) ================================================================ # Digication URL: https://www.digication.com/group-plan-payment Loading payment details... ================================================================ # Digication AI | Built for Institutional Insight URL: https://www.digication.com/learning-platform/ai Learning Platform # Digication AI Designed for Teaching & Learning in the AI Era FERPA Compliant [Schedule a Demo](/speaktosales)[Contact Sales](mailto:sales@digication.com) ## Empowering educators and learners alike in an AI-integrated world For over 20 years, Digication's mission has been to **Make Learning Visible™**. AI is changing how students learn and how faculty teach. Our approach to it rests on the same foundation as everything we build: **Reflection, Pedagogy, and Purpose**. The **Digication Learning Platform** includes AI-powered features for assignments, reflection, assessment, and data analytics, along with an open educational resource hub, all designed to support reflective, purposeful learning for educators and students alike. ### Faculty Control Instructors can precisely enable AI for specific assignments and create custom AI assistants tailored to their teaching objectives. ### AI for Faculty Development Create personalized AI assistants effortlessly, enabling innovative approaches to course design and teaching. ### Complete Transparency Access student chat logs with AI, along with helpful summaries, providing clear insight into how students engage with AI tools. ### Single Sign-On SSO implementation addresses both security and usability concerns through support for leading authentication frameworks. ### Seamless LMS Integration Import rosters automatically and send grades directly to your LMS gradebook, creating a unified educational experience. ### Ethical AI Implementation We commit to never using your content for LLM training and we carefully select and manage our LLM providers ensuring your data remains protected from unauthorized use. ## See Our AI Enhanced Reflection Tools in Action Deepen learning with guided reflective conversations. ## Fair and Flexible Pricing [Contact Sales](mailto:sales@digication.com)[Schedule a Demo](/speaktosales) Pay-as-you-go Model Only pay for what you use, enabling cost-effective pilots for individual assignments or classes. Free Trial Every system automatically receives $10 in free credits to start exploring. Budget Control Set specific budgets that can be utilized across your entire system. ## AI Enhanced Reflection Tools Grounded in the reflection pedagogy that has always guided Digication. ### The Taxonomy of Reflective Inquiry Digication's AI features are trained specifically with The Taxonomy of Reflective Inquiry (TORI), optimized to help students reflect on all 60+ types of reflections seamlessly through natural language conversations. 6 Domains Core areas of reflection 60+ Categories Distinct reflection types 90+ Fields Related academic areas [![TORI (Taxonomy of Reflective Inquiry) platform interface displaying laptop and mobile views of the reflection framework with categories like Life Transitions & Broader Development Reflection](/images/tori-laptop-mobile.png)](http://tori.digication.com) ### Beyond Surface-Level Reflection The Taxonomy of Reflective Inquiry doesn't just inform what our AI does, it defines how it works. Every AI-powered interaction draws on TORI's nuanced understanding of metacognition and reflective practice. ### Structured Pathways The Taxonomy of Reflective Inquiry allows learners to go beyond surface-level reflection by offering structured, adaptable pathways to process experiences, make meaning, and build self-awareness. ![Jeffrey Yan](/images/jeff_headshot.png) "As we continue to refine The Taxonomy of Reflective Inquiry and expand its capabilities alongside the development of our learning platform, we're making reflection more accessible, intentional, and impactful, bringing the full power of metacognition into the hands of every learner, right where they are." Jeffrey Yan Cofounder & CEO, Digication [Learn More About The Taxonomy of Reflective Inquiry](/community/tori) ## Hear From Educators Leading the Way Speakers from our AAC&U CLASS 2026 sessions share their slides and resources on AI-enhanced reflection, belonging, and high-impact practices. ![Abby Crew](/images/events/aacu-class-2026/AbbyCrew_Headshot.png) ### Abby Crew College Unbound Cultivating Success Begins with Cultivating Belonging [Download Slides (PDF)](/images/events/aacu-class-2026/slides/session-1/CultivatingBelonging_Slides.pdf)[Companion Resource (PDF)](/images/events/aacu-class-2026/slides/session-1/CultivatingBelonging_CompanionResource.pdf) ![Stephen Mattern](/images/events/aacu-class-2026/StephenMattern_Headshot.png) ### Stephen Mattern Oglethorpe University Teaching for Transformation: Reflection Is the Pedagogical Superpower We Need Now More Than Ever Before [Download Slides (PDF)](/images/events/aacu-class-2026/slides/reflection-superpower/ReflectionSuperpower_Slides.pdf) ![Rebecca Thomas](/images/events/aacu-class-2026/RebeccaThomas_Headshot.jpg) ### Rebecca Thomas Bucknell University A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs [Download Slides (PDF)](/images/events/aacu-class-2026/slides/session-2/ClearPathForward_Slides.pdf)[Companion Resource (PDF)](/images/events/aacu-class-2026/slides/session-2/ClearPathForward_CompanionResource.pdf) ## Ethical AI Implementation We stand firm in our commitment to ethical AI practices that prioritize privacy and security. ### Data Protection In an educational landscape increasingly influenced by artificial intelligence, Digication stands firm in our commitment to ethical AI practices that prioritize institutional and student interests and Data Protection above all else. ### Vetted Partnerships We know the importance of trust and commit to never using your content for LLM training and carefully select and manage our LLM providers (currently OpenAI, Anthropic, and Gemini), ensuring your data remains protected from unauthorized use. ### Skill Development We're committed to Skill Development helping students gain valuable experience with AI, an increasingly critical skill in today's workforce. ### Equitable Access We ensure Equitable Access as all students receive appropriate AI tools, eliminating the need for personal subscriptions that might compromise their content rights. ### FERPA Compliant by Design Student privacy is foundational, not an afterthought. Digication AI is built to comply with the Family Educational Rights and Privacy Act (FERPA), which means student data, coursework, and personally identifiable information are handled with the same rigor your institution requires. We never use student content to train AI models, and our LLM provider agreements are vetted to uphold the same standards. [Schedule a Demo](/speaktosales)[Contact Sales](mailto:sales@digication.com) ================================================================ # Outcomes Assessment & Accreditation Tools URL: https://www.digication.com/learning-platform/assessment Assessment # We Make Assessment Management Simple Our streamlined process and assessment tools save time and provide better data. [Schedule a Demo](/speaktosales)[Contact Sales](mailto:sales@digication.com) ## Explore Assessment Features ![Screenshot of ePortfolio archive interface showing student artifacts and evidence collection](/images/assessment/eportfolio-archive.png) ### Artifacts & Evidence - Streamlined collection and assessment tools - Simple process for all stakeholders - Archive and access any type of learning evidence - Support for documents, presentations, projects, audio, video, and reflections ![Screenshot of course listing interface showing courses and co-curricular activities](/images/assessment/course-listing.png) ### Courses & Co-Curriculars - Collect evidence from courses and co-curricular experiences - Simple and powerful assessment approach - More authentic and effective assessment ![Screenshot of student work samples assessment interface showing programmatic approach](/images/assessment/student-work-samples-assessment.png) ### Programmatic Approach - Capture authentic student learning for program-level outcomes - Go beyond course-level assessment - Committee access to student work and rubrics - Collect data for program review and accreditation ![Screenshot of learning outcomes interface showing institution-level assessment](/images/assessment/learning-outcomes.png) ### Institution-Level Assessment - Define and track outcomes, milestones, and standards - Link learning outcomes to authentic student work - Connect assessment data to ePortfolios - Access artifacts for internal and external review ![Screenshot of assignment view interface showing committee-based review](/images/assessment/assignment-view.png) ### Committee-Based Review - Effortlessly collect and sample student work - Archive available for course, program, or institutional assessment - Multiple reviewer support - Simple-to-use rubric-building and scoring tools ![Screenshot of student reflection interface showing learning outcomes library](/images/assessment/student-reflection.png) ### Learning Outcomes Library - Customizable library of learning outcomes and rubrics - Use across course, program, and institution levels - Easy integration of state and national standards - Connect evidence to competencies and skills ![Screenshot of rubric creation and sharing tool interface showing rubric building tool](/images/assessment/rubric-creation-sharing-tool.png) ### Rubric Building Tool - Build rubrics quickly with customized criteria - Define multiple score levels - Align rubrics to learning outcomes - Share within a library for all assessment levels ![Screenshot of grade assessment interface showing customizable reports](/images/assessment/grade-assess.png) ### Customizable Reports - View, export, and analyze assessment data on demand - Track student growth and progress - Evidence-supported reporting for curriculum review - Provide critical information for accreditation ![Screenshot of ePortfolio archive interface showing general education assessment](/images/assessment/eportfolio-archive.png) ### General Education - Re-imagine evidence of student learning - Expand collection methods for general education assessment - Track progress toward learning outcomes across programs - Allow students to share their best curricular achievements ## A Proven System for Large Scale Assessment Powerful Integrations and Unlimited Storage for Long-term Success ### LMS Integration - LTI-based integration with Canvas, Blackboard, Moodle, and Sakai - Seamless access for faculty and students - Associate courses with selected learning outcomes ### SIS Integration - Connect directly to your student information system - Smoothly transfer assessment data and assignments - Integrate with course registration systems ### SSO Integration - Support for Shibboleth, CAS, ADFS, Okta, and LDAP - Access using institutional credentials - Eliminate the need for separate logins ### Unlimited Data & Storage - Unlimited storage for assessment evidence - Nightly data backups for reliable access - No restrictions on number of files uploaded [Learn More About Integrations](/community/integrations) ## Assessment Excellence in Practice Hear from educational leaders who are transforming assessment with Digication ![Jennifer Sparrow, Associate Dean of Academic Affairs, CUNY School of Professional Studies](/images/jennifer-sparrow.png) ### Jennifer Sparrow Associate Dean of Academic Affairs, CUNY School of Professional Studies How To Make the Student Experience Better With Outcome-Driven Assessment [ Listen to the PodcastHear Jennifer discuss outcome-driven assessment ](https://www.youtube.com/watch?v=poJg9VzQvTg&t=24s&pp=ygUbamVubmlmZXIgc3BhcnJvdyBkaWdpY2F0aW9u)[ Read the Blog PostExplore Jennifer's assessment best practices ](/blog/better-student-experience-outcome-driven-assessment) [Watch Jennifer's Story](https://www.youtube.com/watch?v=poJg9VzQvTg&t=24s&pp=ygUbamVubmlmZXIgc3BhcnJvdyBkaWdpY2F0aW9u) ![Joe Tranquillo, Associate Provost for Transformative Teaching and Learning, Professor of Biomedical and Electrical Engineering, Bucknell University](/images/scholars-headshots/JoeTranquillo.png) ### Joe Tranquillo Associate Provost for Transformative Teaching and Learning, Professor of Biomedical and Electrical Engineering, Bucknell University Designing Curriculum for Student Success in an Interdependent World [ Listen to the PodcastHear Joe discuss curriculum design strategies ](https://www.youtube.com/watch?v=35Urq3a4IEg&t=84s)[ Read the Blog PostExplore Joe's curriculum design insights ](/blog/curriculum-design-interdependent-world) [Watch Joe's Story](https://www.youtube.com/watch?v=35Urq3a4IEg&t=84s) ![Celeste Kong, Professor and the Chair of General Dentistry, Henry M. Goldman School of Dental Medicine, Boston University](/images/scholars-headshots/CelesteKong.png) ### Celeste Kong Professor and the Chair of General Dentistry, Henry M. Goldman School of Dental Medicine, Boston University Absolutely Amazing Ways Reflective ePortfolios Enhance Education and Assessment [ Play ReelWatch Celeste's quick insights on ePortfolios ](https://www.youtube.com/shorts/RmgsxcfspJ4)[ Listen to the PodcastHear Celeste discuss reflective ePortfolios ](https://podcasts.apple.com/us/podcast/s3-e15-amazing-ways-reflective-eportfolios-enhance/id1538850043?i=1000593745287)[ Read the Blog PostExplore Celeste's ePortfolio assessment strategies ](/blog/enhance-assessment-reflective-eportfolios) [Watch Celeste's Story](https://www.youtube.com/shorts/RmgsxcfspJ4) ================================================================ # ePortfolio as Evidence URL: https://www.digication.com/learning-platform/eportfolio ![Digication ePortfolio Platform](/images/digication-website-homepage-hero-image.jpg) ePortfolio # Your Story Is More Than Just Words Create visually compelling ePortfolios with ease and share your achievements, growth and reflections with peers, teachers and potential employers. [Show me featured ePortfolios](/gallery) ![Portfolio example: First Year Experience ePortfolio](/images/portfolio-screenshots/firstyear-portfolio.gif) ![Portfolio example: Capstone ePortfolio](/images/portfolio-screenshots/capstone-portfolio.gif) ![Portfolio example: Study Abroad ePortfolio](/images/portfolio-screenshots/studyabroad-portfolio.png) ![Portfolio example: Advising ePortfolio](/images/portfolio-screenshots/advising-portfolio.jpeg) ![Portfolio example: Internship ePortfolio](/images/portfolio-screenshots/internship-portfolio.png) ![Portfolio example: Service Learning ePortfolio](/images/portfolio-screenshots/servicelearning-portfolio.png) ![Portfolio example: Global Learning ePortfolio](/images/portfolio-screenshots/globallearning-portfolio.png) ### First Year Experience ePortfolio ## Powerful and Customizable We provide the tools and features you need to create ePortfolios that authentically represent you and help you tell your story. [Schedule a Demo](/speaktosales)[Contact Sales](mailto:sales@digication.com) Start fast ### Customizable Templates Begin with templates and customize with your content and design. Schools can even share templates across a course or the whole campus. Build ### Intuitive Editor Drag and drop layout editing with no coding needed. You can even capture images, video, and audio directly from your camera or microphone, right on the page. Share ### Easy Sharing Share your work with a link or add educators and peers directly to your ePortfolio to view and give you feedback. Ideal for job and graduate-school applications, and everyone always sees your latest version. Anywhere ### Mobile Friendly Create and view ePortfolios on any device. Responsive layouts adjust automatically, so your work looks right on phone, tablet, and desktop. You're in control ### Privacy Controls You own your ePortfolio and decide exactly who sees it. Set pages to public, private, or password-protected, and change permissions whenever you like. Express ### Multimedia Support Embed video, images, audio, and documents from the tools you already use, including YouTube, Vimeo, and SoundCloud, plus hundreds more formats. ## Student Work and Experience Matters Get inspired by the work and experiences of these incredible students. Swipe to see more ![Zakia Mahabub Photo](/images/scholars-headshots/ZakiaMahabub.png) ### Zakia Mahabub LaGuardia Community College There's Nothing That Can Stop Me If I'm True to Myself [Watch Podcast](https://www.youtube.com/watch?v=QN6JO3jZ_7c)[View ePortfolio](https://lagcc-cuny.digication.com/zakia-mahabub-2018/home) ![Thaddaeus Canuel Photo](/images/ThaddaeusCanuel.webp) ### Thaddaeus Canuel Arizona State University Unlocking Career Growth & Opportunities through Internship Experience [Play Reel](https://www.youtube.com/shorts/k1zs4qwjsL4)[Watch Podcast](https://www.youtube.com/watch?v=ODRnbcbZKYU)[View ePortfolio](https://asu.digication.com/thaddaeus-canuels-eportfolio) ![Michaela Clark Photo](/images/scholars-headshots/MichelaClark.png) ### Michaela Clark DePaul University Something Better Is Waiting for Us in the Future [Watch Podcast](https://www.youtube.com/watch?v=O7EK1Dpj55w)[View ePortfolio](https://depaul.digication.com/abd-capstone/home) ![Zakia Mahabub Photo](/images/scholars-headshots/ZakiaMahabub.png) ### Zakia Mahabub LaGuardia Community College There's Nothing That Can Stop Me If I'm True to Myself [Watch Podcast](https://www.youtube.com/watch?v=QN6JO3jZ_7c)[View ePortfolio](https://lagcc-cuny.digication.com/zakia-mahabub-2018/home) ![Thaddaeus Canuel Photo](/images/ThaddaeusCanuel.webp) ### Thaddaeus Canuel Arizona State University Unlocking Career Growth & Opportunities through Internship Experience [Play Reel](https://www.youtube.com/shorts/k1zs4qwjsL4)[Watch Podcast](https://www.youtube.com/watch?v=ODRnbcbZKYU)[View ePortfolio](https://asu.digication.com/thaddaeus-canuels-eportfolio) ![Michaela Clark Photo](/images/scholars-headshots/MichelaClark.png) ### Michaela Clark DePaul University Something Better Is Waiting for Us in the Future [Watch Podcast](https://www.youtube.com/watch?v=O7EK1Dpj55w)[View ePortfolio](https://depaul.digication.com/abd-capstone/home) ================================================================ # Internship Programs with ePortfolios URL: https://www.digication.com/learning-platform/internships Programs # Turn Internships Into Career Launchpads Help interns capture skills, reflect on growth, and graduate to employers with more than a résumé. Make learning visible, from the internship site to the hiring committee. [Schedule a Demo](/speaktosales)[Contact Sales](mailto:sales@digication.com) ## Built for the Way Internship Programs Actually Work For over 20 years, Digication's mission has been to **Make Learning Visible™**. For internship programs, that means turning site hours into durable evidence of growth: the skills, the reflection, and the story behind the résumé. ### Structured Reflection Prompt-driven ePortfolios help interns make meaning of what they did, not just list it. Reflection is the difference between an experience and a learning experience. ### Mentor & Alumni Feedback Build review workflows that connect interns with faculty, site supervisors, and alumni mentors. Feedback is captured, not lost to one-off conversations. ### Employer-Ready Showcases More than a résumé. Interns publish curated work samples, projects, and narratives that hiring committees can review, giving them a real edge in the job market. ### Evidence for Program Assessment Aggregate reflection data and artifacts across cohorts to demonstrate program outcomes, strengthen reporting, and support accreditation. ### Equity & Access Every intern gets a platform to tell their own story, regardless of background, connections, or privilege. A level playing field for career readiness. ### Works Across Disciplines Built for every kind of internship program: STEM and engineering, political science, health sciences, community-based learning, and high school programs. ## Internship Programs That Get Results Hear from program directors, career coaches, and students using Digication to transform internship experiences into career outcomes. [ ![Thaddaeus Canuel, Political Science Intern → U.S. Senate Staff](/images/case-studies/thaddaeus-canuel-internship-odyssey-thumbnail.png)Government & Policy ### Thaddaeus Canuel Political Science Intern → U.S. Senate Staff Arizona State University > "An odyssey of personal and professional growth, from ASU intern to full-time staff in the United States Senate." Read the Case Study ](/case-studies/thaddaeus-canuel-internship-odyssey)[ ![Dr. Gina Woodall, Director, Capital Scholars Internship Program](/images/case-studies/gina-woodall-community-based-learning-thumbnail.png)Program Leadership ### Dr. Gina Woodall Director, Capital Scholars Internship Program Arizona State University > "The ePortfolio really goes in depth about what that person experienced and the work that they produced at the internship." Read the Case Study ](/case-studies/gina-woodall-community-based-learning)[ ![Christa Matlack, STEM Career Coach, Center for Career Advancement](/images/case-studies/christa-matlack-career-services-thumbnail.png)STEM Career Services ### Christa Matlack STEM Career Coach, Center for Career Advancement Bucknell University > "Your major doesn't have to be what you do at the end of the day for a career. ePortfolios help students tell that real story." Read the Case Study ](/case-studies/christa-matlack-career-services)[ ![Dr. Abiodun Durojaye, CEO, Urban Alliance](/images/case-studies/abiodun-durojaye-eportfolios-advocacy-tools-thumbnail.png)Equity & Access ### Dr. Abiodun Durojaye CEO, Urban Alliance Urban Alliance (High School Internships) > "See the value in a 17-year-old resilient kid from the south side of Chicago who wants to do good work." Read the Case Study ](/case-studies/abiodun-durojaye-eportfolios-advocacy-tools) [Browse All Case Studies](/case-studies) ## From the AAC&U Stage: Reflection Is What Makes Internships High-Impact Hear Bucknell's Pathways ePortfolio Director make the case that reflection is the practice that turns an internship from an experience into a learning experience. AAC&U CLASS 2026 ![Session slide preview 1](/images/events/aacu-class-2026/slides/session-2/slide-01.png) ![Session slide preview 2](/images/events/aacu-class-2026/slides/session-2/slide-04.png) ![Session slide preview 3](/images/events/aacu-class-2026/slides/session-2/slide-08.png) ![Session slide preview 4](/images/events/aacu-class-2026/slides/session-2/slide-12.png) Preview of 16-slide deck · Download below for the full presentation ![Rebecca Thomas headshot](/images/events/aacu-class-2026/RebeccaThomas_Headshot.jpg) ### Rebecca Thomas Pathways ePortfolio Director and Associate Teaching Professor of Electrical & Computer Engineering Bucknell University #### A Clear Path Forward to Incorporate AI Enhanced Reflection Tools Effectively in HIPs Undergraduate research, internships, service learning, and first-year seminars are all high-impact practices (HIPs) that have proven benefits when paired with one essential ingredient: **reflection**. This session makes the case that reflection isn't just another HIP. It's the practice that makes HIPs high-impact. Rebecca shares practices for embedding pedagogically rooted AI reflection tools into internships, study abroad, and community-based learning, helping students translate experiences into skills, identify personal growth, and tell their stories with confidence, while preserving the essential role of faculty mentorship. Saturday, April 18, 2026San Pedro 1 & 2, Level 3 [Download Slides (PDF)](/images/events/aacu-class-2026/slides/session-2/ClearPathForward_Slides.pdf)[Companion Resource (PDF)](/images/events/aacu-class-2026/slides/session-2/ClearPathForward_CompanionResource.pdf)[View Full Session](/events/aacu-class-2026) ## Common Questions from IT, Compliance, and Program Leaders Everything you need to evaluate Digication for your internship program, from LMS integration to accessibility. ### Integrations LTI integration with Canvas, Blackboard, Moodle, and Sakai. SSO with Shibboleth, CAS, Okta, ADFS, and LDAP. Connect ePortfolios to your SIS and career services tools. [See All Integrations](/community/integrations) ### Security & Compliance FERPA and GDPR compliant. Nightly backups, unlimited storage, and strict data protection standards. Visit the Trust Center for our full security documentation. [Visit Trust Center](https://trust.digication.com/) ### Accessibility WCAG-aligned design, screen-reader support, and continuous accessibility testing. Built so every student, including interns with disabilities, can showcase their work. [Accessibility at Digication](https://trust.digication.com/) ## Real Student Work, Real Career Outcomes A glimpse at internship and career ePortfolios built in Digication, from the U.S. Senate to engineering, marketing, and cybersecurity. [ ![Screenshot of Thaddaeus Canuel's ePortfolio](/images/eportfolio-gallery/Thaddaeus-Canuel-ArizonaStateUniversity.png) U.S. Senate Internship Thaddaeus Canuel Arizona State University ](https://asu.digication.com/thaddaeus-canuels-eportfolio)[ ![Screenshot of Jason Konadu's ePortfolio](/images/eportfolio-gallery/Jason-Konadu-JohnsHopkinsUniversity.png) Engineering Portfolio Jason Konadu Johns Hopkins University ](https://jhu.digication.com/jason-konadu/about-me)[ ![Screenshot of Kaitlyn Coskun's ePortfolio](/images/eportfolio-gallery/Kaitlyn-Coskun-TexasChristianUniversity.png) Marketing Portfolio Kaitlyn Coskun Texas Christian University ](https://tcu.digication.com/kaitlyncoskun/Bio)[ ![Screenshot of Joanita Kayaga's ePortfolio](/images/eportfolio-gallery/Joanita-Kayaga-UniversityofDenver.png) IT & Cybersecurity Joanita Kayaga University of Denver ](https://du.digication.com/joanita-kayaga/about-me) [Explore the Full Gallery](/gallery) ## Ready to Launch or Level Up Your Internship Program? See how Digication can help your interns reflect deeper, showcase their work, and step into their careers with confidence. [Schedule a Demo](/speaktosales)[Contact Sales](mailto:sales@digication.com) ================================================================ # GDPR Compliance URL: https://www.digication.com/policies/gdpr # Digication Compliance With The General Data Protection Regulation (GDPR) ## 1\. Introduction to this Privacy Notice The GDPR is a comprehensive European Union (EU) data privacy law. Along with standardizing user data privacy across the EU member states, the GDPR places requirements on some organizations that handle EU residents' personal data, regardless of where the organizations are located. While using Digication, personal information you or your organization (if your account is being administered and controlled under an Enterprise subscription) has provided will be hosted on our platform and shared with us. Upon registration or first login with Digication, you will be required to acknowledge receiving this Privacy Notice before you can access Digication. Digication provides the additional information below to inform you of your rights and our practices and responsibilities in processing your personal data under the GDPR. This Privacy Notice only applies when (a) you are based in the EU and (b) you are a user of Digication. ## 2\. Data Controller and Data Processor Under the GDPR, Digication acts as both a data controller and a data processor, depending on the context: - **Data Controller:** Digication acts as a data controller for the personal information we collect directly from you when you create an account, such as your name, email address, and login credentials. - **Data Processor:** Digication acts as a data processor for the content you create and upload to our platform. In this case, your educational institution or organization is typically the data controller. ## 3\. Legal Basis for Processing Under the GDPR, we must have a legal basis for processing your personal data. We process your personal data on the following legal grounds: - **Contractual Necessity:** Processing is necessary for the performance of our contract with you or your institution to provide our services. - **Legitimate Interests:** Processing is necessary for our legitimate interests, such as improving our services, ensuring security, and communicating with users, provided these interests are not overridden by your rights and freedoms. - **Consent:** In some cases, we may process your data based on your explicit consent, which you can withdraw at any time. - **Legal Obligation:** Processing may be necessary to comply with a legal obligation to which we are subject. ## 4\. Your Rights Under GDPR The GDPR provides you with several rights regarding your personal data, including: - **Right to Access:** You have the right to request a copy of the personal data we hold about you. - **Right to Rectification:** You have the right to request that we correct any inaccurate or incomplete personal data we hold about you. - **Right to Erasure (Right to be Forgotten):** In certain circumstances, you have the right to request that we delete your personal data. - **Right to Restrict Processing:** You have the right to request that we restrict the processing of your personal data in certain circumstances. - **Right to Data Portability:** You have the right to receive your personal data in a structured, commonly used, and machine-readable format, and to transmit that data to another controller. - **Right to Object:** You have the right to object to the processing of your personal data in certain circumstances, including processing for direct marketing purposes. - **Right Not to be Subject to Automated Decision-making:** You have the right not to be subject to a decision based solely on automated processing, including profiling, which produces legal effects concerning you or similarly significantly affects you. ## 5\. Data Protection Measures Digication implements appropriate technical and organizational measures to ensure a level of security appropriate to the risk, including: - Encryption of personal data during transmission and at rest - Regular testing and evaluation of the effectiveness of security measures - Procedures for ensuring the ongoing confidentiality, integrity, and availability of processing systems - Procedures for restoring access to personal data in a timely manner in the event of a physical or technical incident - Regular staff training on data protection and security ## 6\. International Data Transfers Digication is based in the United States and processes data on servers located in the United States. When transferring personal data from the EU to the United States, we rely on: - Standard Contractual Clauses (SCCs) approved by the European Commission for transfers to third countries - Data Processing Agreements with our sub-processors that include the appropriate safeguards required by GDPR ## 7\. Data Breach Notification In the event of a personal data breach that is likely to result in a risk to your rights and freedoms, Digication will notify the relevant supervisory authority without undue delay and, where feasible, within 72 hours after becoming aware of the breach. If the breach is likely to result in a high risk to your rights and freedoms, Digication will also notify you without undue delay. ## 8\. Data Protection Officer Digication has appointed a Data Protection Officer (DPO) who is responsible for overseeing our GDPR compliance efforts. You can contact our DPO at: **Data Protection Officer** Digication, Inc. 10 Dorrance Street, Suite 700 Providence, RI 02903 Email: dpo@digication.com ## 9\. How to Exercise Your Rights To exercise any of your rights under the GDPR, please contact us at privacy@digication.com. We will respond to your request within one month. This period may be extended by two further months where necessary, taking into account the complexity and number of requests. ## 10\. Complaints If you have a concern about our privacy practices, including the way we handle your personal data, you can contact us at privacy@digication.com. You also have the right to lodge a complaint with the data protection authority in the EU member state where you reside, work, or where an alleged infringement of the GDPR has occurred. Last updated: January 1, 2024 ================================================================ # Privacy Policy URL: https://www.digication.com/policies/privacy-policy # Privacy Policy Digication respects the privacy of each visitor to the Digication website and user of the Digication service. We collect information regarding the users of our website and service and their use of our website and service in an effort to improve the experience of our visitors and users and communicate effectively with our existing and prospective customer organizations and individual users. We recognize that we must maintain and use this information responsibly and, therefore, have implemented this privacy policy. By using our website or Digication service, you consent to the information practices described in this privacy policy. If you do not agree with our privacy policy, please do not use our website or our Digication service. If our information practices change in the future, we will let you know by posting the changes to our privacy policy on our website. Your continued use of our website or our Digication service following the posting of changes to our privacy policy will mean you accept the changes. ## 1\. What Information Do We Collect? ### Personal Information We collect personal information that you voluntarily provide to us when you register for an account, express an interest in obtaining information about us or our products and services, when you participate in activities on the website, or otherwise when you contact us. The personal information we collect may include: - Name - Email address - Educational institution or organization - Job title or role - Content you create and upload to our service ### Automatically Collected Information When you visit our website or use our service, we may automatically collect certain information about your device and usage. This information may include: - IP address - Browser type and version - Operating system - Pages visited and time spent on those pages - Referring website - Device information ## 2\. How Do We Use Your Information? We use the information we collect for various purposes, including: - Providing, operating, and maintaining our website and services - Improving, personalizing, and expanding our website and services - Understanding and analyzing how you use our website and services - Developing new products, services, features, and functionality - Communicating with you about our products and services - Processing your transactions - Finding and preventing fraud - For compliance purposes, including enforcing our Terms of Service ## 3\. How Do We Share Your Information? We may share your information with third parties in certain situations. For example, we may share your information with: - **Service Providers:** We may share your information with third-party vendors, service providers, contractors, or agents who perform services for us or on our behalf. - **Educational Institutions:** If you are using Digication through your educational institution, we may share your information with that institution as necessary to provide our services. - **Business Transfers:** We may share or transfer your information in connection with, or during negotiations of, any merger, sale of company assets, financing, or acquisition of all or a portion of our business to another company. - **Legal Requirements:** We may disclose your information where we are legally required to do so in order to comply with applicable law, governmental requests, a judicial proceeding, court order, or legal process. ## 4\. Cookies and Tracking Technologies We use cookies and similar tracking technologies to track activity on our website and store certain information. Cookies are files with a small amount of data which may include an anonymous unique identifier. Cookies are sent to your browser from a website and stored on your device. You can instruct your browser to refuse all cookies or to indicate when a cookie is being sent. However, if you do not accept cookies, you may not be able to use some portions of our service. ## 5\. Data Security We have implemented appropriate technical and organizational security measures designed to protect the security of any personal information we process. However, please also remember that we cannot guarantee that the internet itself is 100% secure. Although we will do our best to protect your personal information, transmission of personal information to and from our website is at your own risk. ## 6\. Data Retention We will only keep your personal information for as long as it is necessary for the purposes set out in this privacy policy, unless a longer retention period is required or permitted by law. When we have no ongoing legitimate business need to process your personal information, we will either delete or anonymize it. ## 7\. Children's Privacy Our service is not directed to children under the age of 13. If you are a parent or guardian and you are aware that your child has provided us with personal information without your consent, please contact us. If we become aware that we have collected personal information from children without verification of parental consent, we take steps to remove that information from our servers. ## 8\. Your Privacy Rights Depending on your location, you may have certain rights regarding your personal information, such as: - The right to access the personal information we have about you - The right to request that we correct or update any personal information we have about you - The right to request that we delete any personal information we have about you - The right to object to the processing of your personal information - The right to data portability To exercise these rights, please contact us using the contact information provided below. ## 9\. Contact Us If you at any time have any questions about our privacy policy, please contact us at: **Digication, Inc.** 10 Dorrance Street, Suite 700 Providence, RI 02903 Email: privacy@digication.com Last updated: January 1, 2024 ================================================================ # Terms of Use URL: https://www.digication.com/policies/terms-of-use # Terms Of Use Note: These Terms of Use ("Terms") govern your access and use of our Digication™ online ePortfolio, assessment management system, and learning community software, content, and services. In order for you to access and use Digication, you must agree to these Terms. Please click on the "I Accept These Terms" button to accept these Terms. If you do not agree to these Terms, please exit our Website now. By registering for or using Digication, you agree to abide by these Terms. These Terms constitute a legally binding agreement ("Agreement") between you and Digication, Inc., the provider of Digication. In the Agreement, the terms "you" and "your" refer to you, an individual user of Digication, and the terms "we", "us" and "our" refer to Digication, Inc. For reference, capitalized terms used in the Agreement are defined in the Definitions section at the end of the Agreement. ## 1\. Your Rights to Access and Use the Service When you register for Digication and agree to these Terms, we grant you a non-exclusive, non-transferable right and subscription to remotely access and use Digication via the internet, using a compatible web browser or our mobile applications. This right is limited to your personal or, if you are a teacher or administrator, your internal business use. Your right to access and use Digication depends on: - For students, this means you may use Digication as long as you are enrolled at an institution that provides Digication to its students or you have access to a Pro version of Digication. - For teachers, administrators, and staff this means you may use Digication as long as your institution maintains its subscription for Digication or you have access to a Pro version of Digication. - For Pro users, you may access and use Digication as long as your subscription payments are current or your institution provides a version of Digication that includes Pro. Your use of Digication is also subject to any service level or subscription agreements that may exist between us and your institution and any rules established by your institution. ## 2\. Your Content You own the content you create and upload to Digication. By using Digication, you grant us a non-exclusive, worldwide, royalty-free license to use, copy, and display your content solely for the purpose of providing the service to you and other authorized users according to your sharing settings. We will not use your content for other purposes without your explicit consent. You represent and warrant that you have all necessary rights to the content you upload to Digication and that your content does not infringe on any third-party rights or violate any laws. You are responsible for backing up your content, although we make reasonable efforts to protect it. ## 3\. Acceptable Use You agree to use Digication only for lawful purposes and in accordance with these Terms. You agree not to: - Upload or distribute any content that is unlawful, harmful, threatening, abusive, harassing, defamatory, vulgar, obscene, invasive of another's privacy, or otherwise objectionable - Impersonate any person or entity or falsely state or misrepresent your affiliation with a person or entity - Upload or distribute any content that contains software viruses or any other computer code designed to interrupt, destroy, or limit the functionality of any computer software or hardware - Interfere with or disrupt Digication or servers or networks connected to Digication - Attempt to gain unauthorized access to other user accounts, computer systems or networks through password mining or any other means ## 4\. Privacy Your privacy is important to us. Please review our Privacy Policy, which explains how we collect, use, and disclose information about you. By using Digication, you consent to the collection and use of information as described in our Privacy Policy. ## 5\. Intellectual Property All content and materials available through Digication, including but not limited to text, graphics, logos, button icons, images, audio clips, data compilations, and software, are the property of Digication, Inc. or its licensors and are protected by copyright, trademark, and other intellectual property laws. You may not modify, reproduce, distribute, create derivative works from, publicly display, or in any way exploit any of the content, software, or materials on Digication in whole or in part, except as expressly permitted by these Terms or applicable law. ## 6\. Termination We reserve the right to suspend or terminate your access to Digication at any time, with or without cause and with or without notice. Upon termination, your right to use Digication will immediately cease. If you are a student, your access may end when you are no longer enrolled at your institution or when your institution no longer subscribes to Digication. If you are a Pro user, your access may end if your subscription payments are not current. ## 7\. Disclaimer of Warranties DIGICATION IS PROVIDED "AS IS" AND "AS AVAILABLE" WITHOUT ANY WARRANTIES OF ANY KIND, EITHER EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE, OR NON-INFRINGEMENT. WE DO NOT WARRANT THAT DIGICATION WILL BE UNINTERRUPTED OR ERROR-FREE, THAT DEFECTS WILL BE CORRECTED, OR THAT DIGICATION OR THE SERVERS THAT MAKE IT AVAILABLE ARE FREE OF VIRUSES OR OTHER HARMFUL COMPONENTS. ## 8\. Limitation of Liability TO THE FULLEST EXTENT PERMITTED BY APPLICABLE LAW, IN NO EVENT SHALL DIGICATION, INC. OR ITS OFFICERS, DIRECTORS, EMPLOYEES, AGENTS, OR AFFILIATES BE LIABLE FOR ANY INDIRECT, INCIDENTAL, SPECIAL, CONSEQUENTIAL, OR PUNITIVE DAMAGES, INCLUDING BUT NOT LIMITED TO LOSS OF PROFITS, DATA, USE, OR GOODWILL, ARISING OUT OF OR IN CONNECTION WITH THESE TERMS OR YOUR USE OF DIGICATION. ## 9\. Governing Law These Terms shall be governed by and construed in accordance with the laws of the State of Rhode Island, without regard to its conflict of law provisions. Any dispute arising from these Terms shall be resolved exclusively in the state or federal courts located in Providence, Rhode Island. ## 10\. Changes to These Terms We reserve the right to modify these Terms at any time. Changes will be effective immediately upon posting on the Digication website. Your continued use of Digication after any changes constitutes your acceptance of the new Terms. ## 11\. Definitions - **"Digication"** refers to our online ePortfolio, assessment management system, and learning community software, content, and services. - **"Pro"** refers to the paid version of Digication that offers additional features and capabilities. - **"Institution"** refers to a school, college, university, or other educational organization that has entered into an agreement with Digication, Inc. to provide Digication to its students, teachers, administrators, and staff. - **"Website"** refers to the websites operated by Digication, Inc., including but not limited to digication.com and its subdomains. If you have any questions about these Terms, please contact us at legal@digication.com. Last updated: January 1, 2024 ================================================================ # Pricing | Flexible Plans for Every Institution URL: https://www.digication.com/pricing # Flexible Pricing That Works Choose a plan that fits your needs and budget. [Schedule a Demo](/speaktosales)[Contact Sales](mailto:sales@digication.com) ## Pricing Plans ### All plans include: - Unlimited reflections - Mobile and desktop access - Reflection sharing tools - Unlimited storage - Help desk and email support - Optional access to AI features FERPA CompliantAll AI features are designed to meet FERPA student-privacy standards. ### Group Perfect for up to 130 students or less. $30 per user / year Monthly or Annual Payment Option [Sign Up for 14-day Free Trial](https://campus.digication.com/app/system/search) #### Group benefits include: - Unlimited Faculty Accounts - Webinar Training - Course & Assignment Tools - Assessment Features - Optional Enhancements: LMS & SSO Integration with Setup Fee AI Usage Credits with Upfront or Pay-As-You-Go Payment ### Enterprise Discounted pricing for programs and institutions. Custom Pricing Annual Billing [Contact Sales](mailto:sales@digication.com) #### Enterprise benefits include: - Unlimited Faculty Accounts - Webinar Training - Course & Assignment Tools - Assessment Features - Administrative Features - Dedicated Support - Optional Enhancements: LMS & SSO Integration with Setup Fee AI Usage Credits with Upfront or Pay-As-You-Go Payment ## Individual Plans Your institution doesn't offer Digication for free? No problem! We have low cost individual plans available! ### Individual Plan Perfect for deepening learning with reflection $30 /year The Individual Plan is perfect for individual students or alumni interested in deepening learning with reflection who are attending institutions not currently offering free Digication access. For just $30/year you'll receive ad free access to the Digication Learning Platform with all the tools you need to create unlimited reflections with options to share your work in ePortfolios as needed. #### Get Started Today [Sign Up for 14-day Free Trial](https://campus.digication.com/app/system/search) Already have a Digication account? [Login](https://campus.digication.com/app/system/search) #### Everything you need to get started: ##### Unlimited reflections Deepen your learning overtime ##### Unlimited ePortfolios Share and showcase your work and experiences ##### Unlimited uploads Add all your files and media ##### User-friendly design Easy to use layout and design features ##### Unlimited storage Plenty of space to express yourself ## Ready to get started with Digication? Join thousands of institutions that trust Digication for their portfolio and assessment needs. Request a Quote [Schedule a Demo](/speaktosales)[Contact Sales](mailto:sales@digication.com) ================================================================ # Schedule a Demo URL: https://www.digication.com/speaktosales Sales # Schedule a Demo Schedule a personalized demo with our team using the calendar below. ================================================================ # Why Digication | Built for Assessment & Retention URL: https://www.digication.com/why-digication Why Digication # Built for Learning. Proven by Research. Trusted for 20+ Years. Higher education is at an inflection point. For the first time, AI makes it possible to see what students are learning in real time and surface early retention signals, from a single, continuous data source. [Request a Conversation](/speaktosales)[Learn More](#inflection-point) ## Higher Education at an Inflection Point For decades, institutional assessment has operated within real constraints. Faculty submit evidence at term's end. Committees run rubrics. Reports are compiled. It was the best process the available tools allowed, but it was never designed to give institutions the timely, continuous insight they actually needed. Everyone involved has felt the strain of a system that works hard but often feels disconnected from the students it's meant to serve. The same has been true of retention. Early alert systems were a genuine advance, but they still flag students after disengagement has already taken hold. The signals that could have changed the outcome, visible in how a student was engaging with their own learning weeks earlier, were never systematically capturable. That's not a failure of effort or intention. It's a limit of what the available tools could do. And that limit is now changing. ### Three structural constraints are finally addressable: #### Assessment data has always had to wait. The end-of-cycle model isn't anyone's preference, it's what the infrastructure required. Now, continuous reflective data makes it possible to see learning develop in real time, within courses, while there's still opportunity to act on it. #### AI built for automation isn't built for reflection. Every LMS vendor is now bundling AI into their platforms. But AI designed to speed up grading or generate content is solving a different problem than AI designed to guide students through meaningful inquiry. Institutions deserve to understand the difference before they commit to either. #### Retention signals have been impossible to capture continuously. Early alert tools were built on the data that was available: grades, attendance, credit completion. What they couldn't access was the richer signal buried in how students were actually engaging with their learning. That data layer now exists. Our Foundation ## A Different Foundation Entirely Digication wasn't built by a software company looking for an ed-tech market to enter. It was built on decades of research into how people actually learn, grounded in the science of reflective inquiry and shaped by 20+ years of working alongside institutions to understand what that means in practice. At the core of everything we do is TORI, the Taxonomy of Reflective Inquiry. Developed over more than two decades of research, TORI is the framework that powers how our AI guides students through reflection. It's not a chatbot. It's not a grammar checker. It's a structured inquiry model grounded in learning science, covering 6 domains, 60+ categories, and 90+ fields of study. No other platform has this. You can't replicate it with a Canvas add-on. And because that reflective work lives inside student ePortfolios, it accumulates over time into the kind of authentic longitudinal evidence that assessment and accreditation actually require. [Explore TORI](/community/tori) ### What that means in practice: When a student engages with Digication AI, they're not just producing output faster. They're being guided through a process that research shows actually deepens learning, the same process your faculty would walk them through individually if they had the time. 6 Domains 60+ Categories 90+ Fields of Study ## Built for Learning. Proven for Accreditation. Digication was not built as a compliance reporting platform, and that distinction shapes everything about how it works. Other accreditation platforms are designed to document that assessment happened. They do that well. But they're built around institutional reporting workflows, not around the student learning experience itself, and those are genuinely different design problems with different solutions. Digication is built around a different premise: if students have the right tools to reflect meaningfully on their own learning, and faculty and programs have real-time visibility into how that learning is developing, the accreditation evidence doesn't need to be assembled after the fact. It's already there. Regional and national accreditors are increasingly asking not just whether outcomes were measured, but whether assessment is actively informing student success. That's the question Digication was designed to answer. ### Assessment Longitudinal learning evidence for accreditation, generated continuously through structured reflection. ### Retention Engagement patterns that predict student persistence, surfaced from the same continuous data source. One source of data. Two institutional priorities addressed simultaneously. What makes this approach particularly valuable right now is that it doesn't require separate platforms or separate data strategies for assessment and student success. The same structured reflective dialogue that builds longitudinal learning evidence for accreditation also surfaces the engagement patterns that predict student persistence, captured continuously throughout each course. When students are regularly engaging in meaningful reflection, faculty and program leaders can see who is deepening their thinking, who may need support, and who is at risk of disengaging, while there is still time in the semester to make a difference. Assessment and student retention, powered by the same continuous data source. That's a fundamentally new capability, and it's available now. ## A Track Record That's Hard to Match 7,000+ institutions have chosen Digication That breadth is meaningful. But what matters more to the institutions who've built Digication into their accreditation cycles and program reviews is depth. We've been doing this long enough to understand how institutional adoption actually works, where it fails, and what makes it stick. We've supported reaccreditation cycles across education, nursing, and professional programs. We've helped institutional effectiveness teams at large universities move from scattered faculty pilots to platform-level integration. We know this process isn't just a software implementation. It's a change management problem, and we've built our support model around that reality. We've also been doing this since before AI was a buzzword. That longevity isn't a nostalgic credential. It means our research foundation is deep, our institutional relationships are real, and we're not going anywhere. Our Team ## The People Behind It Digication was founded by educators and researchers who believed that reflective practice, done well, changes outcomes for students. That belief hasn't changed. It's why we've stayed focused when others have pivoted, and why our customers tend to stay with us long past the typical vendor churn cycle. We're a team that genuinely cares about getting this right, not just for institutional stakeholders, but for the students whose learning this is ultimately about. That comes through in how we build, how we support, and how we show up for our partners. When you talk to a Digication team member, you're not talking to a sales rep who hands you off to an implementation team who hands you off to support. You're talking to people who have been thinking about reflective learning for a long time and want to help you do something real with it. > "Reflective learning has always been at the center of what we do. AI hasn't changed that. What it's done is bring it to every student, at a scale and speed never before possible, while generating the kind of authentic, continuous evidence institutions need to understand whether students are genuinely learning and whether they're going to persist. That's why this moment feels so significant to us." ## Ready to See What This Looks Like for Your Institution? Every institution comes to this with different pressures. Tell us yours. We'll spend time understanding your specific context and then we'll show you how we can help. [Request a Conversation](/speaktosales) Or if you'd like to understand our approach in more depth first: [Explore TORI](/community/tori)[Learn More About Digication AI](/learning-platform/ai)