Enhancing Inquiry, Evidence-Based Reflection, and Integrative Learning with the Lifelong ePortfolio Process: The Implementation of Integrative ePortfolios at Stony Brook University

Abstract

Reflection plays a critical role in moving learning to the next level of inquiry. Stony Brook University has adopted an approach to using ePortfolios within the curriculum that emphasizes reflection. Stony Brook University successfully piloted eportfolios in the Fall 2010 Semester and discovered their use facilitated the inquiry process for the students. Integrative ePortfolios have been used successfully over the past 3 years in colleges and programs such as Writing and Rhetoric, Engineering, Business, Leadership and Service, and Technology Systems Management. Within these programs, the process of inquiry takes center stage as educators embrace learner-centered course delivery and curriculum design in which the student is an active participant in the instruction. The learner-centered educator partners with the students, encouraging them to continue their quest for discovery while building knowledge connections to the next levels of learning. This inquiry process is the foundation for high impact learning practices such as 1st-year experiences, learning communities, capstone projects, internships, and service learning that research has shown to increase student engagement and retention. The main outcome for learner-centered instruction is to engage students in the inquiry process and integrate their learning in all areas of their lives. The inquiry process and integrative learning need to become a habit of thought and connection that ignites learning and the construction of knowledge throughout a lifetime. The Lifelong ePortfolio Process is becoming a recognized method to facilitate inquiry, evidence-based reflection, and integrative learning. This process helps the student to connect learning with knowledge and develop the habit of lifelong learning.