Active learning, student-centered teaching, reflective practice, and ePortfolios

The Lilly Conference on College and University Teaching (Greensboro, February 8-10) was a great opportunity to be in touch with colleagues who care about implementing powerful ideas for teaching and that do research on teaching. Just to get a flavor of the key topics, see the titles from keynote speakers presentations: "How to Wake Up Your Students" (Ed Neal), "A Portrait of the Student as a Young Dog: the Workshop - Using Canine Behavior Models to Increase Classroom Motivation" (Darby Lewes), "Creating Significant Learning Experiences Through Integrated Course Design" (Stewart Rose), "Using Academic Games to Promote Learning" (Barbara Mills). The common denominators: active learning, student-centered teaching, teachers as facilitators, intrinsic motivation and highly rewarding participation in course activities.

There were many interesting parallel presentations. Let me share what I learned about ePortafolios. Many of us are interested in the use to electronic portfolios to help students and teachers grow by means of reflection and documentation of their academic work. Interaction with John Zubizarreta and Laurie Richlin was very rich in this regard. John shared documents and experiences related to the use of this tool with students and faculty members (see paper and presentation from Zubizarreta). Laurie shared her experience concerning the use of ePortfolios for graduate student advising. My balance is that there are several ePortfolio free tools (see eFolio and zFolio links) but what matters is the method and strategy used in this reflective practice. I invite WSSU colleagues that might be interested in this type of faculty development activity to let me know, CETL will promote collaboration with experienced facilitators.

Alvaro H. Galvis

Director CETL

Center for Excellence in Teaching and Learning