Chapter 4: Writing, Transfer, and ePortfolios

ePortfolios as High-Impact

In her chapter sub-title, Yancey identifies writing, transfer, and ePortfolios as “a possible trifecta in supporting student learning.” Others are likely to agree; George Kuh, for instance, now identifies ePortfolios as a high-impact practice, even suggesting that they are a meta-HIP:

Questions for Discussion

  • If your university has – or is designing – a portfolio requirement, in what ways is it a transfer-bridging portfolio? How does it invite students to reflect on similarities and differences among the writing tasks represented in the portfolio?
  • Does the sample scaffolding structure that Yancey outlines on pp. 44-45 work in your institutional setting? How might you adapt it to support students’ transfer thinking at your school?