Ingenuity ePortfolio
Ingenuity ePortfolio: Creating My Story--0 credit (Pass/No Pass)
All students will develop an ePortfolio to curate and reflect on their Cornell experiences. Development of the portfolio is an ongoing process and embedded in curricular and co-curricular work. Metacognitive reflection on learning encourages students to take ownership over their education and to embrace opportunities for improvement in an ongoing, developmental way. The expectations for the portfolio aim to reinforce the college’s educational priorities, as well as students’ ongoing progress throughout their Cornell education.
- Students will gather and select information for their portfolios based on Cornell College Educational Priorities and Outcomes.
- Students will engage in reflection and reflective writing. (Communication)
- Students will use formative feedback to guide future activity and become self-regulated learners. (Vocation)
- Students will develop a portfolio that shows growth in learning and creates their individual story through selection of artifacts. (Knowledge, Vocation)
- Encourages students to make connections between curricular and co-curricular learning experiences.
- Encourages a culture of self-assessment, improvement, and goal-setting.
- Emphasizes metacognition as learners.
- While not primarily professionally oriented, helps students shape and present their credentials and experiences to employers, to graduate schools, or to other audiences.
- Includes approximately 16-20 artifacts/signature works assembled from their Cornell Experience (6-8 writing examples).
- Includes some embedded reflections and assignments from the FYS, FYW, SYS, Ingenuity in Action experiences, and capstone to encourage progression and revision.
- Includes contributions from the major(s).
Potential Artifacts in the First Year
- At least one FYS assignment.
- Selection of Student Success Reflections.
- At least one First-Year Writing assignment.
- Selection of assignments from other courses taken in first year.
Potential Artifacts in the Second Year
- At least one SYS assignment.
- Selection of assignments from other courses taken in their sophomore year.
Potential Artifacts in the Junior Year
- Progress Report and/or reflection.
- Selection of assignments from other courses taken in their junior year.
Potential Artifacts in the Senior Year
- At least one submission from their capstone.
- Selection of assignments from other courses taken in their senior year.
- Personal statement and/or cover letter.
- Final cumulative reflection which explores how they have achieved the EPO’s during their curricular and co-curricular path.
Other Artifacts and Activities
- At least one assignment from each of their essential abilities courses.
- Artifacts determined by departments for the major.
- Experiential learning reflections.
- Meeting with the BCI ( mock interview, LinkedIn, etc).
- Documentation of co-curricular activities.
Faculty teaching seminars and essential ability courses will require students to upload at least one assignment from these courses. Advisors will talk with students during advising meetings and encourage them to maintain their portfolios. Advisors will work with students on and require advisees to upload a final cumulative reflection. Faculty teaching required departmental courses will encourage students to upload relevant work to their portfolio. Faculty teaching the capstone course will require students to upload at least one work from this experience.
Jen Rouse, the Director for the Center for Teaching and Learning, will work with a small working group to coordinate and develop the e-portfolio program starting with first year students in Fall 2019. The E-Portfolio coordinator, in consultation with the Director of the CLT, will monitor the ongoing progress of portfolios, including a comprehensive midpoint review. They will also review and certify the final completion of portfolios.