These objectives can be met at different levels. For example, many faculty maintain a Web page associated with their scholarly work, often linked from their department Web pages. This Web page could include materials documenting the Creative Inquiry group. Elements of this Web page might include:
The group Web page could be created and maintained by students in the group. This is a good way to document and report on progress. Students might contribute field notes, reports, drafts of papers or journals — whatever fits the nature of the project. The group might also want to consider using the Blackboard Workgroup feature for maintaining data or other materials that members don’t want available on a public Web page.
At the next level, students should be building a collection of materials that they can include in their own electronic portfolios. Students should be incorporating their Creative Inquiry experiences into a professional development (or career) portfolio. In addition, elements created as a part of the project can be used to show evidence for the general education distributed competencies. For example, Creative Inquiry provides many opportunities to address competencies in reasoning, critical thinking, problem solving and ethics.
Mentors should encourage students to collect items that can be included in their personal electronic portfolios. Discussions between mentors and group members should include targeting project elements as potential evidence for meeting the general education competencies, as well as demonstrating student mastery important to future employers.
Whatever the group creates should be flexible, clear, approachable and focused on showcasing results and fulfilling learning objectives. Combinations can include a public group Web page, a private group portfolio in Blackboard, public student Web pages and student portfolios in Blackboard.
ePortfolio Information (including links to training)
Online training (including links to Skillport)