HomePublicationsUnderstanding Writing TransferPart 1 Chapter 4: Writing, Transfer, and ePortfolios: A Possible Trifecta in Supporting Student Learning Book MenuUnderstanding Writing Transfer SectionsPart 1Part 2ChaptersForewordChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Contributors Videos Buy in PrintISBN: 9781620365854January 2017 | Stylus Publishing Kathleen Blake YanceyIn 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: Discussion Questions 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? Share:
