I envision a classroom where the measurement of success does not hinge on rigid grading or typical assessments of learning. Rather than asking students to fit into predetermined molds of what we believe intelligence should look like, this liberated classroom would invite students to create representations of the ways that new information, concepts, and ideas have changed the landscape of their personal understandings both in and outside of the classroom.

I know that this can be achieved through reflective portfolios of work including written narratives weaving the connections between personal, professional, and academic knowledge. I also accept responsibility for proving that these practices have true and meaninful impact.

I believe that reflective ePortfolios are a pivotal integrative teaching strategy for higher education, and a maturing signature pedagogy that uniquely addresses challenges in the current quickly evolving academic climate.

I am passionate about adding to the growing field of research and innovation advancing this practice, and actively seeking out opportunities to collaborate and support educators in their efforts. For this reason, both my research and my professional pursuits are specifically focused on promoting the use and study of ePortfolios at the classroom level.

Written by: Heather Tobin, 2021