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Portfolio People: Teaching and Learning Dossiers and Innovation in Higher Education

Research output: Contribution to journalJournal article

Published

Standard

Portfolio People: Teaching and Learning Dossiers and Innovation in Higher Education. / Wright, W. A.; Knight, P. T.; Pomerleau, N.

In: Innovative Higher Education, Vol. 24, No. 2, 12.1999, p. 89-102.

Research output: Contribution to journalJournal article

Harvard

Wright, WA, Knight, PT & Pomerleau, N 1999, 'Portfolio People: Teaching and Learning Dossiers and Innovation in Higher Education', Innovative Higher Education, vol. 24, no. 2, pp. 89-102. https://doi.org/10.1023/B:IHIE.0000008148.71650.e6

APA

Wright, W. A., Knight, P. T., & Pomerleau, N. (1999). Portfolio People: Teaching and Learning Dossiers and Innovation in Higher Education. Innovative Higher Education, 24(2), 89-102. https://doi.org/10.1023/B:IHIE.0000008148.71650.e6

Vancouver

Wright WA, Knight PT, Pomerleau N. Portfolio People: Teaching and Learning Dossiers and Innovation in Higher Education. Innovative Higher Education. 1999 Dec;24(2):89-102. https://doi.org/10.1023/B:IHIE.0000008148.71650.e6

Author

Wright, W. A. ; Knight, P. T. ; Pomerleau, N. / Portfolio People: Teaching and Learning Dossiers and Innovation in Higher Education. In: Innovative Higher Education. 1999 ; Vol. 24, No. 2. pp. 89-102.

Bibtex

@article{5375cd627cdf4109bd87c87c9fd22e90,
title = "Portfolio People: Teaching and Learning Dossiers and Innovation in Higher Education",
abstract = "As teaching portfolios have become more commonplace in higher education, interest has grown in student portfolios. Both innovations embody the same core process—reflection—and both have similar potential benefits and similar drawbacks. This paper commends portfolios as innovative in themselves and as a response to the new mandates that are confronting higher education. Accounts of the potential of and problems with portfolios are summarized, and attention is then given to key issues in successfully introducing them. The underlying position is that students can best gain from their years of study when the systemic reflection that is characteristic of portfolios engages them (through learning portfolios) and their teachers (through teaching portfolios). Embedding such thinking in practice is, itself, a powerful and innovative approach to re-framing the curriculum.",
author = "Wright, {W. A.} and Knight, {P. T.} and N. Pomerleau",
year = "1999",
month = dec,
doi = "10.1023/B:IHIE.0000008148.71650.e6",
language = "English",
volume = "24",
pages = "89--102",
journal = "Innovative Higher Education",
issn = "0742-5627",
publisher = "Springer Netherlands",
number = "2",

}

RIS

TY - JOUR

T1 - Portfolio People: Teaching and Learning Dossiers and Innovation in Higher Education

AU - Wright, W. A.

AU - Knight, P. T.

AU - Pomerleau, N.

PY - 1999/12

Y1 - 1999/12

N2 - As teaching portfolios have become more commonplace in higher education, interest has grown in student portfolios. Both innovations embody the same core process—reflection—and both have similar potential benefits and similar drawbacks. This paper commends portfolios as innovative in themselves and as a response to the new mandates that are confronting higher education. Accounts of the potential of and problems with portfolios are summarized, and attention is then given to key issues in successfully introducing them. The underlying position is that students can best gain from their years of study when the systemic reflection that is characteristic of portfolios engages them (through learning portfolios) and their teachers (through teaching portfolios). Embedding such thinking in practice is, itself, a powerful and innovative approach to re-framing the curriculum.

AB - As teaching portfolios have become more commonplace in higher education, interest has grown in student portfolios. Both innovations embody the same core process—reflection—and both have similar potential benefits and similar drawbacks. This paper commends portfolios as innovative in themselves and as a response to the new mandates that are confronting higher education. Accounts of the potential of and problems with portfolios are summarized, and attention is then given to key issues in successfully introducing them. The underlying position is that students can best gain from their years of study when the systemic reflection that is characteristic of portfolios engages them (through learning portfolios) and their teachers (through teaching portfolios). Embedding such thinking in practice is, itself, a powerful and innovative approach to re-framing the curriculum.

U2 - 10.1023/B:IHIE.0000008148.71650.e6

DO - 10.1023/B:IHIE.0000008148.71650.e6

M3 - Journal article

VL - 24

SP - 89

EP - 102

JO - Innovative Higher Education

JF - Innovative Higher Education

SN - 0742-5627

IS - 2

ER -