Welcome to the cuPortfolio Instructor Peer Support page!
Here you’ll find video interviews of instructors and students speaking about their experience using cuPortfolio to support teaching and learning at Carleton. In sharing their stories, they hope to provide guidance and encourage others to consider using cuPortfolio in their own teaching.
All of the instructors featured on this page volunteered to share their stories and have kindly offered to provide peer support to any colleagues who would like to speak to them further about cuPortfolio. You can find each instructors’ contact information listed below their video interview.
To get you started, here is a short video compilation of a few instructors speaking to how cuPortfolio helped enhance the student learning experience in their course:
- Sarah Todd - School of Social Work
Sarah Todd teaches in the School of Social Work and uses cuPortfolio in two graduate courses, one in a Master’s level course called, Advanced Theory for Direct Intervention, and the other in a PhD seminar course.In the Master’s course, students build a professional portfolio to demonstrate to employers how they use theory in their Social Work practice. In the PhD seminar, students use cuPortfolio to articulate their goals for their PhD and track their progress by documenting their scholarly work.
Below is a list of time codes related to the start of a new question in the video. Move the video time bar to the time codes listed below to jump to a new topic.
2:45 – What value did cuPortfolio add to your course?
3:44 – What advice do you have for an instructor new to using cuPortfolio?
6:20 – Did you experience any push-back from students when you asked them to use cuPortfolio for the first time?
7:12 – How did you assess student portfolios?
9:46 – How are you using cuPortfolio with your PhD students?Contact: sarah.todd@carleton.ca
- Peggy Hartwick and Julie McCarroll - School of Linguistics and Language Studies
Peggy Hartwick and Julie McCarroll (Lepine) use cuPortfolio in their course, English as a Second Language for Academic Purposes. Their students document and reflect on the development of a research project using cuPortfolio.Below is a list of time codes related to the start of a new question in the video. Move the video time bar to the time codes listed below to jump to a new topic.
1:26 – What value does using cuPortfolio add to your course?
4:16 – How much is the ePortfolio assignment worth in your course?
6:02 – How do you assess student ePortfolios?
8:44 – How do you use reflection in your ePortfolio assignments?
10:53 – What advice do you have for an instructor who is thinking about using cuPortfolio in their teaching?Contact:
peggy.hartwick@carleton.ca
julie.mccarroll@carleton.ca
- Matthew Sorley - Psychology
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Matthew Sorley uses cuPortfolio in his third year, fully online psychology course, Sport and Performance Psychology. Students in his course develop a psychological training plan using cuPortfolio.
Below is a list of time codes related to the start of a new question in the video. Move the video time bar to the time codes listed below to jump to a new topic.
1:40 – What value did cuPortfolio add to your course?
3:37 – How do you assess student ePortfolios?
4:28 – Do you use reflection in the ePortfolio assignments for you course?
5:34 – How do you encourage students to engage in deep reflection?
6:15 – Did you experience any challenges when integrating cuPortfolio into your course?
7:57 – What advice do you have for an instructor who is thinking about using cuPortfolio in their teaching?
9:03 – What factors do you think helped you meet success when teaching with cuPortfolio?Contact: matthew.sorley@carleton.ca
- Jeffrey Erochko - Civil and Environmental Engineering
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Jeffrey Erochko uses cuPortfolio in a fourth year Engineering course called, High Performance Building Design. He co-teaches the course with five other instructors from different Engineering disciplines. Students in this course use cuPortfolio to demonstrate their contributions to a term-long design project.
Below is a list of time codes related to the start of a new question in the video. Move the video time bar to the time codes listed below to jump to a new topic.
5:54 – How did you assess student portfolios?
6:32 – So your students do not receive a grade for their ePortfolio. Do you find that they still take it seriously?
6:58 – Did you create a template for students in cuPortfolio? Was it helpful?
7:29 – What advice do you have for an instructor who is thinking about using cuPortfolio in their teaching?
8:28 – What value does cuPortfolio add for your students?
9:47 – Do you think cuPortfolio would be useful for program-level assessment?Contact: jeffrey.erochko@carleton.ca
- Janet Mantler - Psychology
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Janet Mantler uses cuPortfolio in her psychology course, Transition from University to Career. Students create two ePortfolios for this course. One portfolio contains reflections and course work. The other is a professional portfolio intended for students to showcase their academic experiences to an external audience such as employers.
Below is a list of time codes related to the start of a new question in the video. Move the video time bar to the time codes listed below to jump to a new topic.
1:48 – What value did cuPortfolio add to your course?
3:15 – How do you use reflection with cuPortfolio?
4:22 – How do you assess student portfolios?
6:45 – What challenges did you experience using cuPortfolio in your course?
7:41 – Did you experience any push back from students when using cuPortfolio?
10:25 – What advice do you have for an instructor who is thinking about using cuPortfolio in their teaching?Contact: janet.mantler@carleton.ca
- Eva Kartchava - School of Linguistics and Language Studies
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Eva Kartchava uses cuPortfolio in a Master’s-level practicum in Teaching English as a Second Language course in the Applied Linguistics and Language Studies program. Students in this course use cuPortfolio to collect course work, document their practicum experience and reflect on their learning and development.
Below is a list of time codes related to the start of a new question in the video. Move the video time bar to the time codes listed below to jump to a new topic.
5:12 – What value has cuPortfolio added to your course?
5:58 – How did creating a cuPortfolio template for your students help support their learning?
7:07 – How did you assess student portfolios?
9:11 – What advice do you have for an instructor who is new to teaching with cuPortfolio?Contact: eva.kartchava@carleton.ca
- Marc Saurette - History
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Marc Saurette uses cuPortfolio in a second year course called, Discovering the Medieval and Early Modern Past. Marc used the tool as a space for students to create and submit media-rich assignments, as mode for student to share and provide feedback on each other’s work, and as reflective space for students to post critical reflections on their learning in the course.
Below is a list of time codes related to the start of a new question in the video. Move the video time bar to the time codes listed below to jump to a new topic.
3:57 – What value did using cuPortfolio add to your course?
5:38 – What value did using reflection in cuPortfolio add to your course?
7:29 – How did you assess student portfolios?
10:26 – What advice do you have for an instructor who is thinking about using cuPortfolio in their teaching?Contact: marc.saurette@carleton.ca
- Bruce Tsuji - Psychology
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Bruce Tsuji uses cuPortfolio in his graduate course, Fundamentals of Human Computer Interaction and Usability Testing. The students in his course use cuPortfolio to reflect on and articulate their skills and to design a dynamic, multimedia-rich, professional web presence.
Below is a list of time codes related to the start of a new question in the video. Move the video time bar to the time codes listed below to jump to a new topic.
4:04 – What value did cuPortfolio add to your course?
5:27 – Did you use peer review as students built their portfolios?
6:28 – How do you assess student ePortfolios?
8:37 – What advice do you have for an instructor who is thinking about using cuPortfolio in their teaching?Contact: bruce.tsuji@carleton.ca
- Student Insights
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Below is a video interview with student, Kelly Doucette, who used cuPortfolio in her practicum course in teaching English as a Second Language.
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