ABSTRACT
Advisors are working to create a more dynamic advising relationship that provides new opportunities for student growth by incorporating technology in a meaningful way, blending face-to-face and online environments. In individual and group advising sessions, advisors and students dig more deeply into reflections to modify or clarify goals. Students revisit prior reflections, allowing them to re-engage in the academic planning process as they progress on their academic pathway to degree completion. With new leadership in the advising area—a director who had come from LaGuardia Community College and had initiated ePortfolio practice for advisors there—Guttman was poised to advance the advising model into the ePortfolio learning paradigm. The PROfolio highlights the connective and social elements of advisors’ pedagogical approach and the impact of ePortfolio pedagogy on the entire Learning about Being a Successful Student (LaBSS) experience, for students and for advisors. Prior to the advising team “doing ePortfolio well,” students earned points for attendance, participation, and handing in projects in LaBSS.
