ABSTRACT
The students of New York City's LaGuardia Community College are boundary crossers. Seventy percent are female, and most are low-income and first-generation college-goers. For the past 5 years, LaGuardia has actively explored the use of eportfolio as a tool for helping students to more successfully make these transitions, overcoming fragmentation and building integrated new identities as learners, adults, and citizens. LaGuardia eportfolios have many of the same features as eportfolios across higher education. Student description of the eportfolio process underscores the ways that eportfolios help students become more aware of themselves as learners, developing new and more integrated identities. To determine whether student construction of eportfolios correlated with increased student engagement, LaGuardia compared 2005-6 CCSSE data, looking at questions drawn from Academic Challenge and Active Learning areas, illuminating a range of issues, including critical thinking, writing, technology, and collaborative learning.
