ABSTRACT
The borderland classroom, becomes a space of negotiation and a space of coinvention where “most significantly, through reflective activities, students inventing themselves as they co-invented their universities,” a process that is central to borderland classrooms and ePortfolio curricula. The focus of this chapter is what this process looks like and, more specifically, the early steps taken by a relatively young university to respond to the invited ePortfolio curriculum of the borderland classroom. Inspired by the design of learning communities, each Jaguar Tracks course invites students to explore a facet of their new university community as they develop their self-awareness of what it means to be members of the many communities that make up the broader Jaguar community. Fueling the breadth of collaborations necessary to support an ePortfolio curriculum is for many a growing awareness that students’ time in college represents only a small fraction of the learning they will do across the course of their lifetime.
