1

Reflect on the role, purpose, and context for reflection and articulation throughout the degree program.

Students will be able to reflect more deeply if they have collected artifacts throughout their college career (whether at Boise State or elsewhere).

To facilitate students' collection of artifacts, some departments use different platforms for eportfolios or encourage students to keep materials on a google site, in google docs, or in Blackboard.

Two useful resources for eportfolios are Portfolio Keeping (for students) and the slim companion book for faculty, Portfolio Teaching.

This page also offers a specific process for engaging students in regular reflection throughout a degree experience.

2

Generate appropriate reflection experiences to support students' inquiry within the FF course.

As you’re revising or refining your FF course, the following set of questions from Borton’s heuristic can be helpful:

• What?

What is the current curriculum of the FF course? What are its goals? Who are the students? What are their goals? What has worked well in the past? What would you like to change about the course?

• So What?

What is the role of the course as a Finishing Foundations course? Why is this particular course conceived of as a capstone experience? What makes it different from other courses in the major?

• Now What?

What might need to be adjusted with FF goals in mind? What are the scale of changes you might want to consider? What specific teaching assignments, prompts, and strategies will you use throughout the course? What forms (genres) will students’ reflection take?

3

Reflect on the role, purpose, and context for the Reflection Assignment in the FF course.

As you're rethinking the course, what kind of reflective assignment fits your FF context?

How will the reflection experiences throughout the course facilitate students' learning as they generate material for the the Reflection Assignment?