Using ePortfolio to Improve Retention of Hispanic Students at a Predominantly Black College
DOI:
https://doi.org/10.55420/2693.9193.v1.n2.90Keywords:
retention, higher education, electronic portfolioAbstract
This study investigates how technology is being used to improve the engagement of at- risk Hispanic students at a predominantly Black institution through the use of ePortfolio in a co-curricular context. Historically, attrition rates for Hispanic students at Medgar Evers College of The City University of New York have been high. In 2009, 5.6% of incoming freshman students were Hispanic. By Spring 2010 that number had dropped to 2.5%. Recently, concerned faculty have concentrated on improving Hispanic student engagement. In Fall 2010, the Education Department and the Association for Latino Studies Student Club (ALAS) were among a small group who participated in an ePortfolio pilot project focused on improving engagement, fostering integrative learning, and encouraging personal development through reflective writing. Preliminary findings indicate that Hispanic students’ connectedness to the College increased after participation in this project.
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