10th Annual Forum on Digital Learning and ePortfolios


Celebrating 10 Years of AAC&U’s ePortfolio Forum

Saturday, January 26, 2019
Hyatt Regency Hotel / Atlanta, Georgia


The ePortfolio Forum is cohosted by AAC&U’s project, VALUE: Valid Assessment of Learning in Undergraduate Education; the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL), the association of ePortfolio professionals; and the International Journal of ePortfolio (IJeP).

Logos: VALUE Project,  Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) and the International Journal of ePortfolio


About the Forum on Digital Learning and ePortfolios

In 2010, AAC&U held the first Forum on Digital Learning and ePortfolios, and over the past decade, a great deal has occurred within the world of ePortfolios.  The field has developed, and research has emerged to highlight the possibilities as well as the quantifiable value that ePortfolios hold for a range of practices and goals within higher education.  Over these ten years, the Association of Authentic, Experiential, and Evidence-Based Learning (AAEEBL—the professional association of ePortfolio researchers and practitioners) emerged, the International Journal of ePortfolio was launched, and key research initiatives, edited books, research studies, and practitioner resources were shared with higher education. 

In 2016, George Kuh examined the corpus of research regarding ePortfolios and discovered that the outcomes associated with ePortfolios mirrored the deep learning and student success outcomes that also result from the High Impact Educational Practices (HIPs) that are a cornerstone within AAC&U’s LEAP Initiative.  ePortfolios were then added as an eleventh HIP within LEAP.

As the first decade of the Forum concludes, AAC&U’s 10thth Annual Digital Learning and ePortfolio Forum—“ePortfolios and the Value of Higher Education: Celebrating 10 Years of AAC&U’s ePortfolio Forum”— will serve as a milestone by commemorating established evidence-based practices and looking ahead to opportunities to further leverage ePortfolios to increase the value higher education has in society.  The Forum will offer interactive concurrent sessions and workshop opportunities for participants to share the good work they are doing to enhance student learning and success and demonstrate how ePortfolios and higher education contribute to improving student lives, preparation for a global economy, and participation in strengthening democracy. 

The ePortfolio Forum will showcase three tracks:

  • The ePortfolio Practice Track will offer information on best practices regarding how to employ ePortfolios to their greatest impact;
  • A robust ePortfolio Research Track will showcase the latest ePortfolio research; and
  • The ePortfolio Vision Track will look to the future at opportunities to leverage what we empirically know about ePortfolios in new areas, contexts, and domains.




8:00–9:00 a.m.

Beyond Technologies & Outcomes: Building Ethics and Compliance into Teaching, Learning, and Assessment

In a world of pervasive data collection, generation of almost innumerable teaching and learning artifacts, and an ever-increasing ecosystem of potentially interconnected tools, the ePortfolio of today (let alone tomorrow) seems almost limitless. But this overabundance of data and technologies can also create ethical and compliance challenges. How do you know whether the technology or vendor will keep student data confidential? Will they re-market or sell it? Will it be used for unintended purposes?  This session will look beyond tools, technologies, and outcomes, and put a spotlight on building ethics and compliance into the fabric and framework of ePortfolio development and usage.

Sol Bermann, Chief Privacy Officer and Interim Chief Information Security Officer, University of Michigan


9:15–10:15 a.m.


10 Years In: ePortfolios and Student Evolution

This panel features a discussion about ePortfolios throughout education: in the first year, in graduate-level education, and in professional settings. How does the ePortfolio experience change throughout the undergraduate experience into graduate school and beyond? What about the ePortfolio experience is consistent, despite varying levels of educational training? What do we know about ePortfolios as a pedagogy and practice for all levels of education? What do we know about ePortfolios as a pedagogy and practice for specific levels of education? Panelists will consider how ePortfolios are uniquely suited for students at the beginning of their educational journeys, focusing on ePortfolios in the first year; examine the use of ePortfolios in graduate-level education, including how ePortfolios help students to shape and refine their professional goals and digital identities; and consider how the use of ePortfolios through undergraduate education can help shape professional academic identity through graduate school and beyond.

J. Elizabeth Clark, Professor, Department of English, LaGuardia Community College (CUNY)

Helen Chen, Social Science Research Associate, Stanford University

Pablo Avila, Interim ePortfolio Director, LaGuardia Community College (CUNY)


Using ePortfolios to Assess College Students’ Integrative Learning Experiences within a Psychology Learning Community

An online learning community in psychology participated in a semester-long integrative learning experience. Intentional activities were constructed to help students draw connections between content from four courses comprising the learning community using ePortfolios as a portal. These ePortfolios included pages housing learning artifacts, with accompanying visual images and reflections, from each course. Students received scoring rubrics for each graded component of the ePortfolio as well as an overall ePortfolio rubric. The ePortfolios were digitally showcased during an end of the semester departmental presentation. Students were provided with individual and group feedback regarding how to improve and build upon their ePortfolios for continued professional use. Audience members will gain a better appreciation of how to implement integrative learning practices as illustrated through student examples of ePortfolios and will receive information about the lessons learned from this project so as to build upon the positives and fine-tune the challenges upon future replication.

Jennifer Muth, Psychology Undergraduate Program Director and Psychology Senior Lecturer, Old Dominion University
Suzanne Morrow, Psychology Senior Lecturer, Old Dominion University


What Students Tell and Show Us about ePortfolio Literacy

We address how an ePortfolio curriculum prompts new ways of thinking about education. Hampshire College’s transformation from a print-based portfolio to an electronic portfolio included a review of ePortfolios demonstrating differences in ePortfolio structures between more and less impressive ePortfolios. What Hampshire found is that while chronology may provide a convenient ePortfolio structure, an ePortfolio design oriented to "pivotal learning moments" provides a more compelling, authentic account of learning. In Northeastern University’s online master’s education program, students draw from and transform their earlier "learning ePortfolios" into professional ePortfolios showing accomplishment and career readiness. Key to this transition are four critical moves: remembering, analyzing, envisioning, and synthesizing. In Florida State University’s Rhetoric and Composition ePortfolio, a signature practice is selection, supported by an ePortfolio curatiorial process helping students make decisions about what’s to select for the ePortfolio and what to leave behind. Across all three programs, students report that these supportive practices are fundamental.

Kathleen B Yancey, Kellogg Hunt Professor, Florida State University

Laura Wenk, Dean of Curriculum and Assessment, Associate Professor of Cognition and Education, Hampshire College

Gail Matthews-DeNatale, Associate Director, Center for Advancing Teaching & Learning Through Research, Northeastern University


Portfolios and the Public Narrative: Structuring Assessment Practice to Guide Effective Communication

Responding to the Annual Meeting, "Raising Our Voices: Reclaiming the Narrative on the Value of Higher Education", this session offers an institutional example of creating new opportunities to reinvent spaces for discourse about student learning. Trinity College of Arts and Sciences at Duke University is in year three of an assessment initiative in which our portfolio platform was enlarged to house an assessment management tool. The central objective of the initiative is to provide faculty structured opportunities for the representation of assessment findings as well as collaborative and reflective discussions of meaning and impact within the program and in the larger community. Following a brief outline of the Department Assessment Portfolio (including the process of implementation), we offer evidence of success from years one and two. We also invite participants to examine with us the intersections between "folio thinking", faculty development, learning outcomes assessment, and public communication.

Jennifer Hill, Associate Director, Office of Assessment, Duke University

Matt Serra, Director, Office of Assessment, Duke University


Watermark Session:
Using ePortfolios to Demonstrate Contextual Learning and Success in Leadership

Join Aurora University to learn how they use Via by Watermark to identify connections between individual experiences as a reflective practice and to demonstrate student learning.  This session will concentrate on the planning and development of an ePortfolio program focused on the Superintendent Internship program within the College of Education where field experiences drive contextual learning. We will discuss the process of assessing student growth in leadership competencies and their use of assignments to develop their Student Showcase – demonstrating their learning as reflective practice and representation of career expertise. Our conversation will culminate with your questions and ideas around ePortfolio use for strategically meeting goals and planning for continuous programmatic improvement.

Carrie Blixt-Diaz, Director of Assessment and Accreditation, Aurora University

This session is presented by Watermark


Preparing Students for 21st Century Employment: Developing Essential Skills and Competencies

There is a growing call for developing students’ employability skills – the competencies and dispositions needed to be successful in today’s and tomorrow’s workforce.  ePortfolio practice, when done well, can be a powerful force in this regard.  At the University of Waterloo, the Waterloo Curriculum Vitae (WatCV) initiative is a carefully crafted teaching and learning intervention that builds students’ career readiness.  At the University of South Carolina, a unique “outside the classroom” ePortfolio-based Graduation with Leadership Distinction deepened an institutional focus on leadership and integrative learning. And, at LaGuardia Community College, students in the Deaf Studies program use ePortfolio practice to recursively engage in an intentional career discernment process over four semesters.  In this panel session participants will have the chance to learn from and interact with ePortfolio leaders from each of these institutions and identify practices that can be put in place at their own institution.  This session includes content featured in Catalyst in Action (Stylus, 2018).

Katherine Lithgow, Senior Instructional Developer, Integrative Learning, Centre for Teaching Excellence, University of Waterloo

Irma VanScoy, Executive Director, USC Connect, University of South Carolina-Columbia

John Collins, Lecturer and Program Director, Deaf Studies, LaGuardia Community College


10:30 a.m. to 11:30 a.m.


ePortfolios for Academic Identity and Civic Engagement in Diverse Student Populations

Using examples from ePortfolios created in our environmental science, microbiology, technical writing and composition courses, we show how our students use their reflections to engage more deeply with the class content, connect to their communities and learn how to communicate effectively in a digital format both with each other and the general public.  We offer assignments and activities from our classes that participants in this session might bring to their own institutions to encourage persistence, develop higher-order thinking and create more engaged and intentional students who can integrate their learning within a course and across their academic careers to become civically-minded graduates.

Theresa Conefrey, Lecturer in the English and Adjunct Professor in Engineering Management, Santa Clara University

Davida Smyth, Associate Professor of Biology, Eugene Lang College of Liberal Arts of the New School, Santa Clara University


Levels of Design for a Campus-Wide ePortfolio Initiative

In this session, the presenters will share the strategies, successes, and challenges experienced by a portfolio application developer, faculty members incorporating reflective ePortfolios in required First Year Seminar courses, and an instructional designer at the user level helping to bridge the needs of faculty, staff, and students with the platform development process. We will also explore the various ways that ePortfolios have been piloted and implemented at the University of Denver so far, highlighting the common challenges evident across contexts and introducing our emerging framework for supporting strong design practices when creating ePortfolios (i.e. strategies for addressing common questions, struggles, and challenges that students face when attempting to display their narrative experiences in an online format).

Heather Tobin, Instructional Designer, Office of Teaching and Learning, University of Denver 

Carrie Lorenz, Senior Education Java Developer with Academic Technologies Consulting, University of Denver 

Aubrey Schiavone, Teaching Assistant Professor for the University Writing Program, University of Denver 

Kara Taczak, Teaching Associate Professor for the University Writing, University of Denver 


From Subjugation to Self-Authorship: A Critical Discussion of Performativity, Subjectivity, and ePortfolios

This session invites participants to critically examine issues of student agency, identity construction, and privacy. In the face of pressure for students to "declare", "choose a path", and "fit into the workforce,” how might we reclaim the narrative about the value of ePortfolios to include spaciousness, vulnerability, and not knowing? How might we develop an ePortfolio pedagogy that values presence and ambiguity over productivity and documentation? Join us in contemplating ways that ePortfolios might allow for non-binary and fluid processes of becoming, opening up new possibilities for alternative subjectivities in our students that resist the narrowing of life’s purpose to a major and a career.

Elaine Gray, ePortfolio Director, Appalachian State University

Beverley McGuire, Director, University Studies, University of North Carolina Wilmington

Survey website

Session PPT


Strategic Development in ePortfolio Practice

In this session, the Associate Dean, Associate Director of Assessment, and Associate Director of Field Placement in the Tift College of Education will share hands-on, practical applications of systematic data use in a new ePortfolio system. These will be presented in three layers. First, examples of how students are able to see and reflect upon their own learning through self-monitoring within courses and across programs, and to prepare for external professional assessments, such as the edTPA, will be showcased. Second, we will share exhibits of instructor use of ePortfolio platform data from both methods and field experience courses. Finally, we will provide a brief overview of how the ePortfolio is used to address the accreditation needs of the Tift College of Education system at the program and unit levels.

Caroline Young, Associate Director of Assessment, Mercer University

Kelly Reffitt, Associate Dean, Mercer University

Kristin Doss, Associate Director of Field Placement, Mercer University


Digication Session:
Exploring ePortfolio Pedagogy to Build a Culture of Reflection

Puget Sound’s desire to embed reflective learning in courses or programs was driven by starting with why. From small pilots to first-year orientation, Puget Sound leverages ePortfolio pedagogy to stimulate students' reflection on the significant value of their experiences and comprehensive liberal arts education. Join us for an interactive session to reflect on finding your why by exploring how to: (a) leverage campus partnerships and collective expertise to embed ePortfolio pedagogy in courses or programs, (b) refine strategic processes that promote collaboration and innovation, (c) deepen learning that also promotes student agency, and (d) build upon lessons learned during the journey to implement folio thinking (Chen, 2010) across campus.

Renee Houston, Associate Dean of Experiential Learning, University of Puget Sound

Elize Hellam, ePortfolio Program Manager, University of Puget Sound

This session is presented by Digication

Website Resources

Session PPT

Session Handout


ePortfolio and High-Impact Advisement

Integrating ePortfolio practice into advisement practices and structures creates a mutually beneficial relationship for both students and advisors.  For students, advising-related ePortfolio practice can support them in setting their academic and career goals and charting a path to achieve them.  For advisors, ePortfolio practice can deepen the often-limited face-to-face interactions they have with students, as they are able to gain a better understanding of their students’ goals.  In this session, LaGuardia and Guttman Community Colleges will share their ePortfolio-based advisement practices that take place inside and outside the classroom by both faculty and professional advisors.  Through an interactive discussion, participants will identify strategies and practices that they can adapt for use at their own institution.  This session includes content featured in Catalyst in Action (Stylus, 2018).

Danielle Insalaco-Egan, Assistant Dean of Student Support, Guttman Community College (CUNY)

Jessie Moore, Director of the Center for Engaged Learning and Professor of English, Elon University

John Collins, Lecturer and Program Director, Deaf StudiesLaGuardia Community College (CUNY)


11:45 a.m. to 1:00 p.m.


Students’ Perspectives on ePorfolios and Learning:  A Student Panel Discussion

We know that ePortfolios have the potential to help students synthesize their learning, but we don’t hear often enough from students themselves about important questions that would help institutions better structure ePortfolio projects or faculty to better utilize ePortfolios as a catalyst for student learning. This session features students answering questions such as:

  • What motivates students to undertake the work of creating an ePortfolio and stick with it long enough to make it truly an effective representation of their skills and experiences?
  • What challenges do students encounter in the process, how do they work through those challenges and what kinds of support along the way enables their success?
  • How do students make complex choices about the artifacts to include, the amount of reflective contextualization audiences will require, or how best to balance the personal with the professional?
  • What do students learn from ePortfolios or the process of assembling them and how do they imagine using their ePortfolios now or in the future?

MODERATOR: Margaret J. Marshall, Director of University Writing and Professor of English, Auburn University

Genesis Barco-Medina, Graduate student in English

Elizabeth A. Devore, Graduate student in Electrical Engineering

Bri Thomas, Senior in Political Science

Brent Warr, Senior in Environmental Design


1:15–2:00 p.m.



ePortfolio Use After College: A Pilot Study of Student Perceptions and Experiences

Multiple studies have documented how students believe ePortfolios can provide an opportunity to integrate their learning and share their skills or work products with others. However, less is known about how students use ePortfolios after college. This session will share the results of a pilot study about how undergraduate and graduate students describe the value of an ePortfolio and how they used an ePortfolio after college. Students were asked to indicate if they believed an ePortfolio helped them (1) think about what they wanted to do after graduation, (2) see connections among their experiences, and (3) explain their interests and skills. Students were also asked to describe how they knew their ePortfolio was used during the job or graduate school application process. Researchers will discuss quantitative and qualitative student data, provide examples of student ePortfolios when appropriate, and describe possible next steps for a larger research project.

Heather Stuart, Senior Program Administrator, Auburn University

Megan Haskins, Program Administrator, Auburn University

Lucas Adelino, Program Assistant, Auburn University


Merging HIPs and ePortfolios: One University’s Journey

This presentation will discuss the steps one university took to support its students and faculty in a multifaceted approach to ePortfolio implementation. This approach, which included best practices from ePortfolio, instructional design, and diffusion of innovation theory (Ely, 1990; Rogers, 2003) facilitated both the utilization of ePortfolios as a high impact practice (HIP) as well as the institutionalization of the initiative. We will also discuss the alignment of our initiative with key facets of the Catalyst Framework (Enyon & Gambino, 2017), including integrative social pedagogy, professional development, and technology.

Samantha Blevins, Instructional Designer and Learning Architect, Radford University

Jeanne Mekolichick, Assistant Provost for Academic Programs, Radford University


Why and How the e in ePortfolio Supports ePortfolio Literacy

In this session, three programs —University of Virginia’s language programs (e.g., Spanish, French, Chinese); Macaulay’s Honors College; and Florida State University’s Rhetoric and Composition program—demonstrate how the e in ePortfolio fosters students’ ePortfolio literacy. For language learning, multimodality is critical; UVA’s language program designed an ePortfolio as the centerpiece hosting a trifecta of learning--students' language development, development of their global literacy, and language-informed interdisciplinary learning across both space and time. Macaulay’s Springboard capstone ePortfolio focuses on open learning, beginning with students’ prior knowledge as they create retrospective digital timelines representing their learning. Using digital tools as an integral part of the ePortfolio curriculum, students invite ePortfolio readers to participate in their ePortfolios. Florida State University’s students bring together multiple electronic documents—including videos, webpages, and slides—to demonstrate their teaching and research abilities; showing what these artifacts collectively contribute to students’ learning is another dimension of ePortfolio literacy.

Kathleen B Yancey, Kellogg Hunt Professor, Florida State University

Joseph Ugoretz, Senior Associate Dean and Chief Academic Officer, Macaulay Honors College, CUNY

Emily Scida, Professor of Spanish and Spanish Language Program Director, University of Virginia

Karen James, Associate Professor, General Faculty and Director of the Language Program, University of Virginia


From Vision to Value: Lessons and Reflections on ePortfolio Implementation

This session offers multiple perspectives on ePortfolio practice as part of an integrative learning initiative at Middle Tennessee State University. You will hear from the planner who guided the program’s creation, the staff who worked with faculty and students to put the plan into action, and the outside reviewer of the initial plan who returned to see it in operation two years later. Speakers will discuss strategies for recruiting faculty and students, for overcoming obstacles, and for leveraging successes. Presenters and the audience will engage in a discussion of successful practices for establishing ePortfolio’s tangible and intangible value among key constituencies on their own campuses.

Mary S. Hoffschwelle, Director, MT Engage, Middle Tennessee State University

Dianna Rust, Associate Professor, University Studies, Middle Tennessee State University

Alexis Denton, Assistant Director, MT Engage, Middle Tennessee State University

Candyce Reynolds, Professor, Educational Leadership and Policy, Graduate School of Education, Portland State University

MTSU Website Resources

Session PPT


PebblePad Session:
PebblePad: Personal Learning Experience and Portfolio Platform

Learning from experience is an essential component of any contemporary curriculum. In fact, AAC&U’s inclusion of ePortfolios as a High Impact Practice reinforces the value of collecting, curating, sharing, and showcasing evidence of a student’s rich learning experiences. But, Portfolios as High Impact Practice also includes the stipulation “when done well” and includes two essential stages of planning and preparing for experience and reflecting on and reviewing that experience building into the portfolio process the opportunity to learn from experience.  In this presentation, we will show examples of portfolio projects done well drawn from across the student journey encompassing everything from preparation for university to preparation for work, from first year projects to doctoral development, from flipped classrooms to work-based group. We will spotlight Emory and Henry College, an innovative liberal arts institution and their implementation of ePortfolios across the curriculum. There will be time for questions and discussion.

Joseph Vess, Director of Integrative Learning, Emory & Henry College

Bradley Hartsell, Integrative Learning Technology Coordinator, Emory & Henry College

Gail Ring, Director of Learning Partnerships, PebblePad

Shane Sutherland, Founder & CEO, PebblePad

This session is presented by PebblePad


Scaling Stories: Implementing and Re-Implementing ePortfolio Practice

Resilience, persistence, and grit – the qualities we seek to cultivate in students- are the same qualities that ePortfolio leaders must possess when scaling an ePortfolio initiative.  In this interactive panel discussion, ePortfolio leaders from three institutions – Salt Lake Community College, Manhattanville College, and Binghamton University (SUNY) will share their scaling stories and strategies for persisting, adapting, and ultimately thriving in the face of institutional challenges.  Lessons learned, strategies, and ways to avoid potential pitfalls will help participants support scaling ePortfolio practice at their own institution.  This session includes content featured in Catalyst in Action (Stylus, 2018).

Aleksey Tikhomirov, Visiting Assistant Professor of Public Administration, Binghamton University (SUNY)

David Hubert, Associate Provost for Learning Advancement, Salt Lake Community College

Alison Carson, Professor, Psychology, Manhattanville College

Emily Dibble, ePortfolio Coordinator, Salt Lake Community College


2:15–3:00 p.m.


Only Connect: A Collaborative Model for ePortfolio Initiatives

This session will discuss a collaborative model for ePortfolio initiatives that resonates with William Cronon’s article about the goals of a liberal education. Oftentimes ePortfolio initiatives become isolated in silos of Academic Affairs and Student Affairs, when they could be collaborative and transformative by bringing together faculty, staff, and students in a shared culture of integrative learning and reflection. We will share our experiences engaging in an ePortfolio initiative that began and continues as a collaborative endeavor among faculty, staff, and administrators. Speaking from these diverse perspectives, we will address some of the challenges and obstacles that we have encountered over the past few years implementing ePortfolios across academic and cocurricular units.

Beverley McGuire, Director of University Studies, University of North Carolina Wilmington

Diana Ashe, Director of the Center for Teaching Excellence, UNC Wilmington

Lea Bullard, Coordinator of General Education Assessment, UNC Wilmington

Colleen Reilly, Professor of English, UNC Wilmington

Session PPT


Attaching at the HIP: strengthening reflective practices for integrative ePortfolios

The powerful pedagogies and transformative learning of our High-Impact Practices (HIPs) exist intertwined in the lives of the students, yet often remained disconnected in our campus activities and curriculum. Well-constructed opportunities for deeper reflection result in students who can better integrate their high-impact experiences through an ePortfolio. In this session, we will share the ePortfolio model developed in our liberal arts setting, highlighting its successes and shortfalls, and exploring possible paths for reflective HIP integration for participants’ contexts. Our project scaffolds the connections among the high-impact learning settings within the liberal arts context at our institution. Students constructed ePortfolios that integrate internships, community-based learning, first-year experiences, and diversity/global learning. Strong reflective practices served as the connective tissue among the HIPs. Using presentation, simulation, and discussion, this session will guide participants in sample reflective practices to create integrative approaches to the HIPs on their campuses.

Tina Kruse, Assistant Professor (NTT), Educational Studies, Macalester College

Karin Trail-Johnson, Director, Civic Engagement Center, Macalester College


Utilizing a Research-Based Implementation Framework to Promote ePortfolios as a Valuable High Impact Practice

Higher education faculty and administrators appreciate the value of the ePortfolio as a high impact tool to support learning, assessment, and the professional growth and success of students and recent graduates. Despite this recognized value of the ePortfolio on college campuses, ePortfolio implementation initiatives, while met with initial enthusiasm, often stall out over time. In this session, participants will learn about and utilize a research-based ePortfolio Implementation Framework that accounts for empirical knowledge of how to introduce and sustain a teaching and learning innovation such as ePortfolio for the long-term. Using the framework, participants will leave with an action plan for how to advance the success of ePortfolio use on their respective campuses regardless of where they are in the implementation process at the present time.

Jennifer M Brill, Director of the Center for Excellence in Teaching and Learning, Monmouth University

Samantha Blevins, Instructional Designer & Learning Architect, Radford University


Empathy and Compassion Made Visible: ePortfolio Neophytes Utilizing Signature Work to Articulate Their Best Possible Selves                        

This session describes a semester-long course where students’ grades were 100% dependent on the quality of the ePortfolio they created. The course content focused on recent research regarding empathy and compassion. Not one of the eighteen students taking the course had ever constructed an ePortfolio and the course instructor was, forebodingly, an abject ePortfolio neophyte.  The key aspects of the course which created the causes and conditions for a transformative  student and professor learning experience, included: 1) Allowing students carte blanche in determining the focus of their signature work; 2) a decidedly detailed checklist describing the scores of required ePortfolio content areas/artifacts; 3) the indispensable contribution of an ePortfolio Peer Catalyst; 4) the expert guidance of a senior Compassion Peer Catalyst with deep knowledge of the course content; 5) the social pedagogical and highly interactive nature of the course; and 6) multiple student – professor individual meetings throughout the semester.

Thomas Pruzinsky, Professor of Psychology, Quinnipiac University


Supporting Student, Faculty, and Institutional Learning: Connecting ePortfolio-Based Assessment and Professional Development

Done well, ePortfolio-based outcomes assessment engages faculty, staff, and students in an inquiry-reflection-integration process.  And, when connected to professional development, it connects institutional learning outcomes with faculty and staff as they shape assignments and activities, promoting a learning culture and supporting “closing the loop.”  In this panel discussion, join ePortfolio colleagues from LaGuardia and Salt Lake Community Colleges and the University of South Carolina-Columbia, to discover the ways they connect assessment and professional development practices to support student, faculty, and institutional learning. Through small and large-group discussion, participants will consider ways ePortfolio-based professional development and assessment can support learning on their own campus.  This session includes content featured in Catalyst in Action (Stylus, 2018).

Eric Hofmann, Assistant Dean of Academic Affairs, LaGuardia Community College

David Hubert, Associate Provost for Learning Advancement, Salt Lake Community College

Irma VanScoy, Executive Director, USC Connect, University of South Carolina-Columbia


2:15–4:00 p.m.—Extended Session

Developing and Implementing an ePortfolio Scholarly Research Agenda:  An ePortfolio Forum Workshop

This workshop is designed to assist those who desire to begin or broaden an ePortfolio research agenda.  We will begin with a discussion of the breadth of relevant research practices available to ePortfolio researchers and activities designed to help participants arrive at appropriate, measureable, and achievable research questions.   All stages of the research process will be discussed with particular emphasis on study design and methodology.  Presentation will be coupled with worksheet and interactive activities to ensure that participants leave this session with an action plan and direction regarding how to move forward with an ePortfolio scholarly research agenda. 

C. Edward Watson, CIO & Associate Vice President for Quality, Advocacy and LEAP Initiatives, AAC&U; Executive Editor, International Journal of ePortfolio


3:15 p.m. to 4:00 p.m.


Leading through ePortfolio Design: High Impact Practices Program Building and Alignment

Tia Brown McNair asked, “What are promising strategies for intentionally designing high-impact practices that clearly articulate expectations for student learning and lifelong success?” Practically facilitating the “articulat[ion of] expectations” for a multi-part collaborative program design can be difficult. However, during the formation of a new program centered on HIPs across curriculum, the collaborative design process for a programmatic ePortfolio template demonstrated the ways in which collaborative efforts with HIP partners on campus can lead to the articulation of outcomes and initiate collaboration between campus HIP partners, pragmatically facilitating intentional design. Through this ePortfolio initiative, HIP partners are able to clearly articulate to students, faculty, and administration the value of the experiences they facilitate, while students are able to showcase their learning and professional skill sets as a result of their HIP experiences for audiences outside of the university.

Megan Mize, Associate Director of ePortfolios and Digital Initiatives, Old Dominion University


How ePortfolios Foster Identities

Although the body of scholarship on ePortfolio is robust, one area that has only recently drawn attention is something we might call an ePortfolio curriculum. As Gail Matthews-DeNatale explains, a curriculum includes two components: it "refers to the combined impact of the ...process of learning and the ...substance of content." Woven throughout another course or offered as a stand-alone course, an ePortfolio curriculum helps students develop the ePortfolio practices and knowledge of a successful ePortfolio-maker. In this session, three ePortfolio leaders explore one aspect of an ePortfolio curriculum--its fostering of student identity. Presenters share three distinct models of ePortfolio curriculum, one explicitly designed to use reflection across artifacts and experiences to promote a holistic identity; a second using ePortfolio creation strategies to support the development of a professional scientific communication identity; and a third focusing on ways ePortfolio artifact arrangement and visual design foster a developing student identity.

Kathleen B Yancey, Kellogg Hunt Professor, Florida State University

Helen Chen, Social Science Research Associate, Stanford University

Susan Kahn, Director, Office of Institutional Effectiveness and Director, IUPUI ePortfolio Initiative, IUPUI


Innovating a Medical School’s Professional Identity Formation Curriculum Through the Implementation of an ePortfolio

Although portfolios have been highly utilized in the field of education for some time, the use of portfolios continues to garner attention in the medical school arena particularly to assess students’ competencies as required by external accrediting bodies.  To assist future physicians in their professional identity formation (PIF), Geisinger Commonwealth School of Medicine established a four-year PIF curriculum and is deploying an ePortfolio to promote and assess a medical student’s developing professionalism.  During the session, we will discuss 1) the process utilized to identify PIF activities across a medical school curriculum, 2) the convening of a group to review, assess, and suggest where in the medical school curriculum the ePortfolio can be used to assess a student’s PIF, 3) the development of an advisor training program grounded in a coaching model, and 4) the selection of a technology platform appropriate for the deployment of an ePortfolio.

Michelle Schmude, Associate Dean of Admissions, Enrollment Management & Financial Aid and Assistant Professor of Clinical Sciences, Geisinger Commonwealth School of Medicine

Tanja Adonizio, Associate Dean of Student Affairs and Assistant Professor of Clinical Sciences, Geisinger Commonwealth School of Medicine


Implementation of an ePortfolio as a Final Evaluation of a Capstone Course in Civil Construction at Pontifical Catholic University

This session will describe the implementation process of ePortfolio in a course setting, the observed effects, the learning process, the evaluation of students, and the elements reflected in the teaching team. Data was collected from students via survey, and they reveal that there was an ease of adaptation of the use of the ePortfolio. It was valued in positive ways in respect to traditional methods of evaluation.  It was also found that ePortfolio promote the development of communication and synthesis skills. The students value the fact that they were asked to show what they had learned, and they were aware that the objectives of the course were achieved through the ePortfolio work done during the semester. Finally, reflections will be presented by the teachers who participated in lessons in which students shared their ePortfolios to show their knowledge and achievement of the objectives of the course.

María Asunción Pérez-Cotapos, Educational Psychology, de Pontificia Universidad Católica de Chile

Elena Magione-Lora, University of Notre Dame


Who am I and Who do I Want to Be?  Developing Academic and Professional Identity from First Year to Graduate School

Effective ePortfolio practice can help students discover and articulate who they are and who they want whether they are just entering college or preparing to become working professionals, but that can only happen with careful attention to pedagogy and practice. This interactive panel session will highlight the work of three Catalyst in Action institutions: LaGuardia Community College, where ePortfolio practice helps students curate their academic identity as well as their STEM identity; Elon University, where Writing and Rhetoric faculty help undergraduates, through their ePortfolio, develop a sense of who they are as emerging writers; and Northeastern University, where a graduate capstone experience helps students articulate and share their professional identity. Participants will be introduced to a range of pedagogical strategies to adapt and implement with their programs and students.

Allie Brashears, Assistant Professor of Biology, LaGuardia Community College (CUNY)

Jessie Moore, Director of the Center for Engaged Learning and Professor of English, Elon University

Gail Matthews-DeNatale, Associate Director, Center for Advancing Teaching & Learning Through Research, Northeastern University


4:15–5:00 p.m.

Documenting Learning: A Perspective...

The Academy has always been interested in documenting learning. The dawn of the information age has provided challenges for educators and students alike. This session will take a quick look at where we have been, what we are doing now and what the challenges might be in the future. 

John Ittelson, Professor Emeritus, School of Computing and Design, California State University Monterey Bay



International Journal of ePortfolio
AAC&U is proud to collaborate with the International Journal of ePortfolio (IJeP)—a double-blind, peer-reviewed, open access journal freely available online—on a special issue to be published in Spring 2019.  Those accepted to present a session in the 10th Annual ePortfolio Forum will be invited to write a 3,000-7,000 manuscript on the information/research being presented; however, submission to IJeP does not guarantee publication, as the journal’s peer review process will determine manuscript acceptance. The manuscript must be submitted in advance of the Forum and that the deadline for submission for consideration in the IJeP’s special issue is December 1, 2018.  Information about IJeP manuscript expectations can be found here

Submissions to IJeP are welcome from all interested individuals, regardless of participation in the Forum.