Are ePortfolios right for your course? Spoilers: we think so. ePortfolios (web-based managed collections of artifacts or ‘evidence’—here of student learning) are one of the Association of American Colleges and University’s (AAC&U) 11 High Impact Practices (HIPs). ePortolios, and assignments tied to their creation, often fulfill a number of the eight key characteristics of HIPs. Most importantly, ePortfolios also help students integrate their learning and make connections between other HIPs.
Different types of ePortfolios help articulate how students must consider different audiences when demonstrating their learning. You can also blend them together for a customized student experience. You might do a course portfolio, a programmatic portfolio, or introduce students to the idea of a developmental or professional portfolio demonstrating their progress over time.
ePortfolios for Reflection & Assessment
Using ePortfolios for learning and reflection encourages metacognitive connections between skills, assessments, and learning outcomes. Reflection, which can be done either publicly or privately, can take many forms within a portfolio. When reflection is built into the assessments that may become artifacts of a portfolio, students will have already done some of this reflective work, making it easier for them to draw connections between and among course work.
Kris Vespia, Associate Professor of Psychology, adds mini reflections to the end of some assessments which ask students to write a few short sentences about the skills they learned while working on the activity, how they see themselves using these skills outside of the classroom, and which learning outcomes they see this activity or assessment fulfilling. Later, if a student takes Kris’s Psychology senior capstone course, they can use those assessments and reflections they’ve been accumulating to produce a programmatic portfolio. These portfolios contain artifacts of learning from across their educational careers that meet the Psychology departmental learning outcomes. The Psychology programmatic portfolios are intended for a public audience, so each item includes a short paragraph describing the artifact and the skills demonstrated through its creation. Here is one example of a student’s programmatic ePortfolio from Dr. Vespia’s capstone course.
After a few semesters, this project has given the Psychology department some very strong assessment data from which they can draw. Might your department or program benefit from a similar practice?
If assessing such a thing seems like a heavy lift, consider that the AAC&U recommends aligning ePortfolios with the Degree Qualifications Profile (DQP) and the General Education Maps and Markers (GEMs) to articulate explicit connections between student learning outcomes and the work they’re doing. This may afford instructors and programs the opportunity to utilize the AAC&U’s VALUE rubrics as a starting point for assessing ePortfolios as an authentic assessment which can be particularly challenging to assess at scale.
ePortfolios for Professionalization
ePortfolios and a curated digital identity can help students demonstrate their abilities to integrate their learning across disciplines and feature digital literacy competencies making them marketable to employers and graduate schools. Portfolios are central places where collected work publicly shares the formation of career readiness. The process of creating a portfolio allows students to practice discussing the academic work they’ve done in multiple contexts and for multiple audiences. In this and other ways, a portfolio can better inform graduates for when they enter the job market as evidenced by The National Association of Colleges and Employers (NACE). While NACE is somewhat proprietary, you can get a feel for the sort of competencies they’re after—all boxes ePortfolios help check—by looking at results such as these (in this case from California University of Pennsylvania).
If this is of interest to you, feel free to expand the list below for details on some skills closely associated with ePortfolio work.
One thing that will likely influence students' success, whether they are continuing their education past their master’s degree or entering the job market right away, is their comfort level with computers, applications, software, and social media. Employers often have some unrealistic or misaligned expectations for new hires who are just leaving college—they assume that because students use technology and social media in their personal life, they’ll understand how to use it for professional purposes, too! This is assumption is often incorrect, but an ePortfolio project can help give students some experience with using technology for professional purposes. By creating a portfolio, students can also start thinking about their professional digital identity, which has become crucial in a world where networking on sites such as LinkedIn is instrumental in finding a job.
Digital Technology is #4 on the National Association of Colleges and Employers (NACE) list of 8 core skills for career success. Employers are looking for candidates who have demonstrated competency in existing digital technologies and the ability to adapt to new and emerging technologies.
Learning how to use a content management system (CMS) like WordPress, which is one of the tools that we recommend using for creating an ePortfolio, is another skill that students can add to a CV or résumé. Even though students may not imagine themselves using website builders or CMSs in the future, they may find that these skills will still come in handy. Ask your colleagues—some of them are even asked to add things to our campus websites using a CMS called Kentico in order to fulfill public posting requirements for grants!
Career Management is #7 on that list from NACE: The ability to identify and articulate skills, strengths, and experiences in a way that's relevant to the position students desire is a skill that a portfolio can help students develop because they can practice thinking and describing projects and assignments to different audiences; proficiency in exploring and pursuing job options and the ability to self-advocate in the workplace can stem from this kind of practice.
Explaining how projects and assessments from undergraduate and graduate academics apply to skills listed in a job posting is one of the things students will likely be asked in an interview. Students might want to express how they could potentially grow into that entry-level position by sharing the skills they’ve cultivated in a project that indirectly relates to their field of study.
Communication is #2 on that NACE 8 core skills and competencies list: the ability to articulate thoughts and ideas clearly and effectively in both written and verbal contexts. Think about how appropriate it would be to be able to share how courses, course work, and projects from undergraduate and graduate careers can apply to the skills in a job description. Creating a portfolio is basically practicing those interviewing skills so that students have some vocabulary and examples to pull from directly.
Getting started with recommendations for students
Getting started with an ePortfolio project or assignment can sound like a daunting task, but it’s not so bad if we keep in mind that what we’re really after is helping students collect and describe the work they’ve already done. The list below summarizes some of the key considerations to start with.
As an instructor, you can guide students in this process. You can also use the structure of your course to establish baseline groupings—e.g. “Theory, Research, Practice.”
Ask yourself: what patterns are you seeing? Hopefully your work is at least linked by your major, minor, and/or emphasis. How might you articulate these patterns using portfolio sections, categories, or pages?
Don’t forget about group work. Are any of these projects the result of group work? If so, you must get permission from your team members to share the work publicly (if that’s your plan). It might be necessary to redact or remove other student names from the work—but don’t mischaracterize or pass off their work as your own. Alternatively, feature only the sections you’ve worked on by yourself. In your portfolio, you’ll need to articulate how these are a part of a larger project.
Who is your portfolio for? Peer reviewers? Instructors? Employers? Graduate Schools? If you want a public, web-indexed portfolio, consider choosing a medium like WordPress (see below), Wix, Weebly, or Google Sites.
As an instructor, make it transparent what you anticipate students will do with their portfolio. Is it just for this class? Do you intend for it to go beyond the course? How will this influence the way you have students engage with it as a medium?
As an instructor, this is a great first assignment for ePortfolios.
Write a résumé or CV. Make a “web safe” version if you’re making a public portfolio so that it doesn’t have your home address or phone number on it.
Meet with Career Services for feedback!
Each time you finish a paper, project, grant proposal, or other artifact that you’re proud of, save it somewhere (see Collect your work and think of how it fits together above) so that you can add it to your portfolio. A you make progress, you can also add it directly to your portfolio if you’ve already started one.
As an instructor, consider how your existing assignments might fit into a scheme suitable for a course or program-level portfolio.
Claiming a UWGB Subdomain & Installing WordPress
One way students can create an ePortfolio is by building a UWGB-hosted WordPress website in which they can add pages, images, documents, and other educational and professional artifacts. This starts with claiming a UWGB web domain and installing WordPress. The steps for doing this are available in this document.
Below are some examples of student portfolios built in this way:
Stay in touch.
Have you or your program used ePortfolios in the past? We’d love to hear about your experiences. What tips do you have for other instructors starting out with this sort of assignment? Or perhaps you’ve never used ePortfolios before, but are thinking about incorporating them into one of your courses—what questions do you need answered to get started?
Drop us a line via email or comment below!
If you’re interested in beginning a portfolio project in your course, request a consultation with CATL and one of our team members will get back to you about how to get started if you would like some guidance.