The What, Why, and How of ePortfolios
This page is intended to serve as resource for anyone interested in learning more about ePortfolios.
What is an ePortfolio?
An ePortfolio is a collection of work (evidence) in an electronic format that showcases learning over time. When you think about your ePortfolio and the types of evidence that it contains, it is important to think carefully about its purpose and intended audience.
An ePortfolio may contain all or some of the following:
- Files of various formats (text, pictures, video, etc.)
- Evidence related to courses taken, programs of study, etc.
- Writing samples (which might include several drafts to show development and improvement)
- Projects prepared for class or extracurricular activities
- Evidence of creativity and performance
- Evidence of extracurricular or co-curricular activities, including examples of leadership
- Evaluations, analysis and recommendations
Types of ePortfolios
Showcase/Professional ePortfolios — These ePortfolios are primarily a way to demonstrate (showcase) the highlights of a student’s academic career. Great examples of showcase ePortfolios on Clemson’s campus come from Health Sciences, Architecture and
Learning ePortfolios — These portfolios are typically created by a student as part of a course as a way to demonstrate learning and the learning process. These portfolios are often shared with other students to elicit peer feedback. Learning portfolios support the idea of formative feedback as an essential part of the learning process.
Assessment/General Education ePortfolios — At Clemson the use of portfolios played a substantive role in the assessment of our general education competencies. Using both formative and summative assessments feedback was provided to colleges, departments and instructors on the quality of evidence students used in their portfolios to demonstrate our general education competencies.
At Clemson the use of portfolios played a substantive role in the assessment of our general education competencies. Using both formative and summative assessments feedback was provided to colleges, departments and instructors on the quality of evidence students used in their portfolios to demonstrate our general education competencies. We will continue to analyze student evidence collected from our general education courses in the Summer Assessment Institute.
Why would you want an ePortfolio?
The American Association of Colleges and Universities recent paper titled: It Takes More than a Major: Employer Priorities for College Learning and Student Success states that “more than 4 in 5 employers say an electronic portfolio would be useful to them in ensuring that job applicants have the knowledge and skills they need to succeed in their company or organization.” (Read the entire report online.) You can also view the highlights from 2011 Clemson University President's Advisory Board Meeting where one group of corporate, industry, community and academic leaders felt that an ePortfolio provided all the right opportunities for students to develop soft skills and market themselves to any industry.
Many Graduate School programs now require a portfolio, as well. For example, the MFA Degree Program in Digital Production Arts in the Clemson School of Computing requires a digital portfolio as part of their application
What can our office do for you?
The goal of Clemson’s ePortfolio office is to assist in creating and promoting your own Digital Identity or Digital Brand. Whether you are headed to Grad School, applying for jobs, starting your own business, or looking to become an independent artist, these are powerful tools. Our goal is to assist Clemson students in generating a narrative that sets them apart from their peers at other universities, using the cutting edge tools available to them, such as the Adobe Creative Cloud Suite.