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In what programs and situations are ePortfolios typically used at the college? Alternatively, where are they least used or absent/ignored?

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Who are the possible viewers/editors/administrators of ePortfolios? (Alternatively, who around the college is most removed from ePortfolio?) What audiences would we like to engage that we haven't yet?

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When do students and faculty rely on ePortfolios most during a semester, an academic year, or over the course of a full program of study? What seem like the most important “touch points” in a student’s semester or academic career when we want them to create/build/refine an ePortfolio?

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Why have you chosen to use ePortfolio? Alternatively, why might you resist or avoid it?

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How do we guide students to create and maintain an ePortfolio? How do we model technical skills as well as the "practice" of reflection and curation? How do we want our students to feel when looking back at an ePortfolio they built over a sustained period? How can we encourage and foster those feelings in our week-to-week teaching and mentoring?

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I would like to see eportfolio used to engage the CPL (Credit for Prior Learning) opportunities in prior learning portfolio work.

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Our program uses eP to scaffold Core Competencies and Abilities as students progress from course to course. It also helps students build connections to other courses and external entities (job, family, etc). It's a systematic way for students to build connections along the way.

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I'm a believer in modeling work in my classes. I build up whole classes in ePortfolio, make sample assignments, and teach students how to make something that they feel reflects themselves as learners. As students grow, the Portfolio should become more about them and less about fill-in-the-blank templates, so that they feel a sense of pride and connection in seeing how their work develops. Having students participate in regular assignments in the portfolio or building to a large final work helps them to keep returning to it, even in intermediate courses (between FYS and Capstone) where it's often ignored.

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I'm a believer in modeling work in my classes. I build up whole classes in ePortfolio, make sample assignments, and teach students how to make something that they feel reflects themselves as learners. As students grow, the Portfolio should become more about them and less about fill-in-the-blank templates, so that they feel a sense of pride and connection in seeing how their work develops. Having students participate in regular assignments in the portfolio or building to a large final work helps them to keep returning to it, even in intermediate courses (between FYS and Capstone) where it's often ignored.

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I think that these are difficult questions. Students perceive the eP as an "assignment"; something they "have to do". It takes a while before they are able make connections and to see the value of reflection on their learning. 

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I think that these are difficult questions. Students perceive the eP as an "assignment"; something they "have to do". It takes a while before they are able make connections and to see the value of reflection on their learning. 

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The focus on the beginning and endpoints seems to leave an empty middle for many students/programs. What does reflection look like in the middle spaces and How (different question) do we support it?

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I think this has been the hardest part of teaching in the pandemic. Not having hands on time in labs with students has made this a little tough. I am looking forward to being in creative, composing spaces with our students.

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I'd like to learn more about actual experiences students have had with using eP for transfer and employment

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By developing a Core ePortfolio students deposit work as they progress through the program sequence. The difficulty is helping students see eP as a resource to be used post graduation and/or transition out of LGA.

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The idea of connecting knowledge gained from multiple courses is key to encourage students to reflect on their own learning and continue to build their ePortfolios. Perhaps learning communities, or clusters, where there is a theme and an opportunity for these connections to be more explicit is an area to investigate how ePortfolios can be used.

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I'll confess, I largely ignore ePortfolio in my classes unless it's absolutely required.  My sense of it is that it has a lot of overlap in functionality with Blackboard, but also with freely available web dev tools like WP, Google Sites, Bootstrap, etc.

Help me - what am I missing? Where should I be looking to see the things that really excite people about ePortfolio?

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I also feel that as instructors we need to carefully frame prompts for reflection and integration. We often ask the questions that we want answered rather than find ways to support ownership and identity development

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I also feel that as instructors we need to carefully frame prompts for reflection and integration. We often ask the questions that we want answered rather than find ways to support ownership and identity development

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Speaking for myself, in my composition courses I have used ePortfolios mostly for culminating assignments. But this is sometimes at odds with my emphasis on writing as process in these courses. I would like to learn more about, and think more about, how ePortfolios can support the formative stages of writing.

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We all know that FYS and capstone make use of eP pedagogy. I can only see student benefitting from using eP in all classes. I’d like to see more student use of eP throughout the curriculum

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There are two reasons why I use it with music students. First is that it provides a great platform for self reflection and digital dialogue. The second reason is that it allows students to learn and model best practices for presenting their music on a digital platform. In doing so it forces students to think about their audience and how their awareness of audience impacts the way in which they present their music.

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I have no idea where it is mostly used, but I use it with my Education students who are working their way to a professional credential. For them, the eP can serve as a showcase platform where students can send future supervisors and potential employers to see what kind of work they can do.
I think eP is also useful for creating integrative learning projects which draw in a variety of media.

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We use eP throughout the OTA Program. We have one hour in three key courses (one per clinical program semester) dedicated as an eP lab. I would like to talk more about how to engage more faculty (not teaching these courses) to view the student eP to gain a better sense of who they are teaching

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We use eP throughout the OTA Program. We have one hour in three key courses (one per clinical program semester) dedicated as an eP lab. I would like to talk more about how to engage more faculty (not teaching these courses) to view the student eP to gain a better sense of who they are teaching

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Later in students' time at the college, or at least not in ESL and remedial where students are just learning the basics of college.

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I find that students create ePortfolios in FYS classes and most do not engage with it until the capstone course.   I personally think it's a great tool but I feel it's underutilized by both students and faculty.  What can we do to fully engage students and faculty to use ePortfolio?

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I find that students create ePortfolios in FYS classes and most do not engage with it until the capstone course.   I personally think it's a great tool but I feel it's underutilized by both students and faculty.  What can we do to fully engage students and faculty to use ePortfolio?