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Looking to build a new website or give your current site a makeover? Google Sites let you quickly create and customize websites with an accessible and easy-to-use platform.

If you're an experienced website builder or consider yourself particularly tech-savvy, Google's framework provides plenty of web development and deployment options to leverage at your leisure.

Meanwhile, if you'd prefer a more step-by-step approach, we've got you covered with this in-depth guide to Google Sites.

Google Sites is a free webpage creation and publishing platform. Its "classic" version looked a lot like Google Docs, while the new iteration of Sites works more like Google Forms with the ability to add different elements to the page via a straightforward "what you see is what you get" interface.

If you've got a Classic site already up and running, it's a good idea to make the switch - the new Google Sites design framework is much easier to use thanks to drag-and-drop design elements and the ability to quickly insert text, images, and videos.

Not sure how to get your Google Site off the ground? Start with our step-by-step guide.

Let's look at each of these steps in more detail.

1. Open Google Sites.

Head to Google Sites to start creating your new website. Click the "+" in the bottom corner to get started.

2. Open the Google Sites Support Page.

Since you'll probably have some questions during the process, it's worth opening the Google Sites Support Page for a list of some of the most common Google Sites functions. Keep this tab up as you build your website.

3. Add layouts, text, and images.

Using the right-hand sidebar, you can add layouts, text, images, and videos to any Google Sites page.

4. Use free or paid templates and themes to help your site stand out.

Free templates are available directly from Google, allowing you quickly change things like fonts , color schemes, or layouts. You can also purchase and install new themes and templates. I've included a handful of top templates and themes below .

5. Click "Publish" when you're done.

Choose a new URL or link your site to a domain name you already own.

6. Allow others to view or edit your site.

Just like Google Docs, you can get a shareable link to let others view your site or edit your site.

Seems easy, right? It is - for the most part - thanks to Google's efforts in streamlining the creation and publishing process. But let's dig a little deeper; here's a step-by-step guide for how to make a website for free on Google.

1. Open Google Sites.

Head to Google Sites to get started. Click on the multicolored "+" button in the bottom right.

2. Name your Google Site.

In the top-left of the screen click Enter Site Name and choose a name for your new website.

3. Title your first web page.

Click on Your Page Title and enter a title for your page. You can change the font size, add bold or italic text, and include links.

4. Choose your Site layout.

On the sidebar, you'll see multiple options for page layouts including single images with text, multiple images, and more. Click on the layout you prefer or drag-and-drop it into your new website.

5. Create additional pages.

As you create more web pages, add titles and body text in the Click to edit text area, then click on the "+". This brings up a menu that lets you upload media - an image from your computer or Google Drive, a video from YouTube, or a Google Maps image.

6. Expand your Site content.

Add additional context and content using the menu on the bottom-right of the screen. Here, you'll find options to include collapsible text menus, tables of contents, image carousels, and even buttons. Need inspiration? Check out our Google Sites examples below .

7. Choose and add a theme.

Click Themes and choose from six available free themes with multiple color schemes and fonts. (I've included a few top themes below .)

8. Publish your Google Site.

When you're happy with your site's layout and content, click Publish in the upper-right hand corner.

9. Choose your web address and set viewing rights.

You can now select a web address and select viewing or editing rights for your site, allowing visitors to simply view your site or make changes.

10. Incorporate your own URL.

If you prefer to use a URL you already own, visit this Google Support page and follow the steps listed - you'll need to verify you own the URL, point your URL to your Google Site through your hosting provider's platform, and then directly assign your custom URL. You can also register a new domain name for your Google Site.

Google Sites FAQs

1. Are Google Sites free?

Google Sites are completely free with any standard Google account. Users can make as many websites as they want and enjoy 15GB of storage for files - although it's worth noting that this storage is shared with all your other Google apps.

2. Is Google Sites a good website builder?

The answer depends on what you're looking for. If you're building your first site to generate customer interest and establish a digital presence, Google Sites is an ideal starting point because it's free, easy to use, and naturally integrates with other Google services.

If you're looking to build a more robust sales or service website, however, you may be better served by more robust site design tools that come with a monthly or yearly cost.

3. How do I upload to my website on Google Sites?

Uploading files to your website is simple: Open your site, select "Insert" select the file you want to upload, click Insert again, and then Publish in the top right-hand corner. Worth noting? Google's official help page recommends first publishing your file in Docs, Sheets, or Slides before uploading to improve response times.

4. How do I earn money from Google Sites?

While it's possible to sell products or services on your Google site - especially if you have a Google Business account - the easiest way to earn money is by displaying ads using Google AdSense.

First, create an AdSense account. Then, head to the More Actions menu at the top-right of your site and click on Manage Site.

Source
Next, click on Monetize on the left-hand side of the page, then Monetize this site. You'll be prompted to log in to your AdSense account - once that's done, open any of your site's pages in edit mode, select Insert, and then AdSense to insert ads directly onto the page or into the sidebar.

You can also customize displayed ads to ensure they match the overall theme or tone of your site - and if users decide to click through, you get a small payment for facilitating the click.

5. How do I point my domain to Google sites?

When you make a Google site, the URL will display as sites.google.com/a/domain/yoursitename - and while this works for personal pages, you may want a custom URL if you're planning to use your site for professional activities or product sales.

To point your own domain to a Google site, start by registering your preferred domain with a domain name registrar. Next, head to the Sites setting of your Admin console and select Custom URL then click Add, Continue, and enter your current Google Sites domain. Select Continue again and then enter your custom URL and click "Add Custom URL."

6. How do I delete a page on Google Sites?

To delete a page on Google Sites, click Pages on the right-hand side of your site, then select More for the page you want to remove and choose Delete.

Made a mistake? Sites pages are stored as files in Google Drive Trash and can be restored. To permanently delete a page or site, you also need to empty your Google Drive Trash.

Google Sites Examples

So what does a great Google site look like? Here are some great examples.

The Jirvus Technoloiges website was made using the Modern template in Google Sites. It's simple, easy-to-navigate, and includes an eye-catching image.

The KeyIngredient website uses a custom-built Google Site that includes an image carousel. All the images can be clicked and take users to specific recipes, making the site easy to navigate.

The JSVFOTO website is extremely simple but effective: Each image links to a specific photo category. Without large blocks of text and thanks to the generous use of white space, this site easily stands out.

Filip Rzepka is a Czech videographer and video editor with commercial and set experience and a focus on storytelling with the camera. The homepage of his site is striking with its dark colors, white text, and subtle movement.

This organization provides IT consultancy services, auditing, and project work to businesses ranging from manufacturing to financial services. The user is met with big, bold text and a cool color scheme the moment they hit the page.

PCS is a professional technical sales organization in the electrical industry, and they use a dynamic, compelling image of a power plant on their home page. This coupled with the hexagonal icons to guide the user through the site makes for a streamlined user experience.

While Google Sites may have limited functionality as a website builder, graphic designer Joshua Pomeroy uses a simple full-width grid layout to let his work speak for itself.

Best Google Sites Templates and Themes

As noted above, Google Sites offers several free templates and themes. Here's a look at some of the most useful.

Domain name registrar Namecheap offers several Google templates to help streamline your site-building. Its Creative Website template is eye-catching and also offers a gallery preview to showcase your best work for visitors who click through to your home page.

Consulting Experts is a full-width website that comes with an image carousel and Google Maps integration, making it perfect for B2B-style single- or multi-page websites.

This template offered by Google provides a great starting point for teachers looking to encourage student development. By giving them a customizable space to talk about their achievements, strengths, and goals, this template makes it easier to manage learning journeys across multiple online classes.

Accounting Team has a full-width and mobile-responsive layout, and it's equipped with an icon set and social media buttons. You'll enjoy the bold look and clean lines.

This template provides a springboard for child care companies looking to build their online brand but who may not have the technical expertise or time to create their site from scratch. The template comes complete with topbar navigation sections, along with useful links for interested parents.

Another built-by-Google offering, the Event Template offers a built-in RSVP button along with sections for day-by-day detail breakdowns, speaker profiles, and venue information.

If you're ready to get your site up and running, Google Sites makes it easy to design your own page with a simple interface and multiple templates. Prefer a helping hand? Try CMS Hub - our certified agency partners can help migrate or redesign your site and let you focus on running your business.

Google Sites Tips

Want to make your Google Site stand out from the crowd? We've got you covered with some great site-building tips.

1. Build CTA buttons.

If you're looking to capture visitor attention and drive sales or service conversion, you need a strong call to action (CTA) that clearly communicates what your brand is about and what you offer. Along with compelling copy for your CTA, it's also a good idea to add CTA buttons that let users click through to newsletter signups or download pages that offer immediate value.

2. Create a table of contents.

For pages that have a substantial amount of content, it's a good idea to create a table of contents (ToC) that makes it easy for visitors to find what they're looking for with a single click. Here's why: If you make users scroll and scroll and scroll to find specific information, they'll simply take their business elsewhere.

3. Take advantage of Google tools.

Slow pages frustrate users and make it hard to capture attention. As a result, it's a good idea to leverage tools like Google Page Speed Insights to see how your site is performing and where it can be improved.

4. Improve your contact page.

It's also a good idea to boost the impact of your contact page. This means going beyond basic email addresses to offer multiple ways for customers to get in touch. Where possible, include a contact form, email address, phone number, and social accounts to cast the broadest net possible.

5. Streamline navigation.

Keep your site simple to encourage repeat visits. This means keeping on-screen links to a minimum - while one CTA button may be compelling, seven or eight are irritating. It's also a good idea to choose one organizational structure and stick with it.

For example, you might choose top-bar menu navigation or opt for a side-bar approach. Both are workable - but pick one to ensure streamlined navigation.

Get Started with Google Sites

Google Sites is an easy-to-use website-building platform that lets you quickly create and publish new sites. While it can't compete with some more in-depth, paid, and freemium alternatives - such as Squarespace or Wix - it's a great way to get your site up and running without the costs of professional design and development.
Editor's note: This post was originally published in March 2020 and has been updated for comprehensiveness.

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The Ultimate Google Sites Tutorial [+ Examples]

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Looking to build a new website or give your current site a makeover? Google Sites let you quickly create and customize websites with an accessible and easy-to-use platform. If you're an experienced website builder or consider yourself particularly tech-savvy, Google's framework provides plenty of web development and deployment options to leverage at your leisure.

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Notice how the following WatCV career and competency eportfolios focus on the articulation of professional, transferable skills combined with evidence of these skills. Although some may spotlight the same skills, their stories and the evidence they provide highlights each student's individuality.

Danielle Juneau. A human-centred design ePortfolio spotlighting leadership, design thinking, teamwork and communication.

Danielle Cruz, Knowledge Integration. Sharing experiences, current projects, and the development of a number of professional, transferrable skills.

Kevin Liu, Mechatronics Engineering. Illustrating problem solving, teamwork and decision-making skills.

David Nightingale, Arts and Business. Focusing on transferable skills such as teamwork, leadership and oral communication.

Nareefa Nasruden, Doctor of Pharmacy Candidate. Illustrating how she has used communication, decision-making and teamwork skills.

Carla Rodrigo, Drama. Providing evidence of how she uses professional, transferable skills initiative, written communication and critical reflection.

The ePortfolios linked below are creative, fun, and effective. Although they use different approaches (and ePortfolio platforms), they are alike in embodying the student's reflections on his or her learning while at the same time showcasing his or her achievements.

Anson Chan. In his ePortfolio, Anson reflects on his past journey of growth and transformation at the University of Waterloo and beyond, and also looks ahead to his future plans for career and personal success.

Emily Sutherland. Emily developed her ePortfolio for an Arts and Business course (ARBUS 200). The instructor asked students to use their ePortfolio to present their unique selves in a creative and professional manner through design, artifacts, and reflections.

Victoria Gentile. Victoria's ePortfolio is an excellent example of how an ePortfolio can make effective use of multimedia to tell a story about personal development. Her ePortfolio demonstrates her acquisition of skills needed for the 21st-century such as visual literacy.

Solange Bonilla. This ePorfolio a great example of how program outcomes can serve as the organizing principle of an ePortfolio.

If you're a student at the University of Waterloo and would like to have your ePortfolio featured on this page, please contact Katherine Lithgow.

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Examples of student ePortfolios | Centre for Teaching Excellence

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Notice how the following WatCV career and competency eportfolios focus on the articulation of professional, transferable skills combined with evidence of these skills. Although some may spotlight the same skills, their stories and the evidence they provide highlights each student's individuality. Danielle Juneau. A human-centred design ePortfolio spotlighting leadership, design thinking, teamwork and communication.

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Association of American Colleges & Universities

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Below is an excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter High-Impact Educational Practices: A Brief Overview , by George D. Kuh (AAC&U, 2008).
Chart of High-Impact Practices (pdf)

The following teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds. These practices take many different forms, depending on learner characteristics and on institutional priorities and contexts.

On many campuses, assessment of student involvement in active learning practices such as these has made it possible to assess the practices' contribution to students' cumulative learning. However, on almost all campuses, utilization of active learning practices is unsystematic, to the detriment of student learning. Presented below are brief descriptions of high-impact practices that educational research suggests increase rates of student retention and student engagement.

First-Year Seminars and Experiences
Many schools now build into the curriculum first-year seminars or other programs that bring small groups of students together with faculty or staff on a regular basis. The highest-quality first-year experiences place a strong emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students' intellectual and practical competencies. First-year seminars can also involve students with cutting-edge questions in scholarship and with faculty members' own research.

Common Intellectual Experiences
The older idea of a "core" curriculum has evolved into a variety of modern forms, such as a set of required common courses or a vertically organized general education program that includes advanced integrative studies and/or required participation in a learning community. These programs often combine broad themes-e.g., technology and society, global interdependence-with a variety of curricular and cocurricular options for students.

Learning Communities
The key goals for learning communities are to encourage integration of learning across courses and to involve students with "big questions" that matter beyond the classroom. Students take two or more linked courses as a group and work closely with one another and with their professors. Many learning communities explore a common topic and/or common readings through the lenses of different disciplines. Some deliberately link "liberal arts" and "professional courses"; others feature service learning.

Writing-Intensive Courses
These courses emphasize writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines. The effectiveness of this repeated practice "across the curriculum" has led to parallel efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical inquiry.

Collaborative Assignments and Projects
Collaborative learning combines two key goals: learning to work and solve problems in the company of others, and sharpening one's own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences. Approaches range from study groups within a course, to team-based assignments and writing, to cooperative projects and research.

Undergraduate Research
Many colleges and universities are now providing research experiences for students in all disciplines. Undergraduate research, however, has been most prominently used in science disciplines. With strong support from the National Science Foundation and the research community, scientists are reshaping their courses to connect key concepts and questions with students' early and active involvement in systematic investigation and research. The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the sense of excitement that comes from working to answer important questions.

Diversity/Global Learning
Many colleges and universities now emphasize courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These studies-which may address US diversity, world cultures, or both-often explore "difficult differences" such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Frequently, intercultural studies are augmented by experiential learning in the community and/or by study abroad.

ePortfolios
ePortfolios are the latest addition to AAC&U's list of high-impact educational practices, and higher education has developed a range of ways to implement them for teaching and learning, programmatic assessment, and career development. ePortfolios enable students to electronically collect their work over time, reflect upon their personal and academic growth, and then share selected items with others, such as professors, advisors, and potential employers. Because collection over time is a key element of the ePortfolio process, employing ePortfolios in collaboration with other high-impact practices provides opportunities for students to make connections between various educational experiences.

Service Learning, Community-Based Learning
In these programs, field-based "experiential learning" with community partners is an instructional strategy-and often a required part of the course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community. A key element in these programs is the opportunity students have to both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life.

Internships
Internships are another increasingly common form of experiential learning. The idea is to provide students with direct experience in a work setting-usually related to their career interests-and to give them the benefit of supervision and coaching from professionals in the field. If the internship is taken for course credit, students complete a project or paper that is approved by a faculty member.

Capstone Courses and Projects
Whether they're called "senior capstones" or some other name, these culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they've learned. The project might be a research paper, a performance, a portfolio of "best work," or an exhibit of artwork. Capstones are offered both in departmental programs and, increasingly, in general education as well.

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A Brief Overview Below is an excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, by George D. Kuh (AAC&U, 2008). Chart of High-Impact Practices (pdf) High-Impact Educational Practices: A Brief Overview The following teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds.

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Association of American Colleges & Universities

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ePortfolios, digital repositories of student work, have been transforming students' educational experiences for two decades. The Association of American Colleges and Universities (AAC&U) has long advocated ePortfolio adoption throughout higher education. As AAC&U's Liberal Education and America's Progress (LEAP) initiative has gained prominence, the necessity for all students to have the opportunity to engage with high-quality learning in all the Essential Learning Outcomes (ELOs) has become clear. The need to increase access to higher education for a broad and diverse population has also highlighted the necessity of more diverse pedagogies and assessments that capture and reflect the multitude of modes through which today's students demonstrate their learning. ePortfolios allow faculty and other educational professionals to help students organize their learning; preserve the variety of forms in which their learning occurs; and reflect upon their learning. They also enable the assessment of level of mastery for a broad set of ELOs.

In 2016, based upon proliferating research examining the efficacy of ePortfolios, AAC&U added ePortfolios to its list of High-Impact Practices (HIPs). As noted in the International Journal of ePortfolio, "Key milestones leading to AAC&U's decision include the publication ten years ago of the Handbook of Research on ePortfolios (Jafar & Kaufman, 2006); research performed by many campuses through the Inter/National Coalition for Electronic Portfolio Research as well as associated publications (e.g, Cambridge, Cambridge, & Yancey, 2009); the launch in 2011 and the sustained publication since then of the peer-reviewed International Journal of ePortfolio; and in January 2016, the publication of research resulting from the Connect to Learning (C2L) project (Eynon & Gambino, 2017)." This scholarly foundation provides clear evidence regarding the effectiveness of ePortfolios as well as guidance regarding how to do ePortfolios well. AAC&U hopes to accelerate practice, research, and publication in this domain by providing key tools and publication venues for practitioners and researchers:

The electronic or digital portfolio is an ideal format for collecting evidence of student learning, especially for those outcomes not amenable or appropriate for standardized measurement. Additionally, ePortfolios can facilitate student reflection upon and engagement with their own learning across multiyear degree programs, across different institutions, and across diverse learning styles while helping students set and achieve personal learning goals. ePortfolios provide a transparent and portable medium for showcasing the broad range of complex ways students are asked to demonstrate their knowledge, skills, and abilities for purposes such as graduate school and job applications as well as for benchmarking achievement among peer institutions. Examples of ePortfolios can be found below.

ePortfolios for Learning:

ePortfolios for Assessment:

ePortfolios for Professional Development and Employment:

With the release of the Degree Qualifications Profile (DQP), which lays out the essential learning for any associate, baccalaureate, or master's degree and the levels of demonstrated learning competence expected for attainment of each degree, ePortfolios have even more utility as unified ways for students to document their integrated learning among and across their educational pathways toward a degree. In addition, the principles and models for integrative general education programs developed through AAC&U's General Education Maps and Markers (GEMs) initiative are particularly well suited for an ePortfolio framework, which can help students, faculty, and others map the intentional pathways to demonstrated achievement of essential learning goals. When combined with VALUE rubrics, which mirror the ELOs, ePortfolios provide a means for direct assessment of student work drawn from the curriculum, cocurriculum, and beyond the campus. The work students produce through embedded assignments in courses, programs, activities, internships, research projects, and other HIPs becomes the basis for student progress and attainment in a unified ePortfolio system. ePortfolios create transparency around demonstrated learning and allow student artifacts to be used as evidence of accomplishment for employment, graduate school, or accountability and reporting to external audiences.

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ePortfolios, digital repositories of student work, have been transforming students' educational experiences for two decades. The Association of American Colleges and Universities (AAC&U) has long advocated ePortfolio adoption throughout higher education. As AAC&U's Liberal Education and America's Progress (LEAP) initiative has gained prominence, the necessity for all students to have the opportunity to engage with high-quality learning in all the Essential Learning Outcomes (ELOs) has become clear.

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Welcome to the ePortfolio Project rubrics page. Here you'll find two rubrics that we hope will fit a variety of needs-from learning language to describe a successful ePortfolio to evaluating students' performance in ePortfolios.

Teaching Rubric
We think of this rubric as formative. That is, this rubric can be used to help students throughout the learning process of creating an ePortfolio. This rubric is a useful tool to help teachers and students develop a shared language around the four student learning outcomes in the ePortfolio Project.

Evaluation Rubric
We think of this rubric as summative. That is, this rubric is best used to assess and rank "final" ePortfolios.

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Welcome to the ePortfolio Project rubrics page. Here you'll find two rubrics that we hope will fit a variety of needs-from learning language to describe a successful ePortfolio to evaluating students' performance in ePortfolios. Teaching Rubric We think of this rubric as formative.

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Whatever your criteria, make it transparent

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Whatever your criteria, make it transparent

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Can't require the use of Wix but makes for a much more versatile ePortfolio until we get an approved platform.

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The Leader in Website Creation | Create Your Free Website | Wix.com

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The Leader in Website Creation | Create Your Free Website | Wix.com

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Make your vision come to life with Wix. Choose a template you love and customize anything with the most innovative drag and drop website builder. Create a website for your business, portfolio, online store or blog today.

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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 demsonstrate (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 substantative 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.

Faculty

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.

Students

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 independant 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.

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This page is intended to serve as resource for anyone interested in learning more about ePortfolios. 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.