ABSTRACT
Readers are provided practical descriptions of what an ePortfolio practice “done well” looks like through applied examples as evidence to indicate which practices generate high-impact behaviors. Two main goals of using cuPortfolio at Carleton are to support teaching and learning practices and program-level assessment. This chapter describes the connections between ePortfolio pedagogical practice and the Technology and Professional Development sectors of the Catalyst Framework. Multiple-choice and short-answer questions surveyed students about their use of the cuPortfolio technology, time spent in cuPortfolio, and learning experiences and skills development related to the use of cuPortfolio. Taking the narrow lens of a course-level case study, the authors provide a detailed description of pedagogical activities that constitute an ePortfolio practice “done well” and provide evidence from the student voice indicating which ePortfolio pedagogical practices help generate high-impact behaviors.
