ABSTRACT
The Clemson eportfolio project has taken a disciplinary focus: on how eportfolios in psychology can foster professional identity. More specifically, during the summers of2003-2007, a total of 37 undergraduate interns completed eportfolios based on their research experiences in Clemson's 10week summer program in applied psychology. As in Diehl's eportfolio, multiple drafts of literature reviews, research proposals, final reports, and poster presentations demonstrate growing maturity in project knowledge and research skills. One last piece of research on eportfolios focused on how different audiences rate the eportfolios. Immediately prior to faculty ratings, mentors reviewed their interns’ eportfolios. Importantly, the faculty evaluations of student achievement were in qualitative agreement with the student interns’ ratings. In the future, the authors plan to direct intern attention early and more directly to the interplay of social context, eportfolio contcnt/structure, and intern capability.
