ABSTRACT
Electronic portfolios, or ePortfolios, identified now as the eleventh high-impact practice influencing postsecondary student success, have been used in higher education for more than 20 years. For example, a special issue of Computers and Composition dedicated to electronic portfolios was published in 1996. Since the publication of Cambridge, other volumes have provided complementary if somewhat different views. Scholarly journals also contributed to knowledge in higher education about ePortfolios, and in 2011 the first issue of an ePortfolio-specific journal, the International Journal of ePortfolio, was published. ePortfolio, but the learning itself has occurred in the creation of the artifacts the ePortfolio hosts, not in the creation—selecting, designing, composing, and assembling—of the ePortfolio itself. Other ePortfolio curricula are offered in stand-alone, credit-bearing courses. The independent study provided a model for her one-credit ePortfolio course at Florida State University for graduate students whose ePortfolio purposes range from submitting them for a teaching award to applying for tenure-track faculty positions.
