ABSTRACT
Three Rivers Community College (Three Rivers), a community college serving southeastern Connecticut, did not have a long tradition of using electronic portfolios (ePortfolios) for assessing student learning outcomes. Our earliest ePortfolio efforts began in the nursing department to meet the department's accreditor requirement: evidence that our nursing students were meeting accreditation requirements. Before we had any technological means to store or present that evidence, we submitted paper assignmnets to the accreditor as evidence—not very many of them, and then only the best. In their most rudimentary form, the paper artifacts constituted the precursor to portfolios. At the time, no one would have called the department's collection of student work a portfolio, electronic or otherwise.
