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Members of Cohort II around a tableThe third cohort of the Inter/National Coalition for Electronic Portfolio Research (2006-2009) features teams on campuses at which academic affairs and student affairs educators are collaborating to support in-class and out-of-class learning through eportfolios. Educational research shows again and again the importance of co-curricular, workplace, and personal experiences in the learning process. This cohort is investigating the power of accessing and documenting learning in multiple venues through electronic portfolios. An additional feature of this cohort will be the participation of two statewide university systems and three institutions from Canada and the UK.

Arizona State University Polytechnic

Our project is an historical review of the development and implementation of a campus-wide e-portfolio system. The Polytechnic campus at Arizona State University consists of 3 schools and 1 college and more than 6,500 students. It is also a University undergoing dramatic organizational change as part of becoming the “New American University.” The historical review is presented from five different perspectives: the perspective of a student affairs professional, the perspective of a academic affairs administrator, the perspective of an IT leader, the perspective of the leader of Engineering and the perspective of a faculty leader and head of Humanities.
Final report: Report
Contact: Gary Kleeman,

California State University System

The California State University System is supporting various initiatives using ePortfolios at several of its campuses. The focus of the work with NCEPR is an ePortfolio pilot project at San José State University, which is associated with a larger campus initiative called SAIL (Students Actively Integrating Learning), designed to promote self-reflection, integrative learning, and intentional learning throughout a student’s career at the university. The current research project will pilot first-year-experience classes using ePortfolios with and without peer mentors.
Final report: Report
Contact: David Mesher, or Kathy Sucher, [email protected]

Florida State University

The work with electronic portfolios focuses on the preparation of a "showcase" portfolio, in which students document both in class and out of class experiences through reflective statements and inclusion of artifacts. They can share their eportfolio with anyone they choose, including employers, faculty, and peers. Our research question is intended to answer how these different groups of readers value curricular (in-class) and co-curricular (out-of-class) learning.
Website: www.career.fsu.edu/portfolio
Final report: Report
Contact: Jill Lumsden,

Framingham State University

Framingham State College’s e-Portfolio Research Team is investigating how students’ perceptions of their mastery of cross-curricular competencies will be impacted by the use of course-specific e-portfolios with predefined and student-defined structures. The research uses an experimental design 3 x 2 x 2 approach. Each experiment uses one of two comparisons: portfolio/no portfolio or instructor-defined portfolio structure/student-defined portfolio structure.
Final report: Report
Contact: Andrea Pickles,

George Mason University

This student development program uses e-portfolios to analyze the relationships between students’ co-curricular and curricular learning experiences, particularly with respect to students’ developing understandings and practices of leadership. This program explores dimensions of leadership among students who are currently involved as emerging leaders in Mason’s community as well those who might not yet identify themselves as leaders.
Final report: Report
Contact: Kim Eby,

Minnesota State Colleges and Universities

Minnesota State Colleges and Universities directs eFolio Minnesota, a statewide electronic portfolio infrastructure system that supports individuals and institutions. Our research project is focusing on how eFolio Minnesota can be used to demonstrate, support, and foster interconnections between purpose and practice among students, faculty, and institutions to empower both individuals and institutions.
Final report: Report
Contact: Paul Wasko,

Penn State University

The project addresses the question: What is the impact of a structured electronic portfolio system (designed to communicate high expectations and intended learning outcomes) on student engagement and on cocurricular learning? Included in this question are the ways in which it assists students in understanding intended learning outcomes, being intentional in out-of-class experiences, increasing awareness of experiences Penn State offers, developing career planning skills, and extending their cocurricular learning.
Final report: Report
Contact: Glenn Johnson,

Seton Hall University

Seton Hall University deploys e-Portfolios to support students during their first year of study.  Through the interface of technology we provide comprehensive formative and summative assessments of student artifacts as an evidence-based medium for continuous quality improvement to stem attrition and research persistence.  E-portfolios provide a means for student reflection and identity expression while giving policy and coordinating administrators, co-curriculum developers, and mentors a resource to engage students in learning. 
Website: technology.shu.edu/tltc
Final report: Handout
Contact: Janet Easterling,








Sheffield Hallam University

"How can we use eportfolios to help students to reflect upon and improve their learning?" This is a longitudinal, largely qualitative, action research project which aims to implement, evaluate and extend student use of eportfolios for personal, academic and professional development. Our primary assumption is that reflection plays a central role in student learning and that the use of eportfolios can facilitate this process.
Final report: Report
Contact: Serena Bufton,

Univeristy of San Diego

The project is built around three themes: the theory of social constructivism, theories of self-presentation, and electronic portfolios as “reflected selves.” The study consists of several first-year courses, a capstone course, a student affairs leadership/involvement program, and two open sessions for 20-25 first-year students who are interested in developing portfolios outside of a course or program context.
Final report: Report
Contact: Carole Huston,

University of Waterloo

This project explores how ePortfolios provide evidence of integrated learning and student engagement in the Bachelor of Accounting and Financial Management (AFM) program. Longitudinal study of student ePortfolios will determine how recognition of connections between their learning (academic, workplace and community) through reflection, assists the development of a richer, more holistic view of learning and their university experience.
Final report: Report
Contact: Tracy Penny-Light,

University of Wolverhampton

A case study which outlines the journey and characteristics of the two schools who were the key early adopters/drivers of eportfolio when the system was first launched in the in 2005. We will focus on the experiences and influences of expert eportfolio practitioners in these schools. Do the practitioner values and experiences modeled by key staff in the early adopter schools have an impact (directly or indirectly) on increasing eportfolio use and building capacity across the wider university?
Contact: Julie Hughes,


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Cohort III

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