Santa Clara University

SCU ePortfolio

Sample ePortfolios

Examples of already created ePortfolios can help you imagine the possibilities for developing your own ePortfolios. SCU will be developing a gallery of examples of how students and faculty are using ePortfolios, but until then, here are some samples from other institutions.


ePortfolios to showcase your accomplishments

ePortfolios allow you to integrate your classroom learning with all the other important learning experiences you’ve had at SCU, whether in internships, student clubs, service learning, or Study Abroad. This gives your audience (advisers, prospective employers or graduate schools, family, or peers) a much deeper sense of your SCU experience.


This example shows an ePortfolio from a recent graduate of Clemson University.

Clemson University sample



At University of Michigan, students have the opportunity to create “Integrative Knowledge Portfolios,” a process that encourages students to ask questions essential for leadership and lifelong learning:  Who am I becoming? What am I learning? What knowledge, skills and strengths am I developing? What can I do? How will I make a difference?

University of Michigan sample



At Loyola Chicago, students create ePortfolios that reflect their experiences in service learning, internships, and study abroad.

Loyola Chicago sample



ePortfolios created for a course or major/program

Faculty might ask you to create an ePortfolio as a part of your class experience. In this type of ePortfolio, you would save your work and possibly engage in reflections about your learning in a course. At the conclusion of a course, you may choose to share your work more broadly, whereas during the course, it may be available only to the faculty member and/or other classmates.


Students in a course on Rhetoric and Civic Life at Penn State created ePortfolios with blogs, essays, and a speech.

Penn State Sample



In this next type of ePortfolio, a student is asked to submit work to an ePortfolio that provides insights into the learning taking place within one’s major or in an area of the Core Curriculum.  Students will often provide a little background on themselves and include work that shows how their work meets the learning outcomes of their major or Core requirement. Once completed, students have a record of their accomplishments and their reflections on their growth as learners in a particular discipline. In addition, faculty for the program or Core requirement are able to draw upon a body of student work that can be used in assessments of student learning and to help programs improve.

As you’ll see one of these ePortfolios is still under development (which gives a good glimpse of the process of creating an ePortfolio); while the other offers the final version.


In this sample from Virginia Tech, you’ll see how a student in the English Department is creating an ePortfolio as part of a requirement for the major.

Virginia Tech sample



In another example from Virginia Tech, you’ll see how an Engineering student created an ePortfolio to demonstrate her learning as an engineer and her professional development.

View Virginia Tech sample



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