Read more about all C2L findings in “What Difference Can ePortfolio Make?”
Legislators, funders, and higher education institutions nationwide seek ways to build student success and address the “Completion Agenda,” helping students stay in college and graduate. A growing constellation of C2L campuses report data showing that ePortfolio practices correlate with higher levels of student success, including: course pass rates, GPA, credit accumulation, and retention across semesters. Here are some examples.
At LaGuardia Community College (CUNY), thousands of students in a wide range of majors build ePortfolios each year. Professional development helps faculty guide students in using ePortfolio for reflection and integration. Data from the past 8 years shows that students in ePortfolio-intensive courses are more likely to pass their courses and return the next semester. Data from 2011-12 extends that pattern.
Indiana University-Purdue University Indianapolis (IUPUI) uses ePortfolio in many areas of the University. In some sections of IUPUI’s First Year Seminar, students complete an ePortfolio-based Personal Development Plan (ePDP). Students enrolled in First-Year Seminar sections that required an ePDP had significantly higher Fall Cumulative GPAs (2.82) compared to students in sections that did not require the ePDP (2.73).
San Francisco State University has integrated ePortfolio into the Metro Health Academy, a multi-semester learning community for high-risk students. ePortfolio helps students reflect on their learning and plan for future education and career. Data shows that retention and graduation rates for Metro Academy students are much higher than university-wide averages.
At Queensborough Community College (CUNY), all incoming students enroll in First Year Academies. Some sections of the Academies use ePortfolio, other sectors do not. Compared to College benchmarks, all Academy sections demonstrate significant improvement in pass rates and next semester retention. The improvements in the ePortfolio sections were significantly higher than the non-ePortfolio sections.
At Tunxis Community College, in Connecticut, ePortfolio is used in diverse settings, from basic skills English courses to capstone courses in professional majors. The college takes an innovative approach to data analysis, examining correlations between retention and the number of ePortfolio courses students have taken. Their analysis revealed that students with multiple ePortfolio courses demonstrate higher retention rates.
This growing body of evidence suggests that ePortfolio initiatives can build student success and help colleges and universities address the Completion Agenda. Other campuses collecting and reporting data include Manhattanville College, Guttman Community College and Rutgers University. The data is not in any way conclusive, and more research must be done. But even at this preliminary stage, the data suggests that sophisticated ePortfolio initiatives are emerging as a high impact practice, effective on diverse campuses nationwide.
Click here to read Proposition #2, examining ePortfolio and deep learning.
Click here to read the full essay examining the C2L findings, “What Difference Can ePortfolio Make? A Field Report from the Connect to Learning Project” in a special research issue of the International Journal of ePortfolio (IJeP) co-sponsored by the American Association of Colleges and Universities (AAC&U).