St. John’s University – Project Profile

We are a Doctoral/Research University

Our institution serves 20,000+ students (headcount).

Our campus has been working with ePortfolios for: 4-5 years

We currently use Digication as our ePortfolio platform(s)

Each year 7000 students use ePortfolio, that’s about 33.3% of our total enrollment.

We currently have Education program(s) and/or majors actively using ePortfolio.

We currently have approximately More than 50 faculty using ePortfolios in their courses.

We currently have 0-1 full-time staff devoted to eP.

Our campus ePortfolio leadership team has 7+ members.

Our campus leadership team is comprised of Faculty, Staff, and Administration

Students play a significant role in supporting our implementation by serving as ePortfolio peer mentors and lab assistants.

We ask students to help build an ePortfolio culture on our campus by: Participating in department-focused showcase events, Sharing their ePortfolios on our ePortfolio website

ePortfolio is used for Assessment on our campus at the:

Course Level

The current scope of ePortfolio-related professional development is:

Ongoing and sustained over time. Most faculty who use ePortfolio have taken part in some faculty development.

Our professional development is provided via: Short focused training workshops or webinars, Sustained Seminars

The focus of our ePortfolio-related professional development is:

Understanding the ePortfolio technology, Exploring integrative ePortfolio pedagogy

Our campus ePortfolio initiative gathers these types of evaluation data:

Informal or anecdotal

Thinking broadly, the following list represents our ePortfolio program goals ranked in order of importance:

  • Enhancing student learning & success
  • Deepening student understanding of course content
  • Strengthening High Impact Practices (such as FYE or learning communities)
  • Helping Students become more reflective learners
  • Educational development–helping students developing their identities as learners
  • Supporting students’ career preparation
  • Advancing integrative learning—building connections across boundaries
  • Facilitating transfer preparation
  • Supporting Outcomes Assessment
  • Strengthening Advisement

The current scope of ePortfolio use for pedagogical purposes to enhance student success at our campus is:

Extensive and/or Pervasive– in wide use by a large proportion of students, faculty/staff and/or programs, most or all departments of programs have been exposed to or fully utilize some features of ePortfolio, a large percentage of faculty/staff use ePortfolios.

The maturity of ePortfolio use for pedagogical purposes to enhance student success at our campus is:

(In it’s) Initial (phases) – students, faculty, staff etc. are mostly trying to figure it out, initial pilots

The scope of our campus’ usage of ePortfolio for assessment is:

Small and/or Highly Focused – relatively limited scope of use for either programmatic or institutional assessment, one or two departments or programs are on board

The maturity of our campus’ usage of ePortfolio for assessment is:

Not used Initial explorations; faculty & programs, mostly trying to figure it out, rubrics are being developed and tested

Overall (thinking holistically and considering not only pedagogy and outcomes assessment but also ePortfolio culture and the scaling up process), we would place our campus is in the following quadrant:

Broader in Scale and Preliminary / Limited Depth:
Growing in size & reaching larger numbers, but still feeling our way on key issues

Professional Development Profile


Our ePortfolio-related Professional Development activities foster the following network of connections on our campus: Connecting faculty to staff and administration, Connecting interdisciplinary programs and majors (curriculum, structures, policies) to each other, Connecting faculty and programs to institutional outcomes assessment

We have started using ePortfolio for the tenure review process across the campus and many departments are investigating how to use this tool to meet accreditation requirements.  Major emphasis has been placed within the School of Education, who developed a plan to use ePortfolio to align TEAC Requirements with edTPA requirements.


The relationship between our campus ePortfolio leadership team and our campus Center for Teaching & Learning, through the direction of the Provost’s Office, has actively promoted ePortfolio workshops every semester.


Overall, ePortfolio-related Professional Development on our campus is: Somewhat more focused on technology


Overall, our ePortfolio-related Professional Development has Minimal linkage to Outcomes Assessment

This is something that is being considered at this time, but we hope to use ePortfolio for Outcomes Assessment in the near future.


We collect the following types of evidence to document the effectiveness of most of our ePortfolio-related Professional Development on campus: None


ePortfolio-related Professional Development activity is funded by: Center for Teaching Budget


Our college’s strategic plan includes ePortfolio-related Professional Development: No


We recruit and encourage faculty/staff  participation in ePortfolio-related Professional Development by the following: Website, ePortfolio and other electronic announcements


Faculty/staff participation in ePortfolio-related is recognized and supported by the following: Certificates or letters to department chairs


The following proportion represents adjunct faculty participation: Less than 25% of participants are adjuncts

We encourage adjunct participation by the following: Requirement for teaching particular classes or sections


The following is a list of challenges facing our campus ePortfolio-related Professional Development ranked in order of most challenging on top to least challenging on the bottom:

  • Generating and sustaining interest and engagement
  • Ensuring faculty buy-in
  • Identifying faculty that are amenable to innovation
  • Helping faculty and staff move from discussion to implementation
  • Building a culture of evidence
  • Focusing on learning-centered practice
  • Being creative in finding ways of enticing faculty and compensating them for their participation
  • Gaining credibility as faculty leaders
  • Making seminars an on-going effort to institutional change
  • Monitoring faculty progress in implementing common goals
  • Embedding faculty development in general campus culture
  • Building a common language

Outcomes Assessment Profile


In what general areas does your campus currently use ePortfolios for Outcomes Assessment?

  • Department/program assessment (1-2 programs)

How rapidly has the use of ePortfolio for Outcomes Assessment grown on your campus?

  • Slow progress- have been working on it for several years and we are slowly making progress


Thinking about our design principles of Inquiry, Reflection and Integration, how are faculty and staff currently engaged in ePortfolio-based Outcomes Assessment?  What steps, in fact, do they take part in? 


  • Designing and implementing activities or assignments that will generate artifacts of student learning for outcomes assessment
  • Facilitating the collection of artifacts
  • Working with other faculty and staff to examine artifacts of student learning and rate them again rubrics for outcomes assessment


  • Discussing the insights generated by artifact review with other faculty and staff and considering the implications for courses and programs
  • Developing recommendations for change, based on the review of artifacts
  • Sharing findings and recommendations with other segments of the college


  • Planning/guiding the implementation of recommendations for change in curriculum and pedagogy
  • Taking part in professional development related to implementation of recommendations for change
  • Implementing new curriculum and pedagogy based on the process of assessment and recommendations for improvement


What is currently assessed in your ePortfolio-based Outcomes Assessment?

  • Not using it (N/A)

On average, about how many assignments/artifacts/portfolios are being assessed each academic year?

  • Not using ePortfolio for Outcomes Assessment (N/A)


On average about how many faculty/staff are involved in your ePortfolio-based Outcomes Assessment?

  • Not using ePortfolio for Outcomes Assessment (N/A)

Who takes part in ePortfolio-based Outcomes Assessment activities? 

  • Not using ePortfolio for Outcomes Assessment (N/A) 

How does your institution encourage faculty/staff participation in ePortfolio-based Outcomes Assessment activities?

  • Not using ePortfolio for Outcomes Assessment (N/A)


What is the relationship between your ePortfolio leadership team and your campus Outcomes Assessment leadership?

  • We do not have a campus-wide Outcomes Assessment leadership team


The AAC&U worked with campuses nationwide to develop a set of rubrics that could be used to support holistic assessment of artifacts gathered with ePortfolios.  How helpful have those rubrics been in supporting the process of linking ePortfolio and Outcomes Assessment on your campus?

  • Somewhat helpful

If your campus used the VALUE rubrics, please briefly describe HOW you used them (e.g. modeled your rubrics on them, used a combination of them, used them without modification, etc.):

  • The VALUE rubrics were used in general with certain courses. Individual faculty have used that rubric as a template to design rubrics that surrounded their field of study.


How well does your campus use the evidence and insight generated by ePortfolio-based Outcomes Assessment to guide change?   How effectively does your campus “close the loop”?

  • St. John’s does not use ePortfolio for Outcomes Assessment (N/A)


Currently we do not use our ePortfolio platform support Outcomes Assessment on our campus, but we hope to change this in the near future.


Our college’s strategic plan doesn’t currently include ePortfolio-based Outcomes Assessment.


The following is a list of common challenges facing campuses attempting to use ePortfolio for Outcomes Assessment.  

  1. Building faculty/staff understanding of the ways more authentic and holistic Outcomes Assessment can effectively support efforts to improve student learning
  2. Gathering a meaningful collection of artifacts or ePortfolios to use for Outcomes Assessment
  3. Helping faculty/staff understand how ePortfolio can support more authentic and holistic approaches to Outcomes Assessment
  4. Overcoming faculty/staff anxiety about Outcomes Assessment
  5. Gaining the support of key campus stakeholders for the use of ePortfolio for Outcomes Assessment
  6. Identifying the competencies and developing the rubrics needed to evaluate artifacts of student learning for Outcomes Assessment
  7. Developing assignments aligned with designated competencies
  8. Adapting the ePortfolio platform to support our campus’ approach to outcomes assessment
  9. Engaging faculty/staff in the process of assessing artifacts of student learning
  10. Closing the Loop – moving from assessment to change in pedagogy and practice
  11. Using Outcomes Assessment to build a campus culture focused on student learning in general


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