“ePortfolios Enhance Learning, Assessment and Job Applications”

Benjamin Stephens from Clemson University spoke about the form and function of ePortfolios for outcomes in the undergraduate psychology program. In 2006, Clemson University implemented an ePortfolio program that requires all undergraduates to create and submit a digital portfolio demonstrating Clemson’s general education core competencies.

Students collect work from their classes and elsewhere, connecting (tagging) it to the competencies (Written and Oral Communication; Reasoning, Critical Thinking and Problem Solving; Mathematical, Scientific and Technological Literacy; Social Science and Cross-Cultural Awareness; Arts and Humanities; and Ethical Judgment) throughout their undergraduate experience.

Benjamin discussed the difference between general education ePortfolios vs. resumes explaining that ePortfolios may assist supervisors in becoming more aware of an applicant’s knowledge, skills and abilities. A study was conducted by Clemson in which recruiters from a career fair and students rated four types of applications for the position of career counselor: paper resume, web resume, ePortfolio and interactive resume. Resumes were seen as more easily understood than ePortfolios and ePortfolios which included resumes were viewed more favorably. ePortfolios and interactive resumes were rated as having the most impact on the job outcome. While ePortfolios and interactive resumes had the same amount of information, participants rated ePortfolios as having the most information out of the four types of applications.

Interactive resumes seemed to be a better fit when used to apply for a job — a middle ground. That is not to say that ePortfolios aren’t necessary because the hyperlinks from the interactive resume link to different parts of a a student’s ePortfolio. Benjamin explained that he plans to survey employers to get a better understanding of how ePortfolios can best be utilized in the hiring process.

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