Examples of Student ePortfolios

The ePortfolios linked below are creative, fun, and effective. Although they use different approaches (and different platforms), they are alike in embodying the student's reflections on their learning while at the same time showcasing their achievements.

Listen to a student's perspective! Kylie Myles, an Honours Psychology student and former CTE coop student, shares her experience using an ePortfolio (below) for reflection.

Student eportfolio example

ePortfolio Integration Strategies

Advice for integrating ePortfolios into courses, programs, and co/extra-curricular activities

ePortfolios are for more than coop students!

See how a Master of Public Health Student’s ePortfolio has been developed in the years after graduation.

More Examples

Course Related Student Portfolios

HLTH 480: Competencies in Health

Reflecting on competencies, articulating transferable skills, and showcasing achievements. Examples of student portfolios from the HLTH 480 class (shared with students’ permission): 

HIST/GSJ 347: Witches, Wives and Whores

The capstone project for HIST/GSJ 347 is the creation of an exhibition project. Examples of entries for part of the exhibition might include bibliographies, articles, biographical information on important figures, images, drawings, recipes, journal portions, and primary sources like plays or diaries.  If a student is artistic or creative, they may choose to include objects they make or create.  All items will be the result of primary and secondary research. All items must be presented in a way that reflects the item’s historical significance and based on solid research complete with citations. All materials need to be properly cited and marked with your full name in the upper right corner and loaded onto your group Learn page in digital form in order to share with the whole class, even if your projects involve the creation of physical items.

  • Lauren Simmons portfolio- The Queen of Drama: Queen Elizabeth 1 non-stop train of scandal, rumours, and enemies since her accessions to the throne.
  • Cassandra Sevigny – Grainne Ni Mhaille: Irish Pirate Queen and the Meeting with Elizabeth 1.

HLTH 474: Health Apprenticeship

This example illustrates how a student used the Student Led Individually Created Course (SLICC) self-directed learning framework to document their growth and development while working on their chosen project, “Validation and Testing the Clinician-reported Genetic testing Utility InDEx (C-GUIDE)TM in Neonatal Intensive Care)”. 

HIST 262: Early Modern Europe 1450-1700

In Greta Kroeker’s HIST 262 course, students explored the Early Modern Period in Europe between roughly 1450 and 1750. PebblePad supported the students’ learning journeys throughout the course. To support writing development, students completed three separate short writing assignments using PebblePad templates. Feedback provided to the assignments could be used to improve subsequent assignments. For the final project, each student created a portfolio to demonstrate the findings of their research related to an artifact relevant to Early Modern Europe. 

Reflecting on Co-op Experiences

Skill Development/Transferable Skills

  • Cultivating Portable Skills - Clara Shao, a Legal Studies student, illustrates her skills development and newfound connections during her co-op experience in her ePortfolio.
  • Charlie’s co-op experience - Using the headings ‘Inspired Insights’, ‘Magnificent Failures’, and ‘Unanticipated Connections’, Charlie Uebele, a third year Environment and Business student, highlights the skills he developed and shares his co-op experience in his ePortfolio.
  • Transferable Skill Development - Sarah Abdelrahman, a Biology student, reflects on experiences, skills developed, and lessons learned that will be useful in the future.
  • Developing Transferable Skills - Rachel Lam, a Psychology student, discusses finding links between academic knowledge and life experiences, and discovering new skills and interests.
  • Developing Transferable skills - Brent McCready Branch, a Health Sciences student, reflects on lessons learned, and the importance of connections.
  • Skills Development - Chloe Chan, a Biotechnology student, highlights a variety of skills developed such as research and design skills.
  • Problem Solving - Nicole Wilson, a Sociology and Legal Studies student, unpacks the steps to breaking large tasks into small steps and implementing problem-solving techniques.
  • Reflection on Future Career - Brigg Harry Firmi-Medensky, an Economics student, incorporates various aspects from co-op experience and how that relates to skill development going into the workforce as a young professional.
  • Transferable skills - Nicole Wilson, a Sociology and Legal Studies student, explains the importance of organizational skills, being meticulous, and learning from failure.
  • Working with Data. Ognjen Ivanovic, an Honours Mathematics student, showcases multiple projects and the process of collecting, organizing, comparing, and discovering trends using data.
  • Psychology and PebblePad by Sara Ahmed, a Psychology and Business student with a specialization in Intensive Research
Team building with gears

WATCV: Using the Star Framework

In the video above, Mandy explains how writing reflections for her ePortfolio helped her enhance her learning. 

Notice how the following WatCV career and competency eportfolios focus on the articulation of professional, transferable skills combined with evidence of these skills. Although some may spotlight the same skills, their stories and the evidence they provide highlight each student’s individuality. Take a moment to listen to Eric Van Dijk describe how the WatCV activity helped prepare him for a successful interview.