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The ePortfolio is an online comprehensive collection of information about a person, like an enhanced multi-dimensional résumé. Often jobs or graduate programs require samples of work and--with your ePortfolio--you will already have begun to build this repertoire and will have gained experience organizing and presenting your work.

 Expectations | Examples | Resources | Assessment | Submit your ePortfolio

We expect you to update your ePortfolio annually. Our hope is that you find ways to individualize this and tailor it to your needs. To meet expectations, your ePortfolio should provide a CV/Resume and answer the following questions: what am I planning? what am I doing? what happened to me? These do not have to be in separate sections; you are encouraged to structure your ePortfolio in whatever format best fits your needs.

Give examples from your classes or student organizations that illustrate your answers.

What am I planning?
   *Items that meet this criterion include (but are not limited to):
  1. An update on your capstone choice and project.
  2. Your thoughts on your goals for life after college and how your undergraduate experiences are preparing you for those goals.
  3. How the Honors Student Council events you attended link to your goals.
What am I doing?
   *Items that meet this criterion include (but are not limited to):
  1. How is your course work helping you reach your academic goals?
  2. What your personal interests and accomplishments? What awards have you received? What activities are you engaged with? What kind of leadership roles have you taken on?
  3. Research Projects/Study Abroad trips/Community Service experiences.
What happened to me?
   *Items that meet this criterion include (but are not limited to):
  1. Are you meeting TAMU Undergraduate Learning Outcomes?
  2. How have new or unexpected experiences affected you, your beliefs, and your plans?
  3. Did anything exciting or wonderful happen? Were you surprised?
  4. Did you experience a setback or disappointment? How are you planning to handle it?
We encourage you to consider how you are managing your online presence and explore appropriate privacy settings for this information (e.g. you may not want to put your grades or telephone number on a publically-available website). If you are uncomfortable with posting your personal information online in an ePortfolio, please schedule an appointment with an Honors Advisor to discuss options for submitting your ePortfolio in another format, such as hard copy. Whether you create an online ePortfolio or submit your ePortfolio in another format, the information you submit to us will be kept confidential unless you give us express permission to release it.
You can describe courses you have taken and make note of professors you connected with. You can keep track of work experience, groups you participate in, and awards you have won. An ePortfolio is also a great way to describe what research you are working on, study-abroad photos, a reflective journal, and anything else you have put effort into and would like to document and share.

Below are some examples that we have been given permission to share:

Dominic Jarecki '17 (mechanical engineering) - http://tamuhonorseportfoliodjarecki.blogspot.com/
Mikayla Barry '17 (biomedical engineering) - https://sites.google.com/site/mikaylabarry/
Arianne Couch '17 (business administration) - http://ariannecouch.wix.com/arianne
Rebecca Barton '17 (vizualization) - http://rbarton505.wix.com/rebeccabartonhonors
Eric Fris '17 (chemical engineering) - http://ericfris.weebly.com/
Michelle Dembosky '17 (biomedical science) - https://sites.google.com/a/bcsbears.org/michelle-spicer-dembosky/

Austin Ford - https://sites.google.com/site/austinfordamuniversityhonors/
Jon Kotinek - http://jkotinek.wix.com/honorseportfolio

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Here are additional resources that can help you understand the value of your ePortfolio:

Mays Business School Comm Lab has developed a "portfolio of the portfolio" that not only includes great examples of what kinds of information to include in your eportfolio, but also some great feedback from other students on the value of creating a portfolio:
(BTW, business students, you don't need to create two different portfolios! We're happy for you to submit your business portfolio link).

Honors Student Council has created a template you can use to start building your own ePortfolio:

Why Reflect?

Students Turn to Internet to Build Online Presence, Showcase Work

Showcasing Your Work, in an Online Portfolio

LSU Digital Portfolio Examples (includes discipline-specific examples)
Virtual Responsibility Guidelines

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Schedule Expectation Feedback
Rising Sophomores All Components Self-assessment
Rising Juniors All Components Advisor assessment
Rising Seniors All Components Peer assessment
Component Acceptable Not acceptable
(LinkedIn or better)
  • Complete
  • Clear
  • Demonstrated sense of purpose
  • Demonstrated experience
  • Few or no grammatical errors
  • Not complete/not turned in
  • Misspellings or grammatical errors
  • Confused or unclear
  • Unprofessional
What am I planning?
(Personal values & long-term goals)
  • Clear articulation of long-term goals (senior year or beyond) and motivation for these goals
  • OR a clear explanation of plans to figure out long-term goals and the resources being used to figure these out
  • Contingency plan
  • Unclear
  • Adamant about not setting goals
  • No explanation of motivation for goals
What am I doing?
(Activities & short-term goals related to meeting long-term goals)
  • Complete
  • Clear
  • Few or no grammatical errors
  • Includes both academic and nonacademic items
  • Steps to clarify or move toward goals
  • Explanation for lack of effort (if necessary)
  • Outcome (what happened as a result?)
  • Unclear
  • Missing
  • Lacks relevance (completely unrelated to goals)
What happened to me?
(What did I learn?)
  • Complete
  • Clear
  • Few or no grammatical errors
  • Discusses importance of events
  • Discusses reactions (what did you do in response?)
  • Outcome (what happened as a result?)
  • Unclear
  • Missing
  • Says “nothing happened” (with no explanation)