Abstract: Individualized, interdisciplinary degree programs carry a unique set of challenges and opportunities that can be addressed by ePortfolios. This is especially true for New York University’s (NYU) Gallatin School of Individualized Study, where students must construct their own academic concentrations while taking courses in most of the seventeen schools that comprise the University. In this article, we describe an ongoing project to explore the use of ePortfolios as a means to create coherence for students across courses and semesters, and to help them articulate an intellectual and professional agenda through synthesis and reflection. The project spans three distinct iterations of ePortfolios, and describes how lessons learned from two of the previous iterations helped guide faculty and staff in the development and implementation of a new ePortfolio template, which is currently being piloted. We explore how an overly wrought first iteration led to an excessively focused second version, and finally, a third iteration, that may be just right.
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