Abstract: By embedding an ePortfolio process in a general education core that culminates with a senior capstone course, Thomas Jefferson University has created an opportunity for students to use their completed ePortfolios as archives of primary sources that they can curate to produce narratives about their intellectual development. The result was a capstone course with a level of integrative metareflection that allows students to select, rearrange, and narrate the contents of their ePortfolios as they reviewed and redefined their identities as learners, citizens, and future professionals.