Abstract: As students complete their undergraduate academic degrees, they look to the future and the industry that awaits them. Some students greet this with open arms, while others cower in fear over the uncertainty of the future. No matter the case, all students need to prepare for what lies ahead. As educators, we attempt to educate our students for just that: meeting the demands of the workforce so they may enjoy a successful post-graduation career. One of the best places to ensure this objective is met is during a capstone experience as part of the students' major. By definition, the capstone experience not only “assesses previous cognitive learning in the major, but also provides a forum that allows an instructor to assess the student's overall collegiate learning experience” (Moore 2006, p. 440). Banta and Palomba (2015) added that capstone courses and projects “need to reflect the goals and objectives for learning that have been agreed on for the program as a whole” (p. 149). One of the best ways to capture both of these perspectives comes from the creation of a student-centered portfolio. More specifically, ePortfolios “allow students to integrate information across courses, disciplines, and experiences” (Banta and Palomba 2015, p. 110). The ePortfolio needs to be more than just a document repository or project showcase. It also needs to serve as a marketing tool so the work not only exemplifies the students' best attributes, but also sells them to prospective employers. For electronic media students, the three phases of a production—preproduction, production, and postproduction—work as a good metaphor for the creation of meaningful and effective ePortfolios. And the most important part of any production is preproduction.
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