The following outline will give you high level steps for implementing ePortfolio at your school. We deliberately do not attach a timeline to this outline as every campus culture is different and the goals and expectations for their ePortfolio projects are also different.

Digication ePortfolio Implementation Overview

• Start with a pilot
• Pick your team (students and faculty) 
• Work with your team to define the goals and expectations of the pilot
• Select a technology with your team
• Create pilot user accounts
• Designate a project lead(s)
• Designate onsite support personnel for faculty and students
• Create sample ePortfolios to demo to faculty (and share exemplars from other schools)
• Plan faculty professional development/training workshops for faculty on the eportfolio technology
• Create information page on school website or intranet and/or develop an ePortfolio with resources for faculty and students
• Designate computer lab (and possibly specific hours) available for ePortfolio support
• Identify faculty and student mentors to provide support for faculty and students
• Recognize and share successes as often as possible (students will help you!)
• Plan faculty and student showcase events where community can demonstrate best practices 
• Join communities of e-Portfolio practice to learn from and be inspired by others and share your experiences (AAC&U now offers an annual e-portfolio forum, AAEEBL.org has regional conferences and an annual conference) 

Next steps…

• Create sample assessment workflows to demo to faculty
• Plan faculty professional development/training workshops for faculty on the assessment technology 
• Plan faculty professional development workshops/round tables on development and use of rubrics for assessment
• Plan faculty professional development workshops/round tables on development and use of standards and learning outcomes
• Plan student orientations and discussions regarding the importance use of standards and learning outcomes (both institution and programmatic)
• Plan student orientations and discussions regarding the specific rubrics that will be used to assess their work, how they will submit their work and how to view their assessment scores and/or written feedback
• Start with submitting just one or two assignments per course or even per program
• Assess the submissions (at the course and/or program level)
• Review the data
• Create views of the data that communicate effectively to your audience