Memo to Interested Faculty Regarding the PRCC Student E-Portfolio:

Thank you for your interest in using the PRCC Student E-Portfolios in your course. Please read the attached memo and sign at the bottom indicating your agreement with our recommendations on how PRCC Student E-Portfolios might be optimally used in your course.


  • help students critically think about career goals in the context of their learning at PRCC.
  • help students think about their learning at PRCC in a broad context of their life: family, friends, career, civic responsibility, and future goals.
  • provide a record of where a student has been, is, and would like to be.
  • motivate and encourage students to have plans and goals.
  • allow students to reflect on their PRCC progress and assignments in more depth.
  • teach students important technical skills that they will be able to apply in the workplace.
  • provide students the opportunity to brand and showcase themselves to potential employers.
  • allow students to see gaps in their educational or life experiences so that they can make plans for their near-term educational opportunities.
  • allow PRCC to showcase top student work to the community.

With this in mind, the Title III staff has some suggestions for how to incorporate PRCC Student E-Portfolios into your course. These suggestions come from previous experience of other instructors who piloted this program in previous semesters.

1. Students receive the most benefit from their PRCC Student E-Portfolio when it is assigned as a required component of the course. Because a student’s E-Portfolio is their bridging tool to a four year institution or career, an incomplete E-Portfolio is of little value to the student. Instructors who have previously assigned the E-Portfolio as “optional” or “extra credit” had many students who finished the semester with less than 50% of their E-Portfolio completed.

2. As more faculty use the PRCC Student E-Portfolios, you will likely come across students who have already created E-Portfolios. During the application process, a Title III staff member will inform you which of your students already has an account. As an instructor, you will decide how you want to adapt the assignment for these students. You can have them focus on finishing, updating, and editing their existing E-Portfolio. You can also encourage them to continue to update their coursework pages while incorporating a specific assignment for your course. Remember than a “portfolio” is a representation of the whole student and as a result should be revised often.

3. A student’s E-Portfolio will be set up with the following tabs: Bio, Resume, Educational Goals, Coursework, Achievements, and Contact. Before your students apply for an account, a Title III staff member will come speak to your class. During this 15-minute presentation, the Title III staff member will do a general overview of the PRCC Student E-Portfolio webpage, the purpose of creating an E-Portfolio, and how to get started on putting together their content. We have a handout to give to students that outlines how to write a professional biography, a resume, and an educational goal statement. It is recommended that students have time to write these components before coming into technical training.

4. The purpose of the coursework page is to allow students to think about the courses they have taken in a broader context of how they apply to their overall educational program and future goals. A student’s coursework page will be broken down by semester. For each semester the student has attended PRCC, they are encouraged to think and write about specific courses they have taken. We recommend that you incorporate a specific assignment that students can upload on their coursework page. You may choose to assign a reflective assignment about the overall course, or an assignment that allows students to meet one of your course learning outcomes. The students have the option on these pages to upload Microsoft documents (Word, PowerPoint, Excel); PDF’s, YouTube Videos, and pictures. Once students are familiar with the technical aspects of the E-Portfolio, they are encouraged to go write about other courses from previous semesters.

5. Once students have received an initial class visit and had time to write their content, they will attend a technical training. It is recommended that you devote an entire class period where students can come to a computer lab and receive training as a group on how to put their content on their actual E-Portfolio.

6. Finally, we recommend that you apply for an E-Portfolio yourself. A faculty E-Portfolio can highlight courses taught, professional development, graduate studies, teaching philosophies, and other professional information. Going through the process yourself will allow you to have a better understanding of how the process can work for your students.

If you have any questions, please contact us. If you understand and agree to these principles, here is your next step:

1. Fill out a faculty course request form here.

2. Email the appropriate Title III staff member to request a date for class visits and technical training:

a. Poplarville: Sonya Hunt

b. Forrest County Center: Aaryn Purvis

3. Visit our E-Portfolio website at to see in depth technical guides, a gallery of existing student portfolios, and a sample rubric to use when evaluating your students.