Design, implementation, and evaluation of an ePortfolio approach to support faculty development in vocational education

• ePortfolio approach was designed to fit context of vocational education institute.
• Benefits reported in two pilot studies include enhanced feedback and reflection.
• Faculty concerns include time needed to learn software, reluctance to work online.
• Building ePortfolio increased awareness of areas of improvement.
• ePortfolio use enhanced planning of professional development.

This article provides an account of the design, implementation, and evaluation of an ePortfolio approach to faculty development and performance evaluation at a Canadian post-secondary vocational education institute. The approach was piloted in two phases in 13 departments. Survey and interview data were collected and analyzed to determine adoption, reception by faculty, and impact of the approach on faculty development. While adoption of the approach in the pilots was limited, participants who adopted the approach reported collecting more and different feedback, developing increased awareness of areas for improvement, and planning their professional learning more explicitly. Further studies are needed to determine what design elements of the portfolio optimally support professional development and performance evaluation.