National Institute for Learning Outcomes Assessment |

National Institute for Learning Outcomes Assessment

Occasional Paper 32 - Using ePortfolio to document and deepen the impact of HIPs on learning dispositions



Kuh, G. D., Gambino, L. M., Bresciani Ludvik, M., & O’Donnell, K. (2018, February). Using ePortfolio to document and deepen the impact of HIPs on learning dispositions (Occasional Paper No. 32). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Paper Abstract

There is growing awareness of the importance of dispositional attributes to effective performance, both during college and in the workplace. In this paper, we examine multiple facets of dispositional learning such as fluid intelligence and interpersonal and intrapersonal competencies, and explain why participation in well-designed High-Impact Practices (HIPs)—activities such as learning communities, service learning, undergraduate research, and community engagement—can help students cultivate conscientiousness, resilience, self-regulation, reflection and other learning dispositions. In addition, we demonstrate how and why the use of ePortfolio practice can extend, deepen, and document the impact of HIPs on these essential but often overlooked and difficult-to-measure attributes.

Biography of the Authors

George D. Kuh is adjunct research professor at the University of Illinois and Chancellor’s Professor Emeritus of Higher Education at Indiana University (IU). He is a senior scholar and founding director of the National Institute for Learning Outcomes Assessment (NILOA) as well as the founding director of IU’s Center for Postsecondary Research and the National Survey of Student Engagement (NSSE). George has more than 400 publications and made several hundred presentations on topics related to assessment strategies, institutional improvement, college student engagement, and campus cultures. His recent books include Using Evidence of Student Learning to Improve Higher Education (2015) and Ensuring Quality and Taking High-Impact Practices to Scale (2013). His work has been recognized with awards from the American Educational Research Association, Association for Institutional Research, Association for the Study of Higher Education, Council for Adult and Experiential Learning, Council of Independent Colleges, National Association of Student Personnel Administrators, and National Center on Public Policy in Higher Education as well as eleven honorary degrees. He can be reached at

Laura M. Gambino is Associate Dean for Assessment and Technology and Professor of Information Technology at Guttman Community College (CUNY) and a Visiting Scholar at the Community College Research Center, Teacher’s College, Columbia University. She joined Guttman as a founding faculty member in August 2012. As associate dean, Gambino oversees such efforts as Guttman’s ePortfolio program and Integrated Planning and Advising for Student Success (iPASS) initiative and leads Guttman’s institutional student learning outcome assessment work, focusing on the intersection of assessment, pedagogy, and assignment design. In 2017, Laura joined CCRC to work on their iPASS and Guided Pathways projects. Previously, Laura worked for 13 years at Connecticut’s Tunxis Community College as a Professor/ePortfolio Coordinator. From 2011 to 2014, she was the Research Coordinator for the FIPSE-funded Connect to Learning project at LaGuardia Community College (CUNY) helping develop the Catalyst for Learning: ePortfolio Resources and Research website. A leading ePortfolio and assessment practitioner and researcher, she is a Coach for the National Institute for Learning Outcomes Assessment (NILOA). With Bret Eynon, Laura is co-author of High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning and co-edited the forthcoming Catalyst in Action: Case Studies of High-Impact ePortfolio Practice. Laura can be reached at

Marilee Bresciani Ludvik, Ph.D. is a professor of postsecondary educational leadership at San Diego State University. Prior to that, she served as Assistant Vice President of Institutional Assessment at Texas A&M University and in a variety of student affairs, academic affairs, and alumni relations leadership roles at various types of institutions. Marilee has consulted with over 200 institutions on assessment and accountability matters. In addition, Marilee assists organizational leaders identify and leverage opportunities to collaborate across division lines, using mindfulness-based inquiry practices, nonviolent communication, difficult conversation processes, compassion practices, restorative justice, and design thinking. Marilee’s research focuses on using translational neuroscience and mindfulness practices to inform the design and evaluation of workshops and curriculum to decrease students’, faculty, and administrators’ stress and anxiety and increase their attention, emotion, and cognitive flexibility, as well as enhance compassion, inquiry, creativity, and overall well-being. Marilee can be reached at

Ken O’Donnell is Interim Vice Provost at California State University Dominguez Hills (CSUDH). He works closely with the Provost and Vice President for Academic Affairs, managing division resources in faculty, the physical plant, and academic programs. Ken connects student success efforts and high-impact educational practices across multiple departments and divisions, advancing work to improve our understanding of educational effectiveness and student engagement. CSUDH is committed to becoming a national model for this work, sharing all it discovers in this area. Before coming to Dominguez Hills Ken was Senior Director of Student Engagement at the CSU Office of the Chancellor, leading system-wide offices and projects to strengthen STEM education, community engagement, transfer and articulation, and general education in order to improve learning and persistence and closing achievement gaps. Ken has addressed numerous conferences and workshops around the country on the intersections between deep learning and student success, learning in real-world contexts, and the role of public state systems in educational reform. Before coming to the CSU Ken was a member of the screenwriting faculty and an assistant dean at the film school at Chapman University. Ken can be reached at






For additional resources, please check:

The Neuroscience of Learning and Development: How can Evidence Legitimize Self-Reflection?
Marilee Bresciani Ludvik

Catalyst for Learning: ePortfolio-Based Outcomes Assessment
Laura M. Gambino and Bret Eynon

High-Impact Practices