MEGAN K. MIZE, PHD

This year has seen a steady rise in demand of our team's services, expertise, and labor. Both the pandemic and emerging technologies, such as the rise of widely available generative tools, has resulted in an exigency in which higher education must reckon with entrenched notions of pedagogy, literacies, composition, technology, and authorship. Unsurprisingly to those of us in the field, with its emphasis on scaffolded process, active learning, reflection, media and identity, ePortfolio practice is likely to be a major activity as faculty reconsider how best to engage learners and prepare them for a rapidly changing digital landscape. This past year has set us up well to be at least one answer to these concerns, as we are now armed with ODU specific data on ePortfolios' impact in various case studies, have moved into a larger and more accessible tutoring space, and have partnered with key initiatives at the institution, such as the QEP,  to increase faculty buy-in and better support learners across the board.