Our objectives were to develop a model of student portfolios that simultaneously promotes student learning, provides useful outcomes assessment data, and is logistically feasible. From our pilot test of three portfolio models, we conclude that requiring students in selected courses to complete portfolio entries solves most of the logistics problems associated with a large‐scale portfolio plan. Such entries can promote learning by providing a focus for career and educational planning discussions between students and faculty academic advisors. Course faculty are probably in the best position to use the outcomes assessment data obtained from the entries.

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