Integrated learning is a vital strategy for engaging undergraduate Engineering students in the higher levels of learning, as it encourages students to reflect on their learning processes and draw connections between course-work and real-world experiences. Specifically, ePortfolios encourage novice engineers to consider their learning processes over time, drawing connections between coursework and their intended profession, as well as cultivating an online identity that supports their efforts to pursue a career in Engineering. The use of ePortfolios is one method for fostering integrative learning, focusing on the application of digital communication and assessment and awareness of self-competence. By training students to archive digital artifacts related to their learning, ePortfolios encourage student to draw connections between course content and their future careers. Digital portfolios also provide students with the opportunity to develop an online presence, demonstrating through multi-modal content the skills they gained through their education. At the same time, students develop basic digital literacies, from creating and curating digital artifacts throughout the learning process, managing their data, to displaying knowledge and skills which are important for their future engineering careers. This paper examines the efforts of students at Old Dominion University (ODU), Norfolk, Virginia who created ePortfolios in a variety of contexts, as a part of a course which was specifically developed as part of a university wide ePortfolio initiative. In May 2015, faculty attended a professional development workshop, eP3: Praxis, Process, and Production, in order to learn about basic ePortfolio strategies and ways in which to foster students\u27 archival habits. The project presented in this paper was established in the summer 2015 semester in the undergraduate course Computer Integrated Manufacturing at the senior level
