Portfolios entered higher education in the early 1970s with ePortfolios emerging in the 1990s (Farrell, 2020). After thirty years, we ask why ePortfolios have continued to resonate with educators and students? We believe the longevity of ePortfolios can be attributed to the long-term relevance of ePortfolio-making skills and the implications ePortfolios have for application. This potential has undoubtedly been shaped by Kathi’s work in ePortfolio research and practice, which we have attempted to document in this chapter. We summarize the sections above by presenting them in a format that we think honors Kathi (and might make her smile): a set of heuristical questions.

Heuristics are intended to drive inquiry and discussion, so we hope these questions can direct future discussions in ePortfolio research and practice:

• Student voices: In what ways can student voices continue to be centered in the development of ePortfolios, including their design, writing, navigation, and artifacts/evidence?
• Reflection: If reflection is foundational to ePortfolios, how can we support students in developing iterative reflective practice in ways that serve them in ePortfolio creation as well as in life?
• Process: ePortfolios embrace an iterative process with the product varying in form and function. How can we intentionally foster and value the ePortfolio creation process in order to identify transferable skills?
• Assessment: How can we continue to deliver ePortfolio curricula that shows learning and helps students trace and integrate their growth into the larger story of who they are and what they want to do?
• Multimodality & technology: Growth in technology is inevitable, so how can ePortfolios continue to leverage the affordances of changing technologies while guarding ePortfolio creators against risks, biases, and other potential harms?

We close by asking what the next 30 years holds for ePortfolio research and practice. Will portfolios continue to take the form and appearance of personal websites, or will we see a transformation like the one that occurred when paper portfolios became ePortfolios? Whatever the format for application, we feel ePortfolio skills are persistent with foundations of student voice, reflection and metacognition, integrative learning, and digital multimodal storytelling remaining relevant with rising ePortfolio practitioners and scholars continuing to build on the foundation that voices like Kathi’s has provided.