Abstract
There is growing interest in portfolios within the context of higher education, especially related to the use and integration of student learning portfolios, teaching portfolios, and eportfolios. Although little scholarly discourse has focused on educational developer portfolios, these have the potential to promote reflection on practice, showcase accomplishments, make explicit our approaches to practice, demonstrate impact, and support workplace personnel decisions. Despite these benefits, our community has not uniformly adopted the educational developer portfolio. Drawing from scholarly literature and based on findings from research gathered through World Cafes, this study explores the possibilities and potential for the educational developer portfolio. Findings demonstrate that these portfolios can be an authentic tool to communicate and substantiate the depth, breadth, and richness of our work. However, there is a need for a cultural shift throughout our community to further integrate and normalize educational developer portfolios in our practice.
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