Digital Ethics Principles in ePortfolios

The recent rapid response to remote delivery in educational institutions as a result of the COVID-19 pandemic highlights the urgent need for the articulation of best practices in digital ethics. Digital ethics underpins all activity in the online environment and interacts with other important digital concepts, such as digital literacies, digital citizenship, and digital identity. The use of ePortfolios provide an exemplar of the many and various ways digital ethics impact our students and, as such, is the focus of this document.

This resource was created by a task force and published in 2020 to guide students, professionals, educators, administrators, and platform providers in navigating ePortfolio practices across ten principles of digital ethics. These principles are illustrated in the graphic below. Click on the principle you are interested in learning more about to read a short summary abstract. To see the full text of this principle, follow the link contained in that abstract. If you would like to review the full document, you can begin here.

Click on any of the boxes for further info about the principles.

This resource was created by the AAEEBL Digital Ethics Task Force: Amy Cicchino (Auburn University), Megan Haskins (Auburn University), Megan Crowley-Watson (Edward Waters College), Elaine Gray (Appalachian State University), Morgan Gresham (University of South Florida), Kristina Hoeppner (Catalyst, New Zealand), Kevin Kelly (San Francisco State University), Megan Mize (Old Dominion University), Christine Slade (University of Queensland), Heather Stuart (Auburn University), and Sarah Zurhellen (Appalachian State University). This homepage was built by Alexi Orchard.

How to Contribute to This Document and the Field

This document represents a year-long project led by the AAEEBL Digital Ethics Task Force. A year is not long enough to represent digital ethics in its entirety. Further, our topic (digital ethics) is a fluid one that is going to change as technologies advance and legal and socio-political contexts evolve. We need contribution from the AAEEBL community to continue to develop this resource.

If you would like to contribute to these principles by suggesting additional principles, strategies, resources, or scenarios, please email with suggested updates. Please include the following information in your email:

  • Where in the existing document you would place this addition?
  • What does this addition contribute to the overall document?
  • Who is the intended audience for the resource?

If you would like to join the Digital Task Force Committee, please look for the open call next summer.

Cassandra Volpe Horii

AAEEBL is delighted to welcome Cassandra Volpe Horii as one of the keynote speakers for this year’s conference.  In this role, he will give our closing keynote for the Annual Meeting in July.Horii

Dr. Horii earned her B.A. in Physics (Summa Cum Laude) at the University of Colorado at Boulder and Ph.D. at Harvard University in the Department of Earth and Planetary Sciences, with a focus on Atmospheric Chemistry and Biosphere-Atmosphere Exchange, in Professor Steven Wofsy’s group. Her research was done in collaboration with Dr. Mark Zahniser and colleagues of the Atmospheric and Environmental Chemistry group at Aerodyne Research.

Dr. Horii has led teaching and learning related initiatives, programs, and centers for faculty, graduate students, and undergraduates in her prior roles as Dean of the Faculty and Founding Director of the Faculty Center for Professional Development and Curriculum Innovation at Curry College in Milton, MA, and as Associate Director of the Bok Center for Teaching and Learning at Harvard University. She has created and taught courses in atmospheric and environmental science for majors and non-majors, environmental chemistry for undergraduate and graduate students, first-year expository writing, freshman seminar, and science, technology, engineering, and mathematics (STEM) pedagogy.

In addition to publications on spectroscopic measurements of tropospheric reactive nitrogen trace gas concentrations and fluxes, her articles and talks have addressed topics such as student writing in the sciences, adult learning theories, peer teaching mentors, learner-centered teaching, educational technology, STEM education, and faculty/educational development. She has been the recipient of grants, fellowships, and awards from the Association of American Universities, National Science Foundation, Davis Educational Foundation, NASA Earth System Science program, American Geophysical Union, Merck Foundation, Phi Beta Kappa, and Boettcher Foundation.

Dr. Horii is President of the POD Network in Higher Education, a national professional organization dedicated to advancing the research and practice of educational development in higher education since 1976. This is her second year of an elected three-year term on the Executive Committee and she has previously served on the POD Network Board of Directors and as Conference Co-chair. She serves on the National Academies of Sciences, Engineering, and Medicine Roundtable on Systemic Change in Undergraduate STEM Education.