Engaging students not only in collecting selected samples of their work for outcomes assessment, evaluation, and career development but also in continuous reflection about the process of learning is a powerful complement to traditional measures of student achievement. The portfolio approach to gauging student learning—while not entirely new in higher education—is yet a compelling and widely diverse method of recording intellectual growth. It involves students in a higher-order, critically reflective process that enriches and refines their educational experience, helping to make them more aware of their own learning at more sophisticated levels. This session will offer both a foundation for the value of reflective practice in student learning and a variety of practical applications of print and electronic learning portfolios fro m across disciplines and institutional programs. Learning portfolios inspire critically stimulating questions about what, when, and how students have learned; what difference the learning has made in their intellectual and personal development; and why reflection in learning is valuable. Presenting best-practice fundamentals and new models and discovering new ideas through interactive conversation and resource sharing will be key objectives of the session.