How does one create a class where the theoretical concepts emerge through classroom practice and engagement? This is the question that Mariaelena posed to herself when taking over the position of Director of the Interpersonal Communication course at the University of South Florida. In this essay we describe how we worked through a new way of teaching--and doing--interpersonal communication that captures Carey's (1989) focus on the centrality of process over product. We did so by way of some important tools of what is alternatively known as critical or process pedagogy (e.g., Elbow, 1986; 2013): an interpersonal dynamic that includes ongoing grading, writing to learn, and the portfolio method. This semester-long, process-oriented portfolio assignment is effective and beneficial because it facilitates an important shift in the power dynamic of the classroom by disrupting students' expectations for evaluation and shifting the learner's orientation from product to process. We share our portfolio method because we believe it can be adapted to fit the unique cultures and needs of other humanities and social sciences courses, instructors, and institutions.