The majority of research on the implementation of ePortfolios focuses on curriculum, faculty development, or student buy-in. When ePortfolio systems have been described in technical terms, the focus has been on the functionality, affordances, and limitations of ePortfolio systems (e.g., TaskStream, LiveText), free web tools (e.g., Google Docs), and course management systems (e.g., Sakai). Seldom do researchers discuss the socio-political context that leads to the development of the ePortfolio design or architecture; more importantly, seldom are students involved in the decision-making process about assessment and learning. Rather, students are treated as data for the improvement of ePortfolios rather than significant stakeholders during development. Our pilot project with students as co-authors and research assistants illustrates one approach for colleges and universities interested in the implementation of an institutional ePortfolio. Our findings show that the design of ePortfolios should not be treated as neutral and unproblematic. According to our student authors, the affordances of ePortfolio design mediate their thinking and level of engagement in regards to affect and identity. Our pilot project also shows that students can and should play a larger role in institutional assessment.