In 2012, Randy Bass challenged educators to "disrupt" themselves expanding the notion of teaching to include multiple high-impact practices (HIP). First-year seminars are a HIP that, when done successfully, encourages retention and persistence in students. On our campus they function similarly, but they also create opportunities for faculty from across the disciplines to learn together. In response to Bass's call and our Chancellor's recent strategic plan, we designed an initiative that builds on the research about HIPs: the development and implementation of an ePortfolio curriculum using an intentional reflective framework. We argue that pedagogical disruption(s) can cultivate meaningful opportunities for faculty to better understand themselves as educators.