In this article, we explore how members of the Association for Authentic, Experiential, and Evidence-Based Learning's (AAEEBL) Digital Ethics Task Force used their third space discursive expertise to conceptualize Principles for Digital Ethics in ePortfolios and argue that the diversity of their roles is directly responsible for the successful development of the principles. We address how their liminality enabled them to think transdisciplinarily to develop principles aimed at broad application across learning institutions, where a focus on digital ethics in ePortfolio initiatives can often be discipline-specific. Furthermore, we consider how the Task Force's work reflects the high-impact framework, providing a model of an academic discourse community whose success stems from an ethos of collaboration while suggesting that it is impossible to do high-impact work in a silo. Ultimately, we demonstrate the necessity of third space practitioners and communities for effective implementation of high-impact practices in local contexts.