Thousands of years ago the Greeks carved above their temples the phrase “know thyself,” two simple words that imply a lifetime of investigation. Throughout the ages philosophers and scholars have emphasized the importance of self-knowledge as an outcome of learning. One teaching strategy that facilitates self-knowledge among adult students is the creation of an experiential learning portfolio. This study describes and explains how the development of such a portfolio affected a diverse group of adult undergraduates. Qualitative inquiry methods were employed within a case study design to obtain a detailed description of the portfolio experience from the participants’ perspectives. The findings suggest that portfolio development increased students’ understanding of what, why, and how they learned throughout their careers, enhanced their communication and organization skills, and reinforced the importance of reflection in learning.

Introduction and Aims. The contextual and temporal factors of post-school celebratory events ('Schoolies'

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