&amp;#x201C;I have never spent time to think about what i have gained from my projects&amp;#x201D;: Linking portfolio development and life-long learning

Sattler, Brook; Kilgore, Deborah; Turns, Jennifer

doi:10.1109/fie.2010.5673295

Cited by 7 publications

(7 citation statements)

References 14 publications

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“…The studio environment provides students with a collaborative environment with few constraints in which they can work in small groups, peer review each other's portfolio elements, and brainstorm upcoming elements over a consecutive amount of time. 13 A key feature of the activity studied in this paper was e portfolio studios is the opportunity to work with a small number of students throughout a year, as they engaged in three consecutive portfolio studios.…”

Section: Methodsmentioning

confidence: 99%

“…10 As students examine and select work to be included in their portfolios, they can document non-traditional elements of learning, such as identitya component of goal setting, in addition to more traditional elements, such as internships. 13 In the context of the portfolio studios, students are given the opportunity to develop and monitor their goals as they articulate their engineering preparedness in relation to their experiences. Page 22.1441.3…”

Section: Portfolios and Their Use In Educationmentioning

confidence: 99%

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The Dialectics of Goal Setting and Monitoring: Two Students' Experiences with Portfolio Construction

Sattler¹,

Thompson²,

Turns³

et al.

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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Goal theory explains the relationship between setting specific goals and the increased likelihood of achieving those goals, along with a mutually beneficial relationship with self-efficacy. When students enter an engineering program, they are often asked to declare a major; however, after this initial, long-term goal-setting experience, there is little room for students to engage in continual goal monitoring and refining. During a series of portfolio construction studios, it was determined that engineering students participated in the dynamic process of goal setting and monitoring as a result of portfolio construction. While portfolios are often used as an assessment tool in educational practice, there are several learning outcomes that have been associated with portfolio construction that are less studied, such as goal setting and monitoring, intellectual development, and self-authorship. This paper presents two case studies that highlight goal setting and monitoring as an outcome of portfolio construction by engineering students in the context of a studio environment.

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Section: Methodsmentioning

confidence: 99%

Section: Portfolios and Their Use In Educationmentioning

confidence: 99%

The Dialectics of Goal Setting and Monitoring: Two Students' Experiences with Portfolio Construction

Sattler¹,

Thompson²,

Turns³

et al.

2011 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

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“…We refer readers wanting more details about this intervention to several articles describing previous work that we have done using this methodology. [5][6][7][8]…”

Section: The Studio Interventionmentioning

confidence: 99%

“…In our ongoing research on preparedness portfolios, [5][6][7][8][9] we have students create portfolios in a collaborative studio setting. In a studio series held in spring of 2010, we asked students to create portfolios that focused on a single competency.…”

Section: Introductionmentioning

confidence: 99%

Revisiting Communication Experiences to Prepare for Professional Practice

Mobrand

Turns

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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The ability to communicate effectively is a critical competency for engineers. According to the future envisioned in the Engineer of 2020, 1 in ABET criteria for accreditation, 2,3 and scholarship in the fields of engineering education and technical and professional communication, 4 the role of communication in the work life of engineers is becoming more complex and far reaching. We need to help our students prepare for the challenges associated with this expanded role. The exploratory study reported here investigates students' conceptions of the communication of engineers by analyzing the content of portfolios created by five undergraduates in a studio setting. Responses to selected survey items were also analyzed. We found that each of the students discussed or otherwise acknowledged (1) the situated nature of communication, (2) the ways in which communication can be empowering, and (3) the importance of familiarity with a broad range of communication activities for their future professional lives. The ways in which students attended to these dimensions of communication varied greatly between students.

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“…5 The possibility of teaching and assessing ABET professional skills, and the advantage of doing so in the context of a global service learning program has been addressed by Shuman, Besterfield-Sacre & McGourty. 6 Recent publications have reported on studies of portfolios used by undergraduate engineering students with regard to making personal sense of and developing a professional identity for engineering as a career (Eliot & Turns 7 ), what concepts students reveal about engineering as indicated by their written reflective entries (Dunsmore, Turns & Yellin 8 ), and the development of self-awareness related to life-long learning (Sattler, Kilgore & Turns 9 ). Eris has proposed the portfolio as a way of externalizing the learning process of an engineering student, with the potential to promote divergent inquiry, facilitating design.…”

Section: Literature Review and The Unique Contribution Of This Workmentioning

confidence: 99%

Using the Portfolio Approach to Assess Multi-year Engineering Projects: a Case Study

Underwood¹

2013 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Underwood received his Ph.D. in Electrical Engineering at UIUC in 1989, and has been a faculty member of the Engineering Department at Messiah College since 1992. Besides teaching Circuit Analysis, Electromagnetics, and Communications Systems, he supervises students on projects in the Integrated Projects Curriculum (IPC) and within the Communications Technology Group of the Messiah College Collaboratory. His ongoing projects include Flight Tracking and Messaging for small planes in remote locations, and assistive communication technology involving Wireless Enabled Remote Co-presence for cognitively and behaviorally challenged individuals.

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“I have never spent time to think about what i have gained from my projects”: Linking portfolio development and life-long learning

Cited by 7 publications

References 14 publications

The Dialectics of Goal Setting and Monitoring: Two Students' Experiences with Portfolio Construction

The Dialectics of Goal Setting and Monitoring: Two Students' Experiences with Portfolio Construction

Revisiting Communication Experiences to Prepare for Professional Practice

Using the Portfolio Approach to Assess Multi-year Engineering Projects: a Case Study

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