skip to content
Constructing Professional Portfolios: Sense-Making and Professional Identity Development for Engineering Undergraduates
ClosePreview this item
Checking...

Constructing Professional Portfolios: Sense-Making and Professional Identity Development for Engineering Undergraduates

Author: Matt Eliot Affiliation: CQ University Australia; Jennifer Turns Affiliation: University of Washington
Edition/Format: Article Article : English
Publication:Journal of Engineering Education, v100 n4 (October 2011): 630-654
Other Databases: WorldCatWorldCat
Summary:
B: While previously researching the educational impacts of single-course and cross-curricular portfolios, investigators noted that student participants described their portfolio activities as positively impacting their growing identities as engineering professionals. These impacts were seen particularly in studies regarding cross-curricular portfolios.   Read more...
Rating:

(not yet rated) 0 with reviews - Be the first.

More like this

 

&AllPage.SpinnerRetrieving;

Find a copy online

Links to this journal/publication

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Document Type: Article
All Authors / Contributors: Matt Eliot Affiliation: CQ University Australia; Jennifer Turns Affiliation: University of Washington
ISSN:1069-4730
Language Note: English
Unique Identifier: 5152415038
Notes: CQ University Australia's Learning and Teaching Educational Research Centre, 90 Goodchap Street, Noosaville, QLD, 4566, Australia; m.eliot@cqu.edu.au.University of Washington, Human Centered Design & Engineering, Box 352315, 409 Sieg Hall, Seattle WA, 98195; jturns@u.washing-ton.
Number of References: 41
Awards:

Abstract:

B: While previously researching the educational impacts of single-course and cross-curricular portfolios, investigators noted that student participants described their portfolio activities as positively impacting their growing identities as engineering professionals. These impacts were seen particularly in studies regarding cross-curricular portfolios. 
P: This study was designed to explicitly investigate identity-related impacts of cross-curricular portfolios and to explore the processes students employed during portfolio construction to identify themselves as budding engineers and as future professionals.
D: Engineering undergraduate students attended four weekly workshops where they wrote a professional statement, selected artifacts that demonstrated their engineering abilities, and wrote annotations that explained how the artifacts served as concrete examples of their claims for professional standing. Online surveys were administered at each workshop asking participants about their ongoing experiences of creating their portfolios and sharing these portfolios with their peers.
R: Analysis of the survey responses revealed that participants had two primary frames of reference for the construction of professional identity during portfolio creation. The external frame of reference focused on students' understanding of the expectations of potential employers and recruiters. The internal frame of reference, which accounted for twice as many responses as the external frame coding, focused on students' emerging realizations of their own values and interests as professional engineers.
C: As engineering educators, we often support the external frame of reference in terms of building professional identity. We need to provide students with opportunities to engage the internal frame of reference with which our participants were particularly concerned.

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.

Similar Items

User lists with this item (1)

Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


Primary Entity

<http://www.worldcat.org/oclc/5152415038> # Constructing Professional Portfolios: Sense-Making and Professional Identity Development for Engineering Undergraduates
    a schema:CreativeWork, schema:Article ;
    library:oclcnum "5152415038" ;
    rdfs:comment "949 $l Article" ;
    schema:about <http://experiment.worldcat.org/entity/work/data/1039845908#Thing/professional_identity> ; # professional identity
    schema:about <http://experiment.worldcat.org/entity/work/data/1039845908#Thing/portfolios> ; # portfolios
    schema:about <http://experiment.worldcat.org/entity/work/data/1039845908#Thing/sense_making> ; # sense-making
    schema:contributor <http://experiment.worldcat.org/entity/work/data/1039845908#Person/turns_jennifer> ; # Jennifer Turns
    schema:creator <http://experiment.worldcat.org/entity/work/data/1039845908#Person/eliot_matt> ; # Matt Eliot
    schema:datePublished "2011-10" ;
    schema:description "B: While previously researching the educational impacts of single-course and cross-curricular portfolios, investigators noted that student participants described their portfolio activities as positively impacting their growing identities as engineering professionals. These impacts were seen particularly in studies regarding cross-curricular portfolios. 
P: This study was designed to explicitly investigate identity-related impacts of cross-curricular portfolios and to explore the processes students employed during portfolio construction to identify themselves as budding engineers and as future professionals.
D: Engineering undergraduate students attended four weekly workshops where they wrote a professional statement, selected artifacts that demonstrated their engineering abilities, and wrote annotations that explained how the artifacts served as concrete examples of their claims for professional standing. Online surveys were administered at each workshop asking participants about their ongoing experiences of creating their portfolios and sharing these portfolios with their peers.
R: Analysis of the survey responses revealed that participants had two primary frames of reference for the construction of professional identity during portfolio creation. The external frame of reference focused on students' understanding of the expectations of potential employers and recruiters. The internal frame of reference, which accounted for twice as many responses as the external frame coding, focused on students' emerging realizations of their own values and interests as professional engineers.
C: As engineering educators, we often support the external frame of reference in terms of building professional identity. We need to provide students with opportunities to engage the internal frame of reference with which our participants were particularly concerned.
" ;
    schema:exampleOfWork <http://worldcat.org/entity/work/id/1039845908> ;
    schema:isPartOf <http://worldcat.org/issn/1069-4730#100_4> ;
    schema:name "Constructing Professional Portfolios: Sense-Making and Professional Identity Development for Engineering Undergraduates" ;
    schema:pageEnd "654" ;
    schema:pageStart "630" ;
    schema:productID "5152415038" ;
    schema:sameAs <http://dx.doi.org/10.1002/j.2168-9830.2011.tb00030.x> ;
    wdrs:describedby <http://www.worldcat.org/title/-/oclc/5152415038> ;
    .


Related Entities

<http://experiment.worldcat.org/entity/work/data/1039845908#Thing/professional_identity> # professional identity
    a schema:Thing ;
    schema:name "professional identity" ;
    .

<http://worldcat.org/issn/1069-4730>
    a schema:Periodical ;
    rdfs:label "Journal of Engineering Education" ;
    schema:issn "1069-4730" ;
    schema:publisher <http://experiment.worldcat.org/entity/work/data/1039845908#Agent/oxford_uk> ; # Oxford, UK
    .

<http://www.worldcat.org/title/-/oclc/5152415038>
    a genont:InformationResource, genont:ContentTypeGenericResource ;
    schema:about <http://www.worldcat.org/oclc/5152415038> ; # Constructing Professional Portfolios: Sense-Making and Professional Identity Development for Engineering Undergraduates
    schema:dateModified "2016-06-26" ;
    void:inDataset <http://purl.oclc.org/dataset/wiley_onlib> ;
    .


Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.