From Designing Education Lab
Consortium to Promote Reflection in Engineering Education
To address this need for a broader understanding and use of reflective techniques in engineering education, the Consortium to Promote Reflection in Engineering Education (CPREE) was established in March 2014 with funding from The Leona M. and Harry B. Helmsley Charitable Trust.
The Consortium is lead by Drs. Cindy Atman and Jennifer Turns at University of Washington. Partner schools include Stanford University, as well as Arizona State University, Bellevue College, California Polytechnic State University in San Luis Obispo, Clarkson University, Green River Community College, Georgia Institute of Technology, Highline College, Rose-Hulman Institute of Technology, Seattle Central College, Seattle University.
Major milestones for the first year of this two-year project include identifying reflective practices already in use across the campus (with particular emphasis on engineering and the sciences), and engaging Stanford faculty, students and staff in conversation on “what is reflection?” In the second year, pilot projects will be initiated to expand the use of reflective practices, particularly in the freshmen and sophomore years.
- UW Press Release - "12 higher education schools team up to promote reflection in learning”
Electronic Learning Portfolios (ePortfolios)potential for new insights to be gained through data mining and analytics.
Led by Dr. Helen L. Chen, our research on reflective learning in ePortfolios across undergraduate and graduate education is conducted in partnership with the Office of the University Registrar and additional colleagues in the offices of the Vice Provost for Undergraduate Education, Vice Provost for Graduate Education, and Vice Provost for Student Affairs. From exploring how ePortfolios can support greater student engagement for our undergraduate research interns to supporting the professional development for graduate students, we aim to foster a culture of "Folio Thinking," a reflective practice that situates and guides the effective use of learning portfolios by:
• Encouraging students to integrate discrete learning experiences
• Enhancing students' self-understanding
• Promoting students' taking responsibility for their own learning
• Supporting students in developing an intellectual identity
Example portfolios from undergraduate research interns
This page is an interesting example of how she has used the Mechanical Engineering department learning outcomes as a framework for organizing significant experiences from her undergraduate education
Additional ePortfolio Resources and Examples
- Professional Development for Graduate Students: E-Portfolios: Creating Your Professional Identity, Stanford Teaching Commons (2013)
- Tomorrow's Professor Msg.#1195 Engaging Today’s Learners: Students and ePortfolios
- Penny-Light, T., Chen, H.L., Ittelson, J. (2012). Documenting Learning with ePortfolios: A Guide for College Instructors. San Francisco, CA: Jossey-Bass.
- Chen, H.L., & Black, T.C. (2010). Using e-portfolios to support an undergraduate learning career: An experiment with academic advising. Educause Quarterly Magazine, 33(4).