STUDENT CHEMICAL ENGINEERING REFLECTIVE ePORTFOLIOS ChE Student Perceptions of Learning From Refl ective ePortfolio Creation

Authors

  • Catherine A. Cherrstrom Texas A&M University • College Station, TX 77843-4246
  • Cindy Raisor Texas A&M University • College Station, TX 77843-4246
  • Debra Fowler Texas A&M University • College Station, TX 77843-4246

Abstract

Engineering educators and employers value and prioritize communication skills, but developing and assessing such skills in engineering programs is challenging. Reflective ePortfolios provide opportunities to enhance communication skills. The purpose of this three-year qualitative case study was to investigate the use of reflective ePortfolios in an undergraduate chemical engineering technical communication course. Chemical engineering students created reflective ePortfolios, perceived enhanced learning, and connected their learning to job knowledge and skills, future employability, and professional identity. 

Author Biographies

Catherine A. Cherrstrom, Texas A&M University • College Station, TX 77843-4246

Cathy Cherrstrom recently graduated with a Ph.D. in adult education and human resource development from Texas A&M University. She received her M.Ed. from Fordham University, MBA from University of New Mexico, and B.S. from Santa Clara University. Currently she is managing editor for Adult Learning and will be a tenure-track assistant professor at Texas State University in the Department of Occupational, Workforce, and Leadership Studies in the fall. Her research interests are in adult, career, faculty, and student development generally and specifically in working, teaching, learning, and writing.

Cindy Raisor, Texas A&M University • College Station, TX 77843-4246

Cindy Raisor is a lecturer at Texas A&M University. She received her M.A. in English and B.S. in secondary education and English from Texas A&M University. She has taught Technical Communication for over 27 years, including four years in chemical engineering. Currently, she directs the writing program for master’s students at the Bush School of Government and Public Service. Her research interests include technical communication, integrative learning portfolios, emerging technologies, and reflection.

Debra Fowler, Texas A&M University • College Station, TX 77843-4246

Debra Fowler is associate director for the Center for Teaching Excellence at Texas A&M University where her expertise lies in degree program design and redesign. She received her Ph.D. in interdisciplinary engineering with a focus on engineering education from Texas A&M University and B.S. in chemistry from South Dakota School of Mines and Technology. She is currently assisting the Zachry Department of Civil Engineering in a curriculum redesign including the incorporation of high-impact practices and ref lection across the curriculum.

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Published

2015-07-15

Issue

Vol. 49 No. 3 (2015): Summer 2015

Section

Manuscripts