Use of student portfolios in engineering instruction

Journal of Engineering Education

Volumn 87, Issue 2, 1998, Pages 143-148

  Christy, Ann D ^a   Lima, Marybeth ^a  

^a OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

STRATEGIC PLANNING; TEACHING;

STUDENT CENTERED LEARNING; STUDENT PORTFOLIOS;

ENGINEERING EDUCATION;

EID: 0032043091     PISSN: 10694730     EISSN: None     Source Type: Journal    
DOI: 10.1002/j.2168-9830.1998.tb00334.x     Document Type: Article

References (19)

1. 1 “Engineering Criteria 2000: Criteria for Accrediting Programs in Engineering in the United States,” 2 nd ed., Engineering Accreditation Commission, Accreditation Board for Engineering and Technology, Inc. Baltimore, MD, January 1998, http:www.abet.orgEACeac2000.html.
2. 2 Peterson, G., “Engineering Criteria 2000: A Bold New Change Agent,” ASEE Prism, vol. 7, no. 2, 1997, pp. 31–34.
3. 3 “ASEE‐ABET Assessment Conference,” ASEE Prism, Vol. 7, No. 4, 1997, p. 40.
4. 4 Shackelford, R.L., “Student Portfolios: A Process/Product Learning and Assessment Strategy,” The Technology Teacher, vol. 55, no. 8, 1996, pp. 31–36.
5. 5 Camp, R., “Thinking Together About Portfolios,” The Quarterly, vol. 12, no. 2, 1990, pp. 8–14.
6. 6 Panitz, B., “The Student Portfolio: A Powerful Assessment Tool,” ASEE Prism, vol. 5, no. 7, 1996, pp. 24–29.
7. 7 Olds, B.M., “Using Portfolios to Assess Student Writing,” Proceedings, 1997 ASEE Annual Conference, ASEE, 1997.
8. 8 Cress, D., and B. McCullough Cress, “Reflective Assessment: Portfolios in Engineering Courses,” Proceedings, 1995 Frontiers in Education Conference, IEEE, 1995.
9. 9 Christy, A.D. and M. Lima, “The Use of Student Portfolios in Biological Engineering Instruction,” Proceedings, 1997 ASEE Annual Conference, ASEE, 1997.
10. 10 Johnson, A. F., “Implementing an Assessment Course,” Proceedings, 1997 ASEE Annual Conference, ASEE, 1997.
11. 11 Bloom, B.S., (ed.), Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. Longmans Green, New York, 1953.
12. 12 Newcomb, L.H. and M.K. Trefz, “Toward Teaching at Higher Levels of Cognition,” NACTA Journal, vol. 31, no. 2, 1987, pp. 26–30.
13. 13 Myers, I.B., and M.H. McCaulley, Manual: A Guide to the Development and Use of the Myers‐Briggs Type Indicator, 2nd ed., Consulting Psychologists Press, Inc. Palo Alto, CA, 1985, p. 309.
14. 14 Hoffman, J.L., and M. Betkouski, “A Summary of Myers‐Briggs Type Indicator Research Applications in Education,” Journal of Psychological Type, Vol. 3, 1981, pp. 2–17.
15. 15 Pittenger, D.J., “The Utility of the Myers‐Briggs Type Indicator,” Review of Educational Research, vol. 63, no. 4, 1993, pp. 467–488.
16. 16 Wankat, P.C., and F.S. Oreovicz, Teaching Engineering, McGraw Hill, New York, 1993.
17. 17 McCaulley, M., “The Myers‐Briggs Type Indicator: A Jungian Model for Problem Solving,” in Stice, J. (ed.), Developing Critical Thinking and Problem‐Solving Abilities, Jossey‐Bass Publishers, San Francisco, 1987.
18. 18 Lynch, A.Q., “Type development and Student Development,” in Provost, J., and S. Anchors (eds.), Applications of the Myers‐Briggs Type Indicator in Higher Education, Consulting Psychologists Press, Palo Alto, CA, 1987, pp. 5–29.
19. 19 Young, J.R., “New Graduate Requirement Calls for Web Page Creation,” Chronicle of Higher Education, vol. 48, no. 37, 1997, p. A23.