Abstract: Experience is commonly held to be essential for learning, especially in a professional discipline like engineering. However experiences, if unexamined, are not necessarily educative. This article explores the potential to fully claim prior experience as educative through the development of a professional portfolio. Eleven students developed portfolios and participated in qualitative interviews. The findings revealed that these students added educative value to their prior experiences in this process.
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Kilgore, D., Sattler, B., & Turns, J. (2013). From fragmentation to continuity: engineering students making sense of experience through the development of a professional portfolio. Studies in Higher Education, 38(6), 807–826. https://doi.org/10.1080/03075079.2011.610501