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.
2240118 CQSULNGR items 1 apa default ASC