WIP: Using ePortfolios to Enable Life Project Mentoring Among First-Year Engineering Students

Constanza Miranda; Mareham Essam Yacoub; Rachel Saperstein McClam

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios
Tagged Division: First-Year Programs Division (FYP)
Permanent URL: https://peer.asee.org/48326

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Paper Authors

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Constanza Miranda Johns Hopkins University orcid.org/0000-0002-9110-2832

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Constanza is a multidisciplinary academic interested in the intersection between the creativity of design, the ethics of cultural anthropology and the tech aspects of engineering. She is the Assistant Dean for Undergraduate Mentoring for the School of Engineering, and faculty in the Biomedical Engineering Department at the Johns Hopkins University in Baltimore. She holds a PhD in Design with a focus in anthropology from NC State University and was a Fulbright grantee. Her research focus is on biomedical device innovation, AnthroDesign for healthcare, qualitative research methods, mentoring, engineering & pre-engineering education.

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Mareham Essam Yacoub Johns Hopkins University

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Rachel Saperstein McClam Johns Hopkins University orcid.org/0000-0002-4745-6094

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Rachel McClam is a PhD candidate at Johns Hopkins School of Education. She studies ways to achieve equity in the STEM subjects, especially through the lens of supporting educators to enact practices that will broaden participation and improve outcomes for groups historically marginalized in STEM. Prior to beginning her doctoral studies, Rachel spent 14 years as an educator in Washington, DC. She began her career as a math teacher.

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Abstract

This is a work in progress. ePortfolios are portfolios in electronic form. These are known to promote folio thinking, a reflective technique that allows students to describe their learning experiences through a purposeful gathering of objects. This systematic gathering of proof of learning and professional development could also empower students as they build a digital presence whilst thinking about their life projects. The concept of a life project—a long-term plan that propels one toward their goals—integrates many areas of one's life, including upbringing, values, and extracurricular activities, among other personal dimensions. Reflecting on these aspects of life can be critical to developing a sense of belonging and mattering in college for first-year students. In addition, the transition to residential college life can be overwhelming and decisive on their pathway to completion of their degree. This is especially true for students from first-generation or limited-income (FLI) families, however most first-year students struggle to envision their future selves. To improve students' sense of belonging, our engineering school has implemented ePortfolios in conjunction with a new mentoring and advising system to scaffold the undergraduate experience. This work in progress showcases a qualitative study to examine the potential for ePortfolios to be used in the context of the student's lived experience and for the creation of life projects. We engaged with undergraduates in open-ended interviews, and transcribed data is being analyzed using Grounded Theory. Preliminary findings provide light on how students use ePortfolios, perceived problems, and the key benefits they find in the tool.

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Miranda, C., & Yacoub, M. E., & McClam, R. S. (2024, June), WIP: Using ePortfolios to Enable Life Project Mentoring Among First-Year Engineering Students Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48326