Engineering Students' Perceptions of and Reflections on Portfolio Practice in Leadership Development

Engineering education has been striving to find good ways to improve students' learning of engineering. However, nontechnical professional skills such as communication and interpersonal skills, teamwork, and creative and intuitive thinking skills are also seen as essential for engineers, and especially for leaders. The portfolio practice has proved to be effective in supporting students' learning, as it allows them to document evidence of their learning and to reflect on personal growth. This paper reports a case study on implementation of the portfolio practice in an engineering leadership block curriculum and assessment of students' perceptions of this practice. It also provides implications for advancing engineering education with this approach.