On student reflective portfolios in honors education

Merel Van Goch

doi:10.31378/jehc.9

Abstract

On student reflective portfolios in honors education

Highlights

Students’ development throughout their education, which students reflect on in their portfolios and which plays an important role in the literature on reflective portfolios, can be linked to self-authorship: “an ideology, an internal identity, a selfauthorship that can coordinate, integrate, act upon, or invent values, beliefs, convictions, generalizations, ideals, abstractions, interpersonal loyalties, and intrapersonal states
Reflective portfolios offer an excellent way for students to document their journey across these curricula and for teachers to follow and, where necessary, guide students on their journey (Landis, Scott, & Kahn, 2015)
Reflective portfolios present a means for students to document their development of the three aspects of self-authorship (Kegan, 1994) through the three different curricula in higher education (Yancey, 2004) and – as important – for teachers to follow and guide students on that journey

Summary

Introduction

Intrapersonal development, which concerns "how people construct their identities," leading to students who "explore, reflect on, and internally choose enduring values to form their identities, and use this internal identity to interpret and guide their experiences and actions” (Baxter Magolda & King, 2007) Reflective portfolios offer an excellent way for students to document their journey across these curricula and for teachers to follow and, where necessary, guide students on their journey (Landis, Scott, & Kahn, 2015).

Results

Conclusion