Reflecting Broadly and Deeply in Experiential Learning Portfolios

• In Event: Exploring the Continuum of Reflection: From College to the Field

Abstract

The purpose of this qualitative study was to determine the breadth and depth of reflection in experiential learning portfolios by using Bloom’s categories of reflective thinking skills and Grossman’s levels of reflection. Reflective breadth was evident in SWP portfolios as students demonstrated higher order thinking skills in metacognition, application, analysis, assessment. Reflective depth is evident in SWP portfolios as students’ reflections related to content knowledge, self-awareness, and transformation. Recommendations are made for guiding breadth and depth of reflection in portfolios using the Do, Reflect, Apply model.

Authors

• Dusti M Ingles, Iowa State University

• Michael Steven Retallick, Iowa State University