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This paper investigates how high school students and teachers use and perceive these tools by interviewing participants and analyzing notebooks from three engineering classes. Grounded-theory results show shared reliance on process-based notebooks and common difficulty supporting student reflection.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-students-perceptions-on-the-utility-of-engineering-notebooks-paper/589450/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-students-perceptions-on-the-utility-of-engineering-notebooks-paper/589450.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two basic forms of engineering notebooks does the paper distinguish?","Question",{"text":112,"@type":113},"It distinguishes process-based notebooks, which record the engineer’s work, from product-based notebooks, which record finished projects for evaluation by others.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study examine students’ and teachers’ perceptions of engineering notebooks?",{"text":117,"@type":113},"The study interviewed students and teachers and examined student notebooks from three different high-school engineering classes.",{"name":119,"@type":110,"acceptedAnswer":120},"What key instructional implication does the paper propose?",{"text":121,"@type":113},"Facilitating meaningful, thorough use of notebooks requires creating situations where maintaining notebooks helps students complete their project work.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589450,1793094861,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2012  \nUnderstanding Students’ Perceptions On The Utility Of Engineering Notebooks  \nLEEMA BERLAND  \nWILLIAM MCKENNA and  \nSTEPHANIE BAKER PEACOCK University of Texas  \nAustin, TX  \nABSTRACT  \nEngineering notebooks are a pervasive practice across high school, college, and professional contexts. Within this consistency, there are two basic forms: process-based notebooks serve as a complete record of the engineer’s work and are used by the authors to support their endeavors, while product-based notebooks represent a record of final form projects to be evaluated by outsiders. Given this breadth of purposes, expected content and primary audiences, this paper explores students’ and teacher’s use and perceptions of the utility of engineering notebooks. In this study, we interviewed students and teachers, and examined the student notebooks, from three different high-school engineering classes. Grounded-theory analyses of this data reveals that all classes used process-based notebooks and they all struggled with supporting student reflection, a common teacher goal. In addition, in each class, the notebooks emphasized a different phase of the design process and students similarly reported the utility of notebooks for supporting that phase. The key instructional implication of this work is that facilitating students’ meaningful and thorough use of their notebooks requires creating situations in which maintaining notebooks helps them complete their project work. The paper provides examples, pulled from the study data, of how to enact this strategy.  \nKeywords: engineering notebooks, grounded theory, high school  \nINTRODUCTION  \nEngineering notebooks—also called portfolios or journals—are pervasive in college and highschool engineering courses [2,7,8,9,11,13,14,23,24,27] . In addition, they are a key component of the  \nSUMMER 2012 1  \nADVANCES IN ENGINEERING EDUCATION  \nUnderstanding Students’ Perceptions On The Utility Of Engineering Notebooks  \nBEST robotics competition [4] and the “Engineering Criteria 2000” standards created by ABET for accrediting engineering programs recognize portfolios as a possible assessment tool [25] . The engineering education community therefore appears to have embraced engineering notebooks (ENBs) . This paper is a preliminary exploration into high school teachers’ and students’ perceptions of the utility of their ENBs.  \nTypes of engineering notebooks  \nA brief review of the literature reveals that ENBs can take many forms and be used for many purposes in the classroom. For example, Tillema and Smith [32] identified three distinct types:  \n1. A dossier is a ENB or portfolio that is completed at the end of a project or course to “collect mandated documentation on performance. In this case, the portfolio construction is not necessarily based on a learning orientation” [32, p. 194] .  \n2. A learning portfolio is a living document used to evaluate learning over the course of the projector semester.  \n3. A reflective portfolio is also a living document, in which the author records his or her process, decision-making and reflection.  \nShackleford [30] presented a similar scheme that also included a “composite portfolio” which is used to record a group’s work. The schemata presented by Tillema and Smith and that proposed by Schackleford both differentiate between ENBs that are used to evaluate student’s products (e. g. dossier and learning portfolios) and those that are an opportunity for student or group reflection ([e.g. re](e.g. re)flective and composite portfolios) . Jensen and Harris32 offer a simpler taxonomy with two types of ENBs, “representational” and “developmental portfolios”. Similarly, Christy and Lima [11] differentiate between ENBs that record select samples of student work in their final form (“selective/final”) from those that record works-in-progress (“nonselective/work","cbCaifq9VfoaVohn","https://ap.wps.com/l/cbCaifq9VfoaVohn","pdf",10729125,21,"English","# Introduction\n## Types of engineering notebooks\n# Research approach and findings\n## Implications for instruction","[{\"question\":\"What two basic forms of engineering notebooks does the paper distinguish?\",\"answer\":\"It distinguishes process-based notebooks, which record the engineer’s work, from product-based notebooks, which record finished projects for evaluation by others.\"},{\"question\":\"How did the study examine students’ and teachers’ perceptions of engineering notebooks?\",\"answer\":\"The study interviewed students and teachers and examined student notebooks from three different high-school engineering classes.\"},{\"question\":\"What key instructional implication does the paper propose?\",\"answer\":\"Facilitating meaningful, thorough use of notebooks requires creating situations where maintaining notebooks helps students complete their project work.\"}]","Understanding Students’ Perceptions On The Utility Of Engineering Notebooks - Paper | PDF",1792067347,53]