Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering. The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills. This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection. Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs.
The implementation of Students-as-Partners (SaP) with instructors in the co-development of curriculum is becoming an increasingly popular pedagogical model. Enhanced learning outcomes, student satisfaction, and skill development have been demonstrated as a result of SaP work. Engineering educators stand to benefit from this approach, however further investigation is needed to better understand the implications of SaP work on curriculum development processes. Thus, the primary goal of this paper is to provide an analysis of the complexities of the Students-as-Partners approach from an experiential lens of curriculum design in first-year engineering. This study uses a collaborative auto-ethnographic approach to draw from instructor and student written reflections on the process and experiences of working within the SaP model on a first-year engineering curriculum development project. Common themes were identified and synthesized from individual reflections. Important considerations of a partnership include creating a positive climate, pre-existing perceptions of power, framing the project with intention, and taking advantage of niche areas of expertise. Various forms of motivation were also found to influence the partnership dynamics and outcomes. Restraints of partnerships in general were identified in the unequal student representation and the difficult balance of providing guidance and instilling ownership. These findings provide key considerations to engineering educators who may find the SaP approach a viable option in curriculum development processes.
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