A positive view of first-year undergraduate reflective diaries: focusing on what students<i>can</i>do

Brooman, Simon; Darwent, Sue

doi:10.1080/14623943.2012.670618

Cited by 21 publications

(7 citation statements)

References 52 publications

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“…Our study suggests that these factors develop at different rates in the initial weeks at university. Our strategy appeared to be successful in supporting the development of social engagement in the first five weeks but not self-efficacy, whereas a previous study showed that many students developed greater self-efficacy over the first semester (Brooman and Darwent 2012b). This suggests that a transition strategy should contain a range of student-centred interventions designed to provide more than one opportunity to develop factors influencing success.…”

Section: Resultsmentioning

confidence: 45%

Measuring the beginning: a quantitative study of the transition to higher education

Brooman

Darwent

2013

Studies in Higher Education

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131

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This quantitative study measures change in certain factors known to influence success of first-year students during the transition process: self-efficacy, autonomous learning and social integration. A social integration scale was developed with three subscales: 'sense of belonging', 'relationship with staff' and 'old friends'. Students responded to this and existing scales measuring self-efficacy and autonomous learning, before and after participating in transition activities including a group-work poster project. We discuss positive outcomes regarding a sense of belonging and how our expectations in other areas such as self-efficacy were not met. The importance of early contact with academic staff and small-group work is confirmed. Tinto's assertions on pre-existing relationships are challenged. We suggest that further investigation might prevent a 'scattergun' approach to transition based upon superficial understanding of outcomes. We discuss potential models for transition design and support a 'longer' process with several opportunities for student engagement in success factor development.

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Section: Resultsmentioning

confidence: 45%

Measuring the beginning: a quantitative study of the transition to higher education

Brooman

Darwent

2013

Studies in Higher Education

Self Cite

131

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“…The second year Employment and Business Skills (EBS) module gives students the opportunity to reflect on their soft skills, individual career pathway and provides them with the 'space' needed to contemplate what they will embark on after 30 Fitzgerald (2008). 31 Brooman and Darwent (2012a). 32 Brooman and Darwent (2012b).…”

Section: Employability and Business Skills Module: Year 2-optionmentioning

confidence: 99%

Who Am I?: Using Reflective Practice and Self-determination to Redefine ‘Employability’ in Legal Education

Brooman

Stirk

2020

Liverpool Law Rev

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This study examines the value of undergraduate law students undertaking structured and assessed reflective practice as part of their studies, in the context of competing notions of employability. We discuss existing use of reflective practice in law and other disciplines, highlighting the different approaches and perspectives on its value. Students in this study engaged in reflection as part of a first year core module aimed at improving retention and performance, followed by a second year option module aimed at personal development in relation to employability and business skills following a work placement. We examine students’ perceptions of reflective practice and discuss how these relate to extant literature. We suggest that reflective practice is a very personal experience that can greatly benefit law students beyond their capacity to be employable. We suggest that reflective practice for law needs to be re-thought in relation to its intended purpose, taking cognisance of experience outside law to inform best practice. We propose that reflective practice should focus on developing the whole person, and discuss this in light of debate over the function of higher education. We suggest that the reinforcement cycle of personal and professional reflective practice in this study has the potential to be high impact practice in legal education as defined by Professor George Kuh.

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“…Thomas et al 2015, Hamad 2018, McClean, 2009. Or through mixed method approaches (Brooman and Darwent 2012, Morris 2011, Xhaferi, and Xhaferi, 2011.…”

Section: Methodsmentioning

confidence: 99%

Developing Autonomous and Responsible Learners

Maani

2020

EAAE ACP

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The purpose of the design studio, which is the core of architectural education, is to educate the students to understand the nature of design, to think independently, to act in “designerly ways”, and to become “reflective practitioners”. The student must take on a new mode of learning, in which the main way to learn is by doing, and in which there is no one correct way to approach the design problem. The previous aspects associated with the studio — together with the open-ended, exploratory, and iterative nature of the design process — place the student at the center of the learning experience. Tutors in this context are facilitators of learning, rather than knowledge experts, and are expected to pay attention to the challenges that face students in adapting to this new learning environment and in assuming a new learner identity. Hence, this study employs longitudinal mixed approaches to uncover an emic perspective of the ways architecture students conceptualize learning in their first year and what distinguishes them from students in other disciplines.

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A positive view of first-year undergraduate reflective diaries: focusing on what studentscando

Cited by 21 publications

References 52 publications

Measuring the beginning: a quantitative study of the transition to higher education

Measuring the beginning: a quantitative study of the transition to higher education

Who Am I?: Using Reflective Practice and Self-determination to Redefine ‘Employability’ in Legal Education

Developing Autonomous and Responsible Learners

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