On the Use of Reflective Writing Exercises for Improving Student Learning of Conceptual and Technical Problems in Engineering

Abstract

Self-reflection and reflective writing are often used to promote self-regulated learning amongst students (Nilson, 2013). A number of engineering programs are incorporating greater opportunities for student reflection (Turns et al., 2014); at the same time, there is a growing need for additional research on the impact of selfreflection and reflective exercises in engineering education (Clark and Dickerson, 2019). We describe the implementation and examine the impact of two types of reflective writing exercisesan exam wrapper and selfevaluation in two Electrical and Computer Engineering courses, a fundamental first year course on signals and systems and a final year technical elective course on photonics.