Reflection in Engineering Education: Advancing Conversations

Turns, Jennifer; Mejia, Kenya Z.; Atman, Cynthia J.

doi:10.18260/1-2--35131

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…Reflection can be conceptualized as a type of thinking which helps produce new knowledge and understanding [6]. This process of building meaning from experience positions reflection as an aspect of constructivism [7].…”

Section: Theoretical Framingmentioning

confidence: 99%

“…There was also a concern of a confounding variable in the data, given the negative perceptions around the competency-based assessment schema implemented across the course, including the reflection assessments. Further, students often report conflicting views when reporting on their reflection experiences, so the use of a validated survey instrument is crucial to draw meaningful conclusions [6].…”

Section: Outcomes and Recommendationsmentioning

confidence: 99%

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Integrating a critical reflection framework for experiential learning activities into a large first-year engineering course

Mattucci

Zhuang²,

Harris³

et al. 2022

PCEEA

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First-year university is an ideal time for students to begin the development of critical thinking and self-directed learning skills. Structuring critical reflection with experiential learning activities can provide opportunities for students to develop and learn how to apply these skills in the future. Previous research has identified considerations for implementing critical reflection into the first-year engineering curricula in ways that students will meaningfully engage. The primary goal of this work was to integrate critical reflection learning outcomes, activities, and assessments into the first-year engineering curriculum connected to experiential learning activities. Critical reflection activities were scaffolded to a critical reflection framework, adapted to the first-year engineering context. Three critical reflection assessments were mapped to experiential learning activities to further the development of these skills in parallel, such as teamwork, problem solving, and communication. One assignment involved a peer review process, where students had the opportunity to learn from each other’s experiences, and give constructive feedback through learning of students’ shared university experiences. The benefits of developing student reflection skills are obvious, and the improvements witnessed are encouraging. However, there remain many challenges, particularly with respect to assessment methodologies, and student motivation. Meaningful integration of critical reflection remains an iterative learning experience for the instructors.

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Section: Theoretical Framingmentioning

confidence: 99%

Section: Outcomes and Recommendationsmentioning

confidence: 99%

Integrating a critical reflection framework for experiential learning activities into a large first-year engineering course

Mattucci

Zhuang²,

Harris³

et al. 2022

PCEEA

View full text Add to dashboard Cite

show abstract

“…Reflection in engineering education increases the value of the learning process and enhances students' ability to handle and process concepts and is well-established as a valued component of education and lifelong learning [5,9,[12][13][14]. There are numerous frameworks for reflection, including Gibbs' framework for reflection [8], Kolb's model of reflection [15], and John's structured model of reflection [16].…”

Section: Literature Reviewmentioning

confidence: 99%