Students’ Engagements with Reflection: Insights from Undergraduates

Abstract

Wendy is a second-year PhD student in Human Centered Design and Engineering at the University of Washington studying the development of equitable engineering education. Her work draws from the fields of engineering education, design, and learning sciences. Dr. Jennifer A. Turns, University of WashingtonJennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from complexity science to the challenges of engineering education.

Impact of Differently Worded Reflection Prompts on Engineering Students’ Metacognitive Strategies

“…In both studies, results did not show a significant difference between students' performance before and after engaging in EAR [8], or the performances of students who did and did not engage in EAR [9]. In the study by Roldan [10] undergraduate students were interviewed about how they understood and engaged in reflection. Results showed that students engaged in a variety of reflective strategies, both positive and negative, suggesting that students may be more likely to discuss reflection than previously thought.…”