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By aligning the reflection with the course learning outcomes, students will not feel as though the assignment is separate or in addition to their already heavy Engineering course load. We suggest that reflections be part of the formal assessment strategy and integrated into the course curriculum. “The learning objectives thus become both the road map that guides the design of the reflection activities and the basis for determining whether the intended destination has been reached and adequately expressed in the products of reflection” (Ash and Clayton, 2009). Formal reflection assignments are an effective way to measure if students meet the course's intended learning outcomes. Reflection assignments that are designed around clearly stated learning outcomes lead to assessment. This way, the learning outcomes, the experience, and the reflection assignment will be constructively aligned, and students will not feel as though the reflection assignment is an unrelated task. Well-crafted reflection assignments are aligned to one or more intended learning outcomes within your course. Please be patient and constructive when working with students that are early in exercising reflective thinking. It is important to recognize that reflection can be a very personal and vulnerable experience for students.

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Through the process of structured reflection, students build well-articulated skills and competencies that demonstrate their development into professional Engineers. R eflection and the promotion of reflective techniques are becoming more important in engineer ing education because of the expanding need for diverse, adaptive, broad-thinking, and nimble engineering experts who can respond to the ever-increasing challenges that society faces. Through s tructured, well-designed reflection assignments, students develop important employability skills like “ problem-solving, higher order reasoning, integrative thinking, goal clarification openness to new ideas, a bility to adopt new per spectives and systemic thinking ( Ash & Clayton, 2009, p.27 ). The process of reflection supports students to make sense of an experience as they develop the metacognitive skills required for deeper, life-long learning (Ash & Clayton, 2009). Through intentional, structured reflection, students reconcile theory and practice and develop a plan for implementing new knowledge into their next experience. Rather than leaping from one experience to the next, reflection asks students to pause to grapple with the complexities and ambiguities of an authentic experience. This misinterpretation often impairs their learning later in the curriculum. However, in the absence of formal reflection, students can misinterpret their experiences and act on these misinterpretations (Turns et al., 2014). They will rework their lab experiment when the results are not what they expect. They revise their design project after receiving feedback from their end-user. Students in engineering reflect informally quite often.

Why, then, don’t engineering curricula provide constant structured opportunities and time to ensure continual reflection takes place?” However, Ambrose (2013, p.1) points out that, “…yes, students learn by doing, but only when they have time to reflect- the two go hand in hand. These experiential learning pedagogies have proven to be very successful in inviting students to apply their content knowledge and unique skillset in authentic ways. Engineering education should provide students with “opportunities for reflection to connect thinking and doing” (Ambrose, 2013) in order to support deeper learning.Įngineering students are provided with many opportunities for rich experiences to learn by doing through hands-on, minds-on activities that include labs, collaborative building and design projects.

Reflection assignments allow students to express their thoughts and opinions about their learning instead of simply summarizing content and events.

we learn from reflecting on experience.” Through active consideration and evaluation of their learning and professional practices, students uncover the meaning of the experience and thereby construct new knowledge. The goal of reflective practice is to inform present and future projects through decisions, actions, attitudes, and the understanding of oneself.

When done well, reflective practice allows the students the opportunity to think about what they learned through the choices they made, their actions, and their success and failures during the experience. According to Dewey (1966), “We do not learn from experience. Reflection is the conscious examination of past experiences in order to examine what was learned. Podcast: Big Ideas for a Changing World.Automotive & Manufacturing Opportunities.Future International Undergraduate Students.