supervisor: pascal wilhelm
when applicable: in cooperation with ...
Topic
The importance of reflection for engineer education is currently well recognized (Riemer, 2004; Harlim et al., 2013; Sepp et al., 2015; Gibbs, 2019; Jeong-Hee, 2021), in several publications about the future of engineering education reflection is mentioned as an important skill to develop (e.g., Woods et al., 2000; Kamp, 2020). Turns et al. (2014) summarize it like this: “We live in a world of high expectations. We are expected to deeply understand who we are, what we believe, and how we interact with others. Coming to such understanding involves reflection. In engineering, with the increasing emphasis on large-scale grand challenges, people-oriented issues, rapidly changing work contexts, and lifelong learning, reflection has become even more important (p.24).”
Reflection skills do not come naturally, but can be trained (e.g. Gün, 2011; Kori et al., 2014; Russel, 2005). However, reflection is considered challenging for students and, for different reasons, support is needed (Abou Baker El-Dib, 2007; Lee, 2005). For example, reflection requires creative thinking and seeing alternatives, which might be challenging for students (e.g. Leijen et al. 2012). Obviously, it is not enough to tell students to “go and reflect” (Welch, 1999). Other challenges for students are identifying critical learning incidents, reluctance to share certain feelings and perceiving reflection as a mechanical “chore.”
Although reflecton skills are trainable, some students might have more difficulty reaching a certain level of reflection than others, possible caused by certain assumptions or beliefs, motivational of personality characteristics. The objective of this study is to identify those that hamper reflection skill development the most. Reflection skill training could then incorporate these factors to make the training more effective.
Method
Based on literature research, the first step is to identify potential hampering factors in relation to reflection skill development. In a second step, relationships between these factors and reflection aptitude will be explored. Another possibility is to explore aptitude treatment interactions. The research question is: what personal factors hamper reflection skill development and how can these be mitigated?
references
Abou Baker El-Dib, M. (2007). Levels of reflection in action research. An overview and an assessment tool. Teaching and Teacher Education, 23(1), pp. 24–35.
Gibbs, B.,& Wood, Gary C. (2019). Reflection for learning and practice in developing engineers. The proceedings of the 7th annual conference of the UK & Ireland Engineering Education Research Network Excellence in Engineering Education for the 21st century: The role of engineering education research.
Gün, B. (2011). Quality self-reflection through reflection training. ELT Journal, 65(2), pp 126–135. doi.org/10.1093/elt/ccq040
Harlim, J. & Belski, L. (2013). Educating a reflective engineer: learning from engineering experts. In C. Lemckert, G. Jenkins, & S. Lang-Lemckert (Eds.), Proceedings of the 24th annual conference of the Australasian Association for Engineering Education - AAEE2013 (pp. 4C5, 1-9). Queensland, Australia: Griffith School of Engineering, Griffith University.
Jeong-Hee Kim, Ngan T.T. Nguyen, Ryan C. Campbell, Sangmi Yoo, Roman Taraban, & Danny D. Reible (2021). Developing reflective engineers through an arts-incorporated graduate course: A curriculum inquiry. Thinking Skills and Creativity, 42. doi.org/10.1016/j.tsc.2021.100909
Kamp, A. (2020). Navigating the landscape of higher engineering education: Coping with decades of accelerating change ahead. 4TU.Centre for Engineering Education. ISBN: 978-94-6366-242-0.
Kori, K., Pedaste, M., Leijen, Ä., & Mäeots, M. (2014). Supporting reflection in technology-enhanced learning. Educational Research Review, 11, pp. 45–55.
Lee, H. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), pp. 699–715.
Leijen, Ä., Valtna, K., Leijen, D. A. J., & Pedaste, M. (2012). How to determine the quality of students’ reflections? Studies in Higher Education, 37(2), pp. 203–217.
Riemer, M.J. (2004). The importance of reflection skills for the modern engineer. 8th Baltic Region Seminar on Engioneering Education Kaunus, Lithuania, 2 – 4 September 2004.
Russell, T. (2005). Can reflective practice be taught? Reflective Practice, 6, pp. 199-204.
Sepp, L.A., Orand, M., Turns, J., Quigley, L.D., Sattler, B., & Atman, C.J. (2015). On an upward trend: Reflection in engineering education. 122nd ASEE Annual Conference & Exposition.
Welch, M. (1999). The ABCs of reflection: A template for students and instructors to implement written reflection in service-learning. NSEE Quarterly, 25, pp. 22–25.
Woods, D., Felder, R., Rugarcia, A., & Stice, J. (2002). The future of engineering education III. Developing critical skills. Chemical Engineering Education, 34(2), pp. 108-117.