SUPERVISOR: alieke van dijk
In cooperation with pascal wilhelm (UCT-ATLAS)
In the last two decades, the importance of reflection for engineering education has been growing extensively (Sepp et al., 2015). The importance of reflection in engineer education is currently well recognized (Riemer, 2004; Harlim et al., 2013; Gibbs, 2019; Jeong-Hee, 2021). Moreover, in several publications about the future of engineering education reflection is still 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.”
example research questions
- How can reflection skills be trained?
- What factors hamper and foster reflection skill development?
- What are appropriate methods to evaluate quality of reflection?
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.
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.
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 Septemer 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.