Abstract
Reflective writing in Engineering is still a relative novelty. Engineering education focuses on technologies and engineering methods, in short, how to do stuff. Students need guidance on evaluating "Is my approach a good approach?" The application and selection of engineering methods need to garner more attention. Through reflective writing assignments, we offer the students a chance to evaluate their choice of methods (both cognitively and intuitively), reflect on their feelings around success and failure, and explore strategies to deepen learning and sup- port well-being. Traditional scientific methods have taught practitioners to remove themselves from the experiment, but this is only part of the truth: the observer affects the result and is af- fected by the result. Students reported discomfort when asked how they felt in these situations: no one had offered this kind of exploration to them previously. Our brief experiment with intro- ducing reflective writing to the academic classroom suggests benefits such as deeper-reaching learning, growing self-awareness, and the ability to identify potential pitfalls before they evolve into crises.
Affiliations
Authors
Marcel Kyas, Joseph Timothy Foley, Markéta Foley
Authors (new)
Document
CDIO 2023 Proceedings (127).pdf
(265.36 KB)
Document type
I Agree
On
Keywords
Pages
502-511
Reference Text
Proceedings of the 19th International CDIO Conference, NTNU, Trondheim, Norway, June 26-29 2023
Year
2023