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It is common in many professional subject areas for students to undertake periods of work-based experience as part of their studies. Research suggests that by reflecting on their experience, student learning can be enhanced. As a result it is common for students to produce reflective diaries, journals, logs or eportfolios during their placements. The paper reviews literature on reflective practice and relates it to the findings of a number of small scale studies investigating students' perceptions of recording and reflecting in the built environment professions, principally architecture and construction management. The findings suggest that the levels of reflection that students achieve are likely to be influenced by their individual propensity and willingness to reflect, the focus of reflection that students perceive they need to adopt, and the structure and support students are provided with to help them reflect. The paper concludes by proposing a hypothetical model that relates these issues. Brief Biography Dr Andrew Roberts is a lecturer in the Welsh School of Architecture, Cardiff University. He is also Deputy Director for Architecture and Landscape at the Higher Education Academy, Subject Centre for Education in the Built Environment. His research interests are in the area of Architectural Education, particularly in the learning that occurs whilst students are undertaking work placements. His Ph.D was on the subject of cognitive styles and architectural education.

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