Considerations for Development of Critical Reflection Skills in First-Year Engineering Informed Through Student Perspectives

Abstract

Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering. The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills. This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection. Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs.

The Impact of Indigenous Knowledges and Perspectives in Engineering Education: One Student’s Story

“…The understanding of the importance of reflexivity in engineering education is growing. As described by DaMaran, Pearlston, and Mattucci [20],…”

Integrating a critical reflection framework for experiential learning activities into a large first-year engineering course

“…Previous research has identified that there may be progressive 'stages' in development of one's reflective practice [5]. Despite these findings not being validated, students will begin the course at different levels of reflective competencies.…”

“…Previous research has identified considerations for implementing critical reflection into the first-year engineering curricula in ways that students will meaningfully engage [5]. Student focus groups were performed with two student populations: experienced reflectors (campus wide), and first-year engineers.…”

“…The approach relies heavily on previous research which identified several themes to consider when integrating reflection into the first-year curriculum, based on student perspectives [5]. These themes provide rational for the implementation of the reflection elements in the course (Table 1).…”