Cross-Disciplinary Exploration and Application of Reflection as a High Impact Pedagogy

Summers, Sarah; Chenette, Heather C. S.; Ingram, Ella L.; McCormack, Jay; Cunningham, Patrick

doi:10.46504/11201602su

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…Much attention is paid to library instruction within first year writing and within humanities classes, but reflection has also been demonstrated as a useful construct within science, technology, engineering and mathematics (STEM), the social sciences and online classrooms. Summers et al (2016) assess that using reflection to teach course content in a STEM course encourages students to revisit initial predictions and improve understandings of large course concepts. Bautista and Schussler (2010) describe their approach to "explicit and reflective (ER) pedagogy" in a biological concepts course.…”

Section: Review Of Literaturementioning

confidence: 99%

Reiterative reflection in the library instruction classroom

Whitver¹,

Riesen

2019

RSR

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Purpose This study aims to explore the application of reflective pedagogy within a course-embedded library instruction session (as opposed to a semester-long credit bearing course) as a means to foster transfer learning of research practices. Design/methodology/approach This conceptual essay adapts theories of reflection for transfer learning as found in composition and rhetoric literature to the traditional course-embedded library instruction classroom. Findings The application of reflection as a structured learning construct may have the potential to transform the library instruction classroom into an environment where transfer learning is more likely to take place. Research limitations/implications Most models for transfer learning are based on semester-long courses and do not take into account the abbreviated context of the traditional library instruction event. This presents a challenge to any adaptation of theory, as library instruction is often an event isolated to one or a few sessions. Practical implications This study provides a structure for reflective pedagogy for librarians who desire to engage students in practices that offer the potential of fostering transfer learning. Originality/value Librarians are practicing reflective pedagogies in semester-long information literacy courses, but few have used reflection in traditional instruction sessions beyond the documentation of student learning for assessment purposes. This essay provides a theory that extends reflective pedagogies into the traditional library instruction classroom with the hope of fostering transfer learning.

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Section: Review Of Literaturementioning

confidence: 99%

Reiterative reflection in the library instruction classroom

Whitver¹,

Riesen

2019

RSR

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“…Recently the Consortium to Promote Reflection in Engineering Education (CPREE) and its constituents have made considerable progress in promoting and studying the use of reflection across the engineering education community within the United States [9][10][11][12][13][14][15][16]. Research has observed that the value of reflection within an educational or work environment can vary and that many are not aware of the research and applied professional skills that support reflective practice [15].…”

Section: Introductionmentioning

confidence: 99%

Professional and Personal Use of Reflection by Engineering Faculty, Students, and Practitioners

Carberry

Harding

Cunningham

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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where he teaches courses in synthetic and biological polymers, materials selection, and fracture mechanics. He has conducted educational research in the areas of ethical decision making, reflection and innovative pedagogies for the past 19 years. He serves as Associate Editor of the journal Advances in Engineering Education. He has served as division chair for the Community Engagement Division and Materials Division of ASEE. Dr. Harding was invited to deliver a workshop on Ethics in the Engineering Curricula at the

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Cases of Student Reflection within a Course Using Standards-Based Grading

Diefes‐Dux

Cardberry

2019

2019 IEEE Frontiers in Education Conference (FIE)

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Cross-Disciplinary Exploration and Application of Reflection as a High Impact Pedagogy

Cited by 3 publications

References 9 publications

Reiterative reflection in the library instruction classroom

Reiterative reflection in the library instruction classroom

Professional and Personal Use of Reflection by Engineering Faculty, Students, and Practitioners

Cases of Student Reflection within a Course Using Standards-Based Grading

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