Utility and Implementation of Reflection in Distinct Types of Engineering Courses

Abstract

Reflective writing or exam wrappers appear to be a valuable exercise that may benefit students. This notion was evaluated in parallel within five engineering classrooms of different size and subject matter. The improvement or quantifiable impact of the reflective writing exercise differed from class to class. Despite this, overall results suggest that exam wrappers lend themselves well to improving learning, both for the students and instructors in the context of engineering classrooms.

Using Post-Assessment Reflection to Enhance Student Learning Outcomes in a Fluid Mechanics Course

“…Even so, reflective assignments are rarely employed in technical engineering courses. When reflections have been employed in higher education engineering courses, the focus has been on less technical artifacts including peer interactions [16], portfolios [17], or using course grades to measure the efficacy of reflections [18]. That is, reflection is mostly used for behavior-based reflection (i.e., working well in a group, learning a tool, or effective study habits) rather than more typical engineering content.…”