Csavina, K. R., & Nethken, C. R., & Carberry, A. R. (2016, June), Assessing Student Understanding of Reflection in Engineering Education  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26306

\bibitem{asee_peer_26306}
  Csavina, K. R., \& Nethken, C. R., \& Carberry, A. R. (2016, June), \emph{Assessing Student Understanding of Reflection in Engineering Education}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26306

Kristine R. Csavina, Cherrylynne Rochelle Nethken, and Adam R. Carberry.  "Assessing Student Understanding of Reflection in Engineering Education".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26306 Internet.  12 Dec, 2024

\bibitem{asee_peer_26306}
  Kristine R. Csavina, Cherrylynne Rochelle Nethken, and Adam R. Carberry.
  "Assessing Student Understanding of Reflection in Engineering Education".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26306 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_26306
author = "Kristine R. Csavina, Cherrylynne Rochelle Nethken, and Adam R. Carberry"
title = "Assessing Student Understanding of Reflection in Engineering Education"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26306}
number = {10.18260/p.26306}
}

TY  - CPAPER
AB  - The use of reflection in engineering education is often used but with little investigation to the utility or effectiveness in engineering education. Efforts made by the Consortium to Promote Reflection in Engineering Education (CPREE) have drawn attention to how reflection is used in the engineering curriculum. What is unknown is whether students recognize why their courses embed reflection activities. The following paper assessed student conceptions of what it means to reflect and why they are asked to reflect in their project-based design courses. Our intended goal was to see if students understood what reflection is and appreciate reflection as a lifelong skill rather than assignments to be graded or a waste of time. Our findings suggest that most students see reflection as an opportunity to look back at what they have done. A subset of students also saw reflection as a process or something that will impact future actions. Students mostly associated reflection with positive actions rather than focusing on mistakes and failures. They saw the main intent of reflection as being learner-centered, with some seeing reflection as having impact on a design project, their profession, life, or the particular class in which they were asked to reflect. This explicit look at student conceptions of reflection within a design context provides faculty with an understanding of what students bring to their class and how they can frame reflection activities to better compliment their students learning.
AU  - Kristine R. Csavina
AU  - Cherrylynne Rochelle Nethken
AU  - Adam R. Carberry
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Assessing Student Understanding of Reflection in Engineering Education
UR  - https://peer.asee.org/26306
DO  - 10.18260/p.26306
ER  -