Examining the Implementation and Impact of Reflective Practices in Engineering Courses: Insights from Faculty and Teaching Assistants
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
- Tagged Division
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Faculty Development Division (FDD)
- Permanent URL
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https://peer.asee.org/47379
Paper Authors
Logan Andrew Perry
University of Nebraska, Lincoln
orcid.org/0000-0003-1558-2579
Dr. Perry is an Assistant Professor of Engineering Education in the Department of Civil & Environmental Engineering at the University of Nebraska-Lincoln. His work contains a unique blend of engineering education and civil engineering projects. Dr. Perry's current work centers on understandin
Ibukunoluwa Eunice Salami University of Nebraska, Lincoln
Ibukunoluwa Eunice Salami is a PhD Student in Engineering Education Research at the University of Nebraska-Lincoln and graduate research assistant at the department of Civil and Environmental Engineering. She completed her undergraduate studies in Systems Engineering at the prestigious University of Lagos, Akoka and her masters in Industrial Engineering at the University of Benin, Ugbowo (both Universities are domicile in Nigeria). Her research interests include transfer of learning and transition from school (both undergraduate and postgraduate) to engineering industry. She is also interested in understanding how engineering students make design priorities using diverse technological tools.
Heidi A. Diefes-Dux
University of Nebraska, Lincoln
orcid.org/0000-0003-3635-1825
Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. She is currently a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. Her role in the College of Engineering at UNL is to lead the disciplinary-based education research initiative, establishing a cadre of engineering education research faculty in the engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.
Grace Panther University of Nebraska, Lincoln
Dr. Grace Panther is an Assistant Professor in the Department of Civil and Environmental Engineering at the University of Nebraska – Lincoln where she conducts discipline-based education research. Her research interests include faculty change, 3D spatial visualization, gender inclusive teamwork, and studying authentic engineering practice. Dr. Panther was awarded an NSF CAREER award in 2024. Dr. Panther has experience conducting workshops at engineering education conferences both nationally and internationally, has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments, and serves on the Australasian Journal of Engineering Education advisory committee. Dr. Panther received both her Ph.D. and M.S. in Environmental Engineering from Oregon State University.
Katie Mowat
University of Nebraska, Lincoln
orcid.org/0000-0003-0222-4422
Mrs. Katie Mowat is a PhD Candidate at the University of Nebraska. She is an engineer that loves to work with people, learn about new ideas and developments in her field, and spend quality time with friends and family. Her goal is to inspire people to be curious, excited, and passionate about engineering and life. She currently works as a civil engineer and her research focuses on engineering readiness in agriculture technology start-ups.
Abstract
This paper explores the implementation and impact of reflective practices in engineering courses, as perceived by faculty members and teaching assistants (TAs) who integrated these strategies in their Spring 2023 course offerings. Reflection provides a valuable opportunity for students to enhance their learning process and become more self-aware of their strengths, weaknesses, and overall progress. This study aims to investigate the experiences and perceptions of instructors who employed reflective practices and gain insights into the effectiveness and challenges associated with their implementation.
The qualitative research design employed for this study involved conducting in-depth interviews with faculty members and TAs from two engineering disciplines, civil and environmental engineering, and biological systems engineering. These reflective practices encompassed six reflections over the semester, all aimed at promoting metacognition and fostering meaningful learning experiences. The interviews were structured to elicit detailed information regarding the perceived usefulness of reflective practices, the strategies employed, the perceived impact on student learning outcomes, and any observed challenges encountered during implementation. Preliminary results from interviews with three faculty members and three TAs highlighted the diverse ways in which reflective practices were integrated into engineering courses. Common themes emerged concerning the perceived benefits, including student and instructor growth, better self-regulation skills for the students, deeper learning, and enhanced critical thinking skills. Moreover, instructors found that these strategies could foster a more productive learning environment and improved student-teacher communication. However, challenges included time constraints, student resistance, and off-topic reflections. Faculty members and TAs stressed the importance of clear guidelines and scaffolding to optimize the effectiveness of reflective practices and mitigate these challenges.
The findings from this study will contribute to the scholarship of teaching and learning by providing empirical evidence on the successful implementation and positive outcomes of reflective practices in engineering education. This study also pinpoints valuable recommendations for instructors seeking to implement reflective strategies effectively. Additionally, the insights gained provide a foundation for further research and discussion regarding the integration of reflective practices into alternative STEM disciplines.
Perry, L. A., & Salami, I. E., & Diefes-Dux, H. A., & Panther, G., & Mowat, K. (2024, June), Examining the Implementation and Impact of Reflective Practices in Engineering Courses: Insights from Faculty and Teaching Assistants Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47379
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