Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Educational Research and Methods
Reflection has long been considered an important aspect of professional practice. Educated practitioners utilize reflection to connect the knowledge of their fields, infuse this knowledge with meaning, and intertwine knowledge with their own personal identities. Recently the Consortium to Promote Reflection in Engineering Education (CPREE) has made considerable progress in promoting reflection across the engineering education community within the United States. The following study leverages the authors’ involvement, experiences, and observations within CPREE to capture the use of reflection in professional and personal settings through the lens of engineers in different contexts - faculty, students, and practitioners.
Researchers from four distinctly different institutions have collected data from 460 engineering participants (67 faculty, 267 students, and 93 practitioners). Participants were asked to respond to three open-ended prompts asking them to: 1) define reflection in their own words, 2) provide examples of reflection use in their personal lives, and 3) provide examples of reflection use in their professional and/or academic lives. A set of codes were developed to categorize responses. Definitions align with theoretical perspectives, including reflection-on-action (looking back), reflection-in-action (during), and reflection-then-action (looking forward). Personal use codes include making meaning of experiences, personal improvement, checking against one’s morals, and spiritual experiences among others. Professional use included such codes as making meaning of experiences, checking against one’s morals, improvement of learning, and monitoring performance.
This paper will present our overall results including comparisons of definitions with use and comparisons of definitions and uses across the three groups. The emerging findings will provide a better understanding of engineers’ use of reflection. This will provide a foundation for future work investigating change efforts at our institutions that aim to increase faculty and engineering students’ learning of reflection as a professional engineering skill and their associated reflective practice within teaching, learning, and engineering work.
Carberry, A. R., & Harding, T. S., & Cunningham, P. J., & Csavina, K. R., & Ausman, M. C., & Lau, D. (2018, June), Professional and Personal Use of Reflection by Engineering Faculty, Students, and Practitioners Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30896
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