June 22, 2003
June 22, 2003
June 25, 2003
8.980.1 - 8.980.19
Reflective Journals: An Assessment of a Vertically Integrated Design Team Project
Francis S. Broadway Department of Curricular and Instructional Studies
Edward A. Evans, H. Michael Cheung, Helen K. Qammar Department of Chemical Engineering
Rex D. Ramsier Departments of Physics, Chemistry, and Chemical Engineering The University of Akron Akron, Ohio 44325
Abstract: The use of affective/associative reflective journals and skill-based reflective journals as assessment tools of undergraduate chemical engineer students’ learning in a vertically integrated team design project (VITDP) is the focus of this exploratory study. Participants from a large midwestern university were required to submit a reflective journal each week over a five-week period. The reflective journals of 23 participants were analyzed to unearth the conceptual descriptions of teamwork held by the participants, to describe the role of metacognition in reflective journal writing, and to determine how reflective journals facilitate construction of knowledge. Thus, reflective journals were meaningful as assessment tools because they communicated how VITDP participants learn and supplied valuable information to make future curricular and instructional decisions. Based on the reflective journals, teamwork is a social environment in which to learn engineering content and skills; however, the participants did not engage in metacognition. The authors suggest that future VITDP include structures to facilitate synergy and participants need instruction in reflection and metacognition as learning tools.
The Vertically Integrated (by class rank) Team Design Project (VITDP) is an engineering design curricular and instructional project for the National Science Foundation-funded Bridges for Engineering Education (BEE) project at The University of Akron. The curricular focal point of this project is engineering teamwork. Instruction is accomplished by having the participants, as members of a team, address an engineering design problem written by the chemical engineering faculty. Specifically, the participants are undergraduate chemical engineer major students, but the BEE project is also a curricular and instructional project for early childhood education major students. The vertically integrated team, for this exploratory study, consists of senior, junior, sophomore, and freshman undergraduate chemical engineering major students; however one team includes a graduate non-licensed secondary school education major.
Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education
Qammr, H., & Cheung, H. M., & Evans, E., & Ramsier, R., & Broadway, F. (2003, June), Reflective Journals: An Assessment Of A Vertically Integrated Design Team Project Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12060
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2003 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015