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Student Reflection in Experiential Learning Projects

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Educating Students for the 21st Century: History, Reflection, and Outcomes

Tagged Division

Cooperative & Experiential Education

Page Count


Page Numbers

22.1337.1 - 22.1337.12



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Paper Authors


Swaminathan Balachandran University of Wisconsin, Platteville

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Bala has more than 35 years of teaching, five years of industrial and about 10,000 hours of consulting experience. He is a fellow of IIE and senior member of SME, ASQ, APICS, HFES, INFORMS, INFOMS, ASEE, and IIE. He is a life member of Phi Kappa Phi, Alpha Pi Mu, and SME. He was the Chair of the Department of Industrial Engineering at UW, Platteville from 1986 to 1995, established the IE laboratory facilities and secured the accreditation of the program by EAC of ABET in 1987 and 1993. He serves on the editorial board of the International Journal of Production Planning and control. He is a technical reviewer for the International Journal of Production Research. He has more than 270 presentations and publications to his credit. He received Ph.D. degree in Industrial Engineering and Operations Research from Virginia Tech in 1984. He received in the past the Exemplary Teaching Award and Exemplary Professional Development Award from the College of Engineering, UW, Platteville. He has supervised more than 250 service learning projects and in fall 2009 he received the Award of Excellence in Service Learning from UW, Platteville.

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Student Reflection in Experiential Learning ProjectsReflection comprises of assessing recent learning activities and linking those to previousexperiences in order to consolidate interrelated mental schema. Reflection may be an individualor a group activity that evaluates various experiences in industrial projects for service learning orcase studies. Student reflection modes are presented and discussed in this paper. Specificguidelines are provided to ensure that student reflection will be constructive and will lead tofuture improvement of learning in a curriculum. Examples of student reflections in servicelearning projects are also presented.

Balachandran, S. (2011, June), Student Reflection in Experiential Learning Projects Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18447

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