Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Personal reflections integrated into teaching and assessment practices are becoming somewhat more common in engineering education. Reflections may be particularly effective as part of ethics education, to increase engineering students’ moral development and critical thinking about ethical issues. On a large survey, 48% of 1122 engineering educators who taught ethics and/or societal impact issues reportedly used reflection in their teaching or assessment. Reflection was variously common in different course types, co-occurred to varying extents with different teaching methods, and appeared to be more commonly associated with different topics. Based on interviews with educators who teach ethics and/or societal impacts to engineering students, it became apparent that reflection is an imprecise term that encompasses a broad diversity of activities (from class wide discussion to individual reflective essays on personal experience or case studies). Specific examples of reflective prompts used for written essays and journals are provided. These examples of reflection activities may help engineering educators determine the best ways to integrate reflection into their teaching practices. The different types of reflection described in the literature -- including critical, dialogic, and descriptive – provide a framework to contrast different goals for student reflection.
Bielefeldt, A. R., & Polmear, M., & Swan, C., & Knight, D., & Canney, N. E. (2020, June), Variations in Reflections as a Method for Teaching and Assessment of Engineering Ethics Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35485
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