June 24, 2017
June 24, 2017
June 28, 2017
Educational Research and Methods
Reflection has long been considered an important aspect of the educated practitioner. Educated practitioners utilize reflection to connect the knowledge of our fields, infuse this knowledge with meaning, and intertwine knowledge with our 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 work-in-progress study leverages our involvement, experiences and observations within CPREE to capture the value of reflection experiences through the lens of different stakeholders.
Researchers from four distinctly different institutions are currently organizing and implementing an initial assessment of engineering stakeholders, including educators, students and practitioners, to investigate what aspects of reflection are valued by these individuals and why.
This paper will present preliminary results obtained from open-ended surveying intended to guide future homogeneous and heterogeneous sets of focus groups. The results of these efforts will leverage and extend beyond the initial efforts of CPREE. The emerging findings will provide a better understanding of the barriers to overt reflective practice and of mechanisms for developing productive reflective practice. This will provide a foundation for our future work investigating change efforts at our institutions that aim to increase faculty and engineering students’ value of reflection as a professional engineering skill and their associated reflective practice within teaching, learning, and engineering work.
Csavina, K. R., & Carberry, A. R., & Harding, T. S., & Cunningham, P. (2017, June), Work in Progress: Examining the Value of Reflection in Engineering Practice and Education Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29156
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