Reflection and reflection activities are potentially valuable components of the instructional experiences educators design in order to support student learning. Published scholarship contains many allusions to students having reactions to reflection activities, but the nature of these reactions are rarely engaged in depth. In this work, we focus on four complications we have encountered while developing a survey to explore student reactions to reflection activities, and potential implications of these complications for educators and researchers.
Dr. Kenya Z. Mejia is an Assistant Professor of Mechanical Engineering at San Francisco State University. Her work focuses on diversity and inclusion in engineering education, particularly in engineering design education.
Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from complexity science to the challenges of engineering education.
Wendy Roldan is a PhD candidate in Human Centered Design and Engineering at the University of Washington studying the development of equitable engineering education. Her work draws from the fields of engineering education, design, and learning sciences.
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