Loading...
Implementing reflective writing in a problem-based learning civil engineering programme
Date
2014
Abstract
Some issues of current concern in engineering education are described. The theory, rationale and implementation of reflective practice in educational settings are briefly reviewed. The use of reflective writing in the University of Limerick’s (UL) Problem-Based Learning (PBL) Civil Engineering programme is described. The habit of ‘reflection’ is embedded in the context of a full scale design-and-construct problem in year two of the programme. Student reflections were captured in learning logs over two successive years. Aids to prepare students for reflective writing are described. Outcomes before and after implementation of the more recent aids are examined. Analyses of these data are presented and discussed. The paper concludes with some proposals for further development.
Supervisor
Description
non-peer-reviewed
Publisher
McMaster University Engineering
Citation
ICEER 2014 Mc Master International Conference on Engineering Education and Research;