A Personal Account on Implementing Reflective Practices

Abstract

Conceptualization and Generalizations Concrete Experience Observations Reflections dimensions would be at the center of the experience and most accustomed by the students while the social dimensions would be less familiar due to the larger impacts that dimension has on the experience. 7 While there are a number of competencies, this research project will focus on a select few of them as seen in the table below. These outcomes have been targeted specifically due to the fact that the GDTs are already sensitized to developing students to achieve these outcomes. It should be noted that achieving outcomes can be supported through Kolb’s model and Lima and Oakes encouraged the use of reflections as a means to develop a better understanding of the social competency that students are least familiar with. 7 Having a student deem his/herself able to demonstrate a global competency, it infers that the student has gone through the cycle and has gained a new understanding of what it means to be an engineer in a global context. This allows the framework discussed in the first part of the Literature Review to be used in a way to scaffold reflective practices to obtain information that a student has indeed achieved a learning outcome. Global Technical Global Professional Global Social The ability to apply familiar concepts to unfamiliar, realworld problems. The ability to analyze problems from a different cultural frame of reference. The ability to be crossculturally adaptable/flexible. The ability to use design tools to solve engineering problems. The ability to communicate professionally in a culturally appropriate manner. The ability to contribute on a culturally diverse team. Table 1. Global Engineering Program Learning Outcomes. 9 Application of Reflective Practices in Global Engineering With this particular study, the focus will be on the use of reflective practices in global engineering. The use of reflective practices cover the way in which reflective practices help students develop in global engineering. Recall that in Downey’s work faculty desire a student that is aware of cultural issues, country issues, study aboard issues, and global issues and that challenged students had greater development. 3 If researchers already acknowledge the importance of Kolb’s learning model for students, then using the Boud-Kolb overlay model can also show important aspects of student development. 6,7 Lima and Oakes regard reflection as essential to learning and go on to state that reflection can help a student process the wide variety of experiences he or she may be having. 7 Therefore being involved in global project experiences allow an opportunity for students to sort out their own development through selfreflection as well as allow faculty to use those reflections as evidence of development. Recall that nurturing students is essential to a successful global engineering program. 3 Having a scaffolded reflective practice experience integrated with a global engineering program can give global engineering faculty an opportunity to see what can be done to improve their students’ development. Downey recognizes that in global engineering, faculty have an over-focus on the areas of global competency and that they overlook the values of other types of knowledge that global experiences render especially knowledge linked to the affective side of the global experience. 3 Most faculties overlook the potential of global engineering in favor to teach the more core courses of engineering. Faculty tend to value the fact that global engineering education helps develop competitiveness with foreign engineering markets and helps expand the student’s comprehension of what it means to be a global engineer. While there is a lot of time and energy needed to make these programs work, it is noted that these programs are on the periphery of engineering education and are fragile. One of the key things that Downey explores is the importance that these experiences have in shaping the identities of engineering students. 3 While global engineering challenges the disciplinary boundaries of engineering, Downey recognizes that those boundaries are becoming more porous and that perhaps the best way to implement global engineering is by redefining and reassessing what is the core of engineering knowledge. 3 Again using the Kolb and Boud overlay model can help students explore the nuances of engineering and allow faculty an intimate knowledge of how the experience is impacting their engineering students.