Abstract
Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering. The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills. This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection. Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs.
Highlights
Seventeen codes were created through the data analysis process (Table 2), which were synthesized into a final set of themes related to integrating critical reflection into first-year engineering curriculum: approaches, evaluation & framing, supporting students, development pathway & value, and engineering toolkit (Fig. 1)
The concept of in-person reflection arose in several focus groups, with formats ranging from oneon-one reflective discussions with teaching assistants to large group discussions
First-year engineering students are learning to navigate busy schedules and new environments and have limited time to spend on assignments of little perceived value - they tend to focus on midterms and larger projects
Summary
Several Canadian engineering institutions have begun developing integrated pedagogical approaches that use experiential and project-based learning strategies in first-year curricula. The aim is to equip students with complex problem-solving skills, critical thinking skills, and creativity to prepare them to meet the challenges of a rapidly changing world This transformation will introduce project-based learning into first-year engineering to begin student development of these skills at the onset of their university careers. Employers state that these foundational skills are more important than a student’s choice of undergraduate major [5] and will play a crucial role in the employability of graduating students Incorporating skills such as critical thinking, social perceptiveness, and lifelong learning in undergraduate education can help students become more flexible and prepared for a wide variety of jobs. The primary goal of this work was to identify key considerations when integrating critical reflection into engineering, in first-year curricula, to promote the development of self-directed learning skills
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