Reflection and Feedback on Learning: A strategy for undergraduate research project work

Abstract

This paper describes how students and staff worked collaboratively to ensure curricular changes through staff development activities informed by student input. The activities resulted in a structured scheme for use with undergraduate research project work which: (a) supports students' active learning during the project, (b) formalises both formative and summative feedback, and (c) provides an opportunity for students to reflect upon the skills they are developing. The key elements of the scheme include: (a) the submission by students of three interim progress reports and the provision of written and oral feedback by staff, (b) a requirement that students maintain a project logbook, and (c) a skills self-evaluation exercise to encourage students to reflect on their learning. Student focus groups were used as the process was fine tuned and embedded within staff and student culture.