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Education literature has long emphasized the compounding benefits of reflective practice. Although reflection has largely been used as a tool for developing writing skills, contemporary research has explored its contributions to other disciplines including professional occupations such as nursing, teaching and engineering. Reflective assignments encourage engineering students to think critically about the impact engineers can and should have in the global community and their future role in engineering. The Department of Electrical and Computer Engineering at a small liberal arts college adopted ePortfolios in a first-year design course to encourage students to reframe their experiences and cultivate their identities as engineers. Our recent work demonstrated that students who create ePortfolios cultivate habits of reflective thinking that continue in subsequent courses within our program’s design sequence. However, student ability to transfer reflective habits across domains has remained unclear and encouraging critical engagement beyond the focused scope of technical content within more traditional core engineering courses is often difficult. In this work, we analyze students’ ability to transfer habits of reflective thinking across domains from courses within a designfocused course sequence to technical content-focused courses within a degree program. Extending reflection into core courses in a curriculum is important for several reasons. First, it stimulates metacognition which enables students to transfer content to future courses. Second, it builds students’ ability to think critically about technical subject matter. And third, it contributes to the ongoing development of their identities as engineers. Particularly for students traditionally underrepresented in engineering, the ability to integrate prior experiences and interests into one’s evolving engineering identity may lead to better retention and sense of belonging in the profession. In the first-year design course, electrical and computer engineering students (N=28) at a liberal arts university completed an ePortfolio assignment to explore the discipline. Using a combination of inductive and deductive coding techniques, multiple members of our team coded student reports and checked for intercoder reliability. Previously, we found that students’ reflection dramatically improved in the second-year design course [1]. Drawing upon Hatton and Smith’s (1995) categorizations of reflective thinking [2], we observed that students were particularly proficient in Dialogic Reflection, or reflection that relates to their own histories, interests, and experiences. In this paper, we compare the quality of student reflections in the second-year design course with those in a second-year required technical course to discover if reflective capabilities have transferred into a technical domain. We discovered that students are able to transfer reflective thinking across different types of courses, including those emphasizing technical content, after a single ePortfolio activity. Furthermore, we identified a similar pattern of improvement most notably in Dialogic Reflection. This finding indicates that students are developing sustained habits of reflective thinking. As a result, we anticipate an increase in their ability to retain core engineering concepts throughout the curriculum. Our future plans are to expand ePortfolio usage to all design courses as well as some
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WIP: Changes in Students' Understanding and Use of Representations During a Design Course
This work in progress (WIP) research paper describes student use of representations in engineering design. While iterative design is not unique to engineering, it is one of the most common methods that engineers use to address socio-technical problems. The use of representations is common across design methodologies. Representations are used in design to serve as external manifestations of internal thought processes that make abstract concepts tangible, enhance communication by providing a common language, enable iteration by serving as a low-effort way to explore ideas, encourage more empathetic design by capturing users' perspectives, visualize the problem space, and promote divergent thinking by providing different ways to visualize ideas. While representations are a key aspect of design, the effective use of representations is a learned process which is affected by other factors in students' education. This study sought to understand how students' perceptions of the role of representations in design changed over the course of a one-semester design course. Small student teams created representations in a three-stage process-problem exploration, convergence to possible solutions, and prototype generation-that captured their evolving understanding of a socio-technical issue and response to it. The authors hypothesize that using effective representations can help develop skills in convergence in undergraduate students; one of engineering's contributions to convergent problem solving is design. More specifically, this research looked at students' use of design representations to develop convergent understanding of ill-defined socio-technical problems. The research questions focus on how students use representations to structure sociotechnical design problems and how argumentation of their chosen solution path changed over time. To answer these questions this study analyzed student artifacts in a third-year design course supported by insights on the process of representation formation obtained from student journals on the design process and a self-reflective electronic portfolio of student work. Based on their prior experiences in engineering science classes, students initially viewed design representations as time-bound (e.g. homework) problems rather than as persistent tools used to build understanding. Over time their use of representations shifted to better capture and share understanding of the larger context in which projects were embedded. The representations themselves became valued reflections on their own level of understanding of complex problems, serving as a self-reflective surface for the status of the larger design problem.
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- Award ID(s):
- 2022271
- PAR ID:
- 10628560
- Publisher / Repository:
- IEEE
- Date Published:
- ISBN:
- 979-8-3503-5150-7
- Page Range / eLocation ID:
- 1 to 5
- Format(s):
- Medium: X
- Location:
- Washington, DC, USA
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/FIE61694.2024.10893423
