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.
| Original language | English (Ireland) |
|---|---|
| Title of host publication | iCEER2014-McMaster Digest |
| Editors | Mohamed Bakr, Ahmed Elsharabasy |
| Place of Publication | McMaster University, Hamilton, Ontario, Canada |
| Pages | 239-242 |
| ISBN (Electronic) | 978-0-9939779-0-9 |
| Publication status | Published - Aug 2014 |
| Event | International Conference on Engineering Education and Research - McMaster University, Ontario, Canada Duration: 24 Aug 2014 → 26 Aug 2014 http://www.ece.mcmaster.ca/faculty/bakr/iCEER2014-McMaster_Digest.pdf |
Conference
| Conference | International Conference on Engineering Education and Research |
|---|---|
| Abbreviated title | iCEER 2014 |
| Country/Territory | Canada |
| City | Ontario |
| Period | 24/08/14 → 26/08/14 |
| Internet address |
