Learning journals as a cornerstone for effective experiential learning in undergraduate engineering design courses

Abstract

Learning journals are implemented in undergraduate engineering design courses to encourage students to reflect actively on what they can learn from their personal experiences with team projects, lectures, and assignments. These journals are intended to catalyze student reflection and thus enhance student understanding, retention, and capacity for future application of course content. An invaluable side-effect of the journals is continuous feedback that enables real-time adjustments to course schedule and pedagogy. Implementation details are reported in this paper, including sample reflective prompts, grading rubrics, and sample journal entries with the corresponding instructor feedback provided. Results of student opinion surveys are also discussed. As described in this paper, our experiences and observations throughout the semester-long course motivate us to continue implementing refined versions of this pedagogical tool in design courses. © American Society for Engineering Education, 2006.