Changing student behavior through the use of reflective teaching practices in an introduction to engineering course at a two-year college

Abstract

First-year engineering students are often underprepared for success in preparatory core classes. To support aspiring student engineers on their path towards degree completion, student behaviors and attitudes conducive to success as engineering students are developed through the use of reflective teaching practices in an Introduction to Engineering course. With a progressive series of student assignments, in-class activities, and weekly retrospective writing assignments, students are guided to reflect on class experiences. These tasks help students to use classroom learning to inform future decisions. Recognizing the diverse strengths and backgrounds of our students, the assignments emphasize multiple modes of reflective output, including written text, drawings, and both audio and video recordings. A culminating student project is also presented. The project is a reflective work centered on helping students to plan their personal development towards becoming a "world class engineering student" through the use of gap analysis.