Reflection: Can it be learned?

Context: The Faculty of Engineering and IT at UTS is currently implementing a Graduate Attribute Project. This project aims to ensure that students graduate attributes are developed, evaluated and recognised as they progress throughout their degree. In this paper we discuss a particular focus of the project, which is the development and assessment of attributes such as self-review and lifelong learning (as exemplified by deep reflection). In today's dynamic work environment technical competency is necessary but not sufficient to be a successful professional. In order to prepare students to work in this environment, emphasis needs to be placed on the development of transferable professional skills to augment the traditional transmission of technical content. This requires a reorientation of responsibilities from teacher-centred (teaching) to student-centred (learning). Existing studies are inconclusive as to whether a Graduate Attribute (metacognitive skill) such as reflection is a skill that can be taught (enhanced with formal education), is an innate talent, and/or only develops with time and life experience. Purpose or goal: The aim of this research was to determine the impact of using a reflective learning tool on students learning and development. This reflective learning tool provides a structure to facilitate activities designed to enhance students' reflective ability, as defined by the proportion of 'deeper' reflective statements in their post-internship reports. Approach: Our study was undertaken within the UTS: FEIT Professional Practice Program, which consists of two sets of subjects: pre-internship, internship and review, which includes reflective reports. Postinternship reports were examined to establish a baseline for the depth of reflection typical of our students. By analysing these reports it was clear the students had misconceptions about both the meaning of reflection and how to demonstrate it. A set of resources were developed to illustrate to students key concepts regarding the various stages of the reflective process. An incremental and iterative remedial approach was then implemented throughout the six semesters of the Professional Practice Program. This involved introducing step-by-step development of reflection in the first subject, which was reinforced with practice by writing journals with critical friends during the internship. Outcomes: The study showed a significant improvement in the reflective reports compared to those used for the baseline data (pre-introduction of the tool and resources). Students had increased their ability to analyse situations from their internship experience, demonstrated through their insightful reflection writing. Conclusions: The application of a reflective learning tool has to date been successful in improving the quality of documented reflective learning across the engineering practice program at UTS.