A Human Centered Design Approach to Reflection in Engineering Education
Reflection can be understood as a kind of thinking that involves stepping outside of a personal situation in order to gain deeper understanding and prepare for future action. Because reflection can result in deeper understanding and preparation for future action, supporting student reflection is an important element of education. Because supporting student reflection can be tricky, we’ve been working with students to understand what it’s like to engage in reflection (the NSF grant Reflection in engineering education: Advancing conversations) and working with educators to design and evaluate activities intended to support student reflection (through the Consortium to Promote Reflection in Engineering Education).
We are seeking a small number of people to help us with this work during the Spring 2018 academic term. Those who join the research group will engage in (a) creating representations of the reflective engagements present in student interviews and (b) testing resources that offer guidance on the design of reflection activities. This work might be interesting to you if you have strong opinions about support reflection, you are interested in teaching and learning, and/or you are curious about designing to support reflection.
We will meet on Tuesdays between 11:30 and 1:30.
If you are interested in this research group, please let us know by filling out our google form. We will start responding to expressions of interest by Friday (3/23) and our first session will be on Tuesday (3/27).
In this DRG, we will investigate intersectional feminist theory and have conversations about how we can apply the theoretical principles to our everyday life in research and practice. We will meet on Wednesdays from 3:30-5:30 p.m. in Sieg 128.
We are looking for up to eight students to sign up for 2-credits. Given the nature of the work we are discussing, we are looking for students who will contribute to our discussion about identity topics such as gender, race, disability, sexuality and class with a respectful attitude towards difference.
If you are interested in participating please fill out this google Form by March 15 with a brief 100-word statement outlining why this DRG interests you and what perspectives and experiences you would bring to the course.
If you have any question, please feel free to contact one of the following individuals who are working to coordinate this research group:
- Jennifer Turns <email@example.com>, Professor, Human Centered Design & Engineering, Co-director, Consortium to Promote Reflection in Engineering Education
- Wendy Roldan <firstname.lastname@example.org>, Graduate Student, Human Centered Design & Engineering
- Oliver Keyes <email@example.com>, Graduate Student, Human Centered Design & Engineering
- Fast & Fun “Research Through Design” Studio
- Process blogging as professional/reflective practice: Challenges and opportunities
- Reflective Practice in HCDE and Engineering Education
- Technology Use during Solo and Nomadic Travel
- Slow technology and reflection: A reading group
- Life-logging, Quantified-self, and Reflection
- Investigating the socio systems side of HCDE
- So what? Exploring the ideas of "implications for design" and "translation of research into practice"
- What does it mean to keep the user in mind when designing?
- Understanding User Experience through Open-ended Survey Data
- Design Studies Research Group
- Data Analysis
- Laboratory for User-Centered Engineering Education (LUCEE)
- Lifelong Learning Reading Seminar
- Coding Survey Data