Students’ evidenced claims for development of abilities arising from linked reflection-on-action and reflection-for-action

ABSTRACT

The development of graduate attributes through structured planning of linked reflective reviews of problem-based learning is evaluated. Data is obtained by summarising students’ reflections-on-action in their evidence-based review claims and on their forward planning, based on immediate reflection-for-action.

KEYWORDS:

• Graduate attributes
• problem-based
• students’ claims
• review
• reflection

Acknowledgments

The author and readers of this paper are deeply indebted to 12 students of civil engineering at the University of Limerick. Their enthusiastic reviews of their experiences and development during the first 6 weeks of their course brightened grey October evenings for the author and inspired the production of this paper. All students willingly agreed to the unedited use of text taken from their claims regarding CE4023-Design Studio 1 in October 2019.

The author gratefully acknowledges the substantive contribution made to this paper by:

Ross Byrne; Darragh Costello; Conor Cunningham; Micheàl Dalton; Ellen Doorly; Jack Fitzgerald; Clarissa Harte; Damien Madigan; Stephen Martin; James O’Connell; Keomea O’Connor; James Quinn.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

John Cowan

John Cowan has been occupied since 1972 as an innovative facilitator of learner-directed learning and development. He has researched and published extensively in this field, and has been recognised and honoured in various ways for his efforts. He continues to tutor - online - with reflective students in Limerick and Taiwan.