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Abstract
This paper provides an evidence-based methodology for fostering reflection during team projects in an engineering course. The approach is based on cognitive strategy scaffolding, a technique which has enjoyed much success in other contexts. The methodology has been implemented in a second-year mechatronics design unit, and the findings from a focus group and from independently conducted quantitative student evaluations show many (but not all) aspects of the method to be well received by both students and staff.