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Implementing reflective writing in a problem-based learning civil engineering programme

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dc.contributor.author Cosgrove, Tom
dc.contributor.author Slattery, Darina M.
dc.date.accessioned 2018-10-31T16:18:51Z
dc.date.available 2018-10-31T16:18:51Z
dc.date.issued 2014
dc.identifier.uri http://hdl.handle.net/10344/7271
dc.description non-peer-reviewed en_US
dc.description.abstract Some issues of current concern in engineering education are described. The theory, rationale and implementation of reflective practice in educational settings are briefly reviewed. The use of reflective writing in the University of Limerick’s (UL) Problem-Based Learning (PBL) Civil Engineering programme is described. The habit of ‘reflection’ is embedded in the context of a full scale design-and-construct problem in year two of the programme. Student reflections were captured in learning logs over two successive years. Aids to prepare students for reflective writing are described. Outcomes before and after implementation of the more recent aids are examined. Analyses of these data are presented and discussed. The paper concludes with some proposals for further development. en_US
dc.language.iso eng en_US
dc.publisher McMaster University Engineering en_US
dc.relation.ispartofseries ICEER 2014 Mc Master International Conference on Engineering Education and Research;
dc.subject reflective practice en_US
dc.subject problem based learning en_US
dc.subject civil engineering en_US
dc.title Implementing reflective writing in a problem-based learning civil engineering programme en_US
dc.type info:eu-repo/semantics/conferenceObject en_US
dc.type.supercollection all_ul_research en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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