Practice Makes Deeper? Regular Reflective Writing during Engineering Internships

Mia Minnes, John Mayberry, Melissa Soto, Jace Hargis

Abstract


Does regular reflective writing enhance engineering students’ capacity to be reflective professionals? This study explores whether writing and sharing weekly reflections throughout a summer internship can transform the way engineering students’ think about their work in a way that connects it more profoundly with their academic studies. A quasi-experimental mixed methods design is used with a sample size of 60 participants over two years. Using the AAC&U’s Integrative Learning rubric, we find statistically significant improvement in the quality and depth of students’ written reflection at the end of a summer internship enriched with regular writing.  In their writing, students find explicit concrete and abstract connections between their studies and the internship work they do, drawing lessons from it and re-conceptualizing their role as both students and engineers.  The reflections facilitate transformative learning during the internship experiences, guiding students in their professional development.


Keywords


Written Reflection, Metacognition, Transformative Writing, Professional Preparation, Internship

Full Text:

PDF 7-20

References


Association of American Colleges and Universities (AAC&U). (2016). Integrative and Applied Learning VALUE Rubric. Retrieved from https://www.aacu.org/value/rubrics/integrative-learning

Artino, A. R. (2008). Promoting academic motivation and self-regulation: Practical guidelines for online instructors. TechTrends, 52(3), 37-45.

Atkinson, R. C., & Shiffrin, R. M. (1971). The control of short-term memory. Scientific American, 225, 82-90.

Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In Paul David Pearson, Michael L. Kamil, Rebecca Barr, & Peter Mosenthal (Eds.), Handbook of Research in Reading: Volume III (353–395). New York: Longman.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Cary, M., & Reder, L. M. (2003). A dual-process account of the list-length and strength-based mirror effects in recognition. Journal of Memory and Language, 49, 231–248.

Chemiss, C., Boyatzis, R.E., & Elias, M. (2000). Developments in Emotional Intelligence. San Francisco: Jossey-Bass

Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.

Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 1-8.

D’Abate, C., Youndt, M., & Wenzel, K. (2009). Making the most of internship: An empirical study of internship satisfaction. Academy of Management Learning & Education, 8(4), 527-539.

Eichenbaum, H., Yonelinas, A.R., & Ranganath, C. (2007). The medial temporal lobe and recognition memory. Annual Review of Neuroscience, 30, 123–152.

Ericsson, K. A., & Simon, H. A. (1998). How to study thinking in everyday life: Contrasting think-aloud protocols with descriptions and explanations of thinking. Mind, Culture, and Activity, 5(3), 178-186.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.

Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.

Gose, M. (2009). When Socratic dialogue is flagging: questions and strategies for engaging students. Journal of College Teaching and Learning, 57(1), 45–49.

Hargis, J. (2000). The self-regulated learner advantage: Learning science on the Internet. Electronic Journal of Science Education, 4(4).

Hargis, J., & Soto, M. (2015). Embracing the critical issues in higher education. Journal of Science Education, 16(2), 44-48.

Hennessey, M. G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.

Jackson, R., & Jackson, M. (2009). Students assessment of a semi-directed internship program. Journal of Geography, 108(2), 57-67.

Koran, J. J., Jr., & Koran, M. L. (1988). Using modeling to direct attention. Curator, 31(1), 36-42.

Langley, L., & Hargis, J. (2015). Exploring active learning to connect social issues and game theory. Glokalde eJournal, 1(2).

Narayanan, V., Olk, P., & Fukami, C. (2010). Determinants of internship effectiveness: An exploratory model. Academy of Management Learning & Education, 9(1), 61-80.

National Association of Colleges and Employers. (2012). Job Outlook 2013 Survey. Washington, D.C.: National Association of Colleges and Employers.

National Society of Professional Engineers (NSPE). (1922). 14 essential qualities of an engineer. Retrieved from https://www.nspe.org/resources/blogs/young-engineers-blog/14-essential-qualities-executive-engineer

Partnership for 21st Century Skills (2014). Framework for 21st century learning. Retrieved on July 2, 2016 from http://www.p21.org/about-us/p21-framework

Piazza (2016). Piazza: The incredibly easy, completely free Q&A platform. Retrieved from https://piazza.com

Rothman, M. (2003). Internships: Most and least favored aspects among a business school sample. Psychological Reports. 93(3), 921-924.

Schunk, D. H., & Zimmerman, B. J. (Eds.). (1998). Self-regulated learning: From teaching to self-reflective practice. New York: The Guilford Press.

Seal, C. R., Beauchamp, K., Miguel, K., & Scott, A. N. (2011). Development of a self-report instrument to assess social and emotional development. Journal of Psychological Issues in Organizational Culture, 2(2), 82-95.

Seron, C., Silbey, S. S., Cech, E., & Rubineau, B. (2016). Persistence is cultural: Professional socialization and the reproduction of sex segregation. Work and Occupations, 43(2) 178–214.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press (Original work published 1934).

Western Association of Schools and Colleges (WASC). (2016). Educational quality: Student learning, core competencies, and standards of performance at graduation. Retrieved from https://www.wascsenior.org/resources/handbook-accreditation-2013/part-iii-wasc-quality-assurance/institutional-report/components-institutional-report/4-educational-quality-student-learning-core-competencies-and-standards-performance

Wilson, S., Iverson, R., & Chrastil, J. (2001). School reform that integrates public education and democratic principles. Equity & Excellence in Education, 34(1), 64-70.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.

Zimmerman, B. J. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. The City University of New York: Published by APA, Washington, DC.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2).

Zohar, A., & Adi, B. (2009). Paving a clear path in a thick forest: A conceptual analysis of a metacognitive component. Metacognition Learning, 4, 177-195.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Mia Minnes, John Mayberry, Melissa Soto, Jace Hargis

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.