The Power Of Perspective Dialogue: Unlocking Transformative Reflection In Engineering Education (Practice)

Authors

Pleun HERMSEN, Delft University of technology, Netherlands, TheFollow
Sjoerd VAN DOMMELEN, Delft University of technology, Netherlands, TheFollow
Paula HUESO ESPINOSA, Delft University of technology, Netherlands, TheFollow
Maartje VAN DEN BOGAARD, The University of Texas El PasoFollow

Document Type

Conference Paper

Abstract

Engineers need to be socially responsible, ethically aware and deliver positive contributions to the wicked problems2 of today's global challenges. In navigating these challenges, being able to reflect is a necessary prerequisite. But if we simply ask students reflective questions, they tend to give us mostly socially desirable answers. Our university initiated an institute-wide program focused on creating learning experiences and environments for transformative reflection instead of superficial reflection. In this paper we present design principles for transformative reflection based on a literature overview and the program's accumulated experience. The principles are I) Six domains for reflection on engineering issues, II) The differentiation between the internal and external perspectives, III) Our approach to design for context-specificity of transformative reflective experiences, and IV) Four mechanisms that foster transformative reflection.

DOI

https://doi.org/10.21427/ED54-6E19

Recommended Citation

Hermsen, P., van Dommelen, S., Hueso Espinosa, P., & van den Bogaard, M. (2023). The Power Of Perspective Dialogue: Unlocking Transformative Reflection In Engineering Education (Practice). European Society for Engineering Education (SEFI). DOI: 10.21427/ED54-6E19

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.