In 2014 Stanford was pleased to join the Consortium to Promote Reflection in Engineering Education (CPREE). In the first year of the project, our campus identified existing, already implemented practices aimed at fostering reflective thinking by students with STEM interests. The details of these practices were collected into this field guide, which aims to capture the many ways and places Stanford engineering students learn.
This diverse set of reflective practices includes activities that could be used in large lecture classes, as well as in a dormitory setting or in career counseling conversations. We hope that this collection will be a resource for:
– faculty, staff, and teaching assistants as they think of ways to support student exploration using reflection both inside and outside of the classroom;
– students, as they think about strategies to connect the sometimes seemingly disparate elements of their education.
5. Using the STAR Method to Debrief Past Experiences
Students used the STAR method to look back on previous experiences to explain what they did and what they learned from them in preparation for interacting with employers. more… PDF
7. Clicker Questions: Thinking About Your Learning
Students reflected on their thinking and learning by responding to clicker questions and then discussing the question and answer with their peers, and then as a class with the instructor. more… PDF
11. Socratic Method: Reflecting on How You Learn
Students self-assessed their previous study habits, chemistry background, and resilience or ability to bounce back from failure before class. more… PDF