STEM students’ perceptions of reflective practice

Presenter: Maggie Boswell, University of Bristol   Reflective practice is embedded throughout UK Higher Education (UK Quality Code for Higher Education Advice and Guidance Assessment, 2018). However, some newly arrived STEM pathway International Foundation Programme students exhibit initial uncertainty and scepticism towards reflective practice. To establish what might cause initial doubt, an investigation into STEM pathway students’ perceptions towards reflective practice has been undertaken. Using data captured and transcribed during interviews with study participants, initial findings reveal a range of attitudes, with some expressing a desire for more engaging in-class reflective practice activities and greater specificity with regards reflective tasks that foster and reflect meaningful learning outcomes. A review of the literature exploring reflective practice, finds a strengthening call for greater scaffolding and an opportunity to embed reflective “interludes” (Hibbert, 2013), into the classroom learning environment. Additionally, more time allowed to practice reflection in a trusted setting that offers a sense of diffused power dynamics within a group, is advocated. Moreover, there is additional potential to integrate reflection into the IFP intended learning outcomes. This might shift student attitudes and evoke greater motivation towards reflective practice. Following release of a recent blog on the same topic, this unconference presentation introduces extracts of participant comments and refers to a sample of key literature informing the premise of the current investigation. References Hibbert, P. 2013. Approaching reflexivity through reflection: Issues for critical management education. Journal of Management Education, 37(6), pp.803-827. QAA. 2022. UK Quality Code for Higher Education Advice and Guidance Assessment. [online] Available at: <https://qaa.ac.uk/> [Accessed 16 July 2022]