Reflections – The Need of Close Guidance to Be Supportive in Undergraduate Engineering Education (Practice Paper)

Practice Paper Recommended citation: Pfennig, A. (2025). Reflections – The Need of Close Guidance to Be Supportive in Undergraduate Engineering Education (Practice Paper). In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631196. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. REFLECTIONS – THE NEED OF CLOSE GUIDANCE TO BE SUPPORTIVE IN UNDERGRADUATE ENGINEERING EDUCATION (PRACTICE PAPER) Pfennig 1 HTW Berlin, University of Applied Sciences Berlin, Germany ORCID 0000-0001-6437-3816 Conference Key Areas: 2. Engineer as a social debater – new skills needed? 10. Engineering skills, professional skills, and transversal skills Keywords: reflection, higher education, project-based learning, self-agency, learning progress ABSTRACT To meet the demands of fast-paced, globalized work environments, higher education institutions are increasingly incorporating project-based courses to encourage collaborative learning. However, this method can sometimes overwhelm students, affecting their motivation and the success of their groups. To address these issues, two undergraduate courses included mandatory reflective practices based on Kolb's Learning Cycle. These reflections aimed to improve individual participation and critical thinking, helping to mitigate problems with motivation and group dynamics. The study focused on how students responded to these reflective practices and whether they influenced changes in cooperation methods, communication skills, and overall project outcomes, highlighting the importance of instructor awareness and tailored guidance. The findings offer valuable insights for lecturers considering the integration of reflections into their teaching methods, demonstrating that reflection can significantly enhance student self-agency and emphasizing the need for additional guidance for effective implementation of project-based learning in higher education. 1 Corresponding Author A. Pfennig [email protected] 1 INTRODUCTION With the increasing incorporation of Problem-Based Learning (PBL) in higher education (Sjølie et al., 2022), there is a pressing need to not only reassess student assessment methods but also integrate reflection practices that enhance the learning experience. Effective assessment in PBL should extend beyond measuring performance to fostering self-reflection and personal development. Guskey (2012) underscores the necessity of grounding grading in principles of clear thinking, careful planning, and a genuine concern for student well-being, all of which contribute to meaningful reflection practices. While standards-based grading aims to assess proficiency in course objectives and provide personalized feedback, its effectiveness remains debated (Atwood and Siniawski, 2012). Prioritizing standards over criteria could lead to better assessment practices (Sadler, 2005). Critical to this process is self-reflection, which empowers students to engage deeply with questions like "How are we doing?" and "How can we improve?" (Bohd, 2006). By embedding reflective practices within PBL, educators can cultivate independent and lifelong learners who are adept at evaluating and improving their own learning processes. Continuous team reflection is vital in PBL, as it allows groups to evaluate and adjust their workflows - especially in online settings (Sjølie et al., 2022, Kneisel, 2020, Knipfer et al., 2013) aiding in agile work environments, problem-solving and project progress (Conboy and Fitzgerald, 2004). High-achieving students use self-reflection for both formative and summative assessments, which enhances their performance and understanding (Conboy and Fitzgerald, 2004, Brookhart, 2001). Combining team efforts with portfolio assessments in engineering courses helps instructors assess the real-world applicability and lifelong learning of students (McCullough-Cress, BJ. Cress, D., 1995). Reflective practices also significantly benefit arts education and reading curricula, promoting individual learning and professional development (Conboy and Fitzgerald, 2004, Carpe, 2019). Effective integration of reflective practices includes regular team reflections and preand post-project reflections (Sjølie et al., 2022, Kneisel, 2020, Knipfer et al., 2013, Coertjens et al., 2021, Baviera et al., 2022). These methods help teams adapt, addressing both : cognitive and socio-emotional aspects of interaction (Sjølie et al., 2022). Despite their advantages, there are few empirical studies on the impact of self-reflective practices on achievement (Conboy and Fitzgerald, 2004). To address this, a study was conducted to examine the effects of reflective practices in project courses, utilizing Kolb's Reflective Learning Cycle (Fig. 1) and a blind review process Pfennig, A., Siegeris, J. (2024-1,2). Reflection can vary in depth and is categorized by various models, including those described by (Moon, 2004) and expanded by (Dowling, 2019). These levels include: descriptive, simple, value-based, evaluative, analytical and concluding reflection (Kolb, 1984). Effective reflection often combines elements from these levels, with "insightful" reflection requiring an analytical or conclusive depth, as Dowling et al. (2019) emphasize. In relation to Kolb's Learning Cycle, discussed by (Siegeris and Pfennig, 2024-2), reflection is one of the four stages: concrete experience, reflective observation, abstract conceptualization and active experimentation (Fig. 1). Fig. 1: Kolb's Learning Cycle Source: Adapted from Kolb (1984 p. 42) (Kolb, 1984) in: Dowling (2019) mofied from Pfennig, A., Siegeris, J. (2024-1) 2 THE REFLECTION PROCESS IN IT AND MECHANICAL ENGINEERING The reflection cycle has been integrated into two courses at HTW Berlin, as detailed by (Siegeris and Pfennig, 2024-1), an IT project course and an introductory Materials Science course (Fig. 2). Fig. 2: Reflecion path for IT and Mechanical Engineering Despite differing in objectives and project structures—self-organized team projects for IT and peer-to-peer educational material creation for Materials Science—both courses use the reflection cycle to enhance collaboration, resolve conflicts, and improve project outcomes. Students in both courses are required to submit written reflections, which are confidentially reviewed by an impartial party. Grading is based on project outcomes, with extra credit for reflections. However, reflections do not directly address conflicts; instead, students are encouraged to independently apply their insights to resolve issues. In accordance to Kolb, the reflection process involves four stages, as observed by lecturers (Siegeris and Pfennig, 2024-1): 1. Concrete experience: Assess the current cooperation framework and identify conflicts. 2. Reflective observation: Evaluate individual contributions to cooperation. 3. Abstract conceptualization: Reflect on the effectiveness of the framework, rules, communication, and time management. 4. Active experimentation: Propose improvements and strategies for future cooperation. 3 STUDENT REACTIONS TOWARDS REFLECTION General: In both the IT and Materials Science projects, students initially perceived reflections as time-consuming and not directly beneficial to project outcomes. This perception often led to vague problem descriptions such as "communication doesn't work" or "I struggle to focus." Many students initially focused on listing their tasks rather than analyzing their contributions to problems or conflicts. However, as the reflection cycles progressed, students began to recognize and appreciate their in enhancing communication, clarifying tasks, and managing time more effectively. These improvements led to more precise problem descriptions and more effective team reporting (Siegeris and Pfennig, 2024-1,2). Communication challenges are a major issue in both, the IT and Materials Science projects Mechanical Engineering: Students in Mechanical Engineering faced significant challenges, including navigating unfamiliar topics, managing distractions, and coordinating time within groups (Fig. 3). Through structured reflection, students were able to acknowledge the importance of a systematic research approach and recognize the necessity, yet often unseen, that research plays in their projects. Although there was no direct correlation between reflection content and individual project assessments (Siegeris and Pfennig, 2024-2), reflections facilitated a deeper understanding of the challenges faced, fostering pride and confidence in their performance. Groups that practiced better time management, such as setting deadlines, achieving milestones, and convening informal meetings, modestly achieved higher project grades (Siegeris and Pfennig, 2024-1), suggesting that reflective practices contributed to these organizational improvements. IT: In the IT course, reflections were invaluable despite the complexity introduced by multiple stakeholders and the remote nature of the project. While direct links between project results and reflective statements were difficult to ascertain, reflections emphasized the need for clear communication, guideline adherence, and technological support in data management. Furthermore, they facilitated the identification of time-related challenges, guided the enhancement of agile methodologies, and highlighted the importance of language proficiency and problemresolution skills for effective collaboration and project success. These insights underscored the indirect but essential of reflective practices in navigating the complexities of IT projects. Fig. 3. Weighting of the main topics issued within students` reflection with regard to influence on the project outcome 4 IMPROVING EFFECTIVENESS WHEN IMPLEMENTING REFLECTIONS Reflections in higher education have both positive and negative impacts on students' opinions. Positively, reflections enable students to engage in metacognition, fostering deeper understanding, critical thinking, and self-directed learning. They encourage ownership of education, making students more active and engaged participants (Kneisel, 2020, Knipfer at al., 2013, (McCullough-Cress, BJ. Cress, D., 1995), Carpe, 2019, Pfennig and Siegeris, 2024-1,2, Moon, 2004, Schön, 1983). However, reflections can be time-consuming and overly subjective, especially without clear guidelines or grading criteria. Some students struggle to engage authentically, viewing reflections as disconnected from their academic or career goals, resulting in extrinsically motivated submissions. Instructors must integrate reflections meaningfully into the curriculum, aligning them with course objectives to maintain interest and intrinsic motivation (Pfennig and Siegeris, 2024-1). The effectiveness of reflections is influenced by students' prior experiences, learning preferences, and cultural contexts. Instructors should tailor reflection activities to meet diverse needs and provide precise, goal-aligned directions. First-year engineering students often overestimate their contributions, possibly due to limited project experience or optimistic outlooks. Lecturers should address the discrepancy between self-evaluation and actual outcomes, guiding students to achieve satisfactory results in group projects (Pfennig and Siegeris, 2024-1). An intriguing finding is that even students proficient in time management rate group time management poorly, suggesting individual skills don't always translate to group settings. Many students did not engage deeply, indicating a need to revise reflection templates. Students value structured and consistent aspects of their education, such as timely reflections, feedback, instructor engagement, and clear guidance, as crucial to their success. They prefer efficiency and autonomy, placing less emphasis on personal relationships and regular meetings. Team dynamics and emotional support are 0 20 40 60 80 100 Weighted rating normalized to 100 Critieria of influence on students` performance Tasks Framework Collaboration Time management GROUP Time mangement INDIVIDUAL Communication Contribution valued but are secondary to instructor-led support, with a greater focus on clear instructions and practical feedback. This preference for individualized, task-oriented learning contrasts with higher education goals of fostering student responsibility for learning. Many students engage in reflections for grades rather than intrinsic motivation, highlighting the need for meaningful integration of reflections with course objectives. Instructors are encouraged to consider students' prior experiences, learning preferences, and cultural contexts. The authors emphasize the importance of balancing strong guidance with developing self-management, critical thinking, and creative problem-solving skills essential for future professional environments. This leaves plenty of discussion about the role of lecturers in the individual and team learning process. 4.1 Hands-on suggestions for lecturers The reflective approach helps lecturers critically evaluate the method's impact on course outcomes, individual student progress, self-awareness, team-building competencies, and mental growth among students (Pfennig and Siegeris, 2024-1), leading to valuable lessons learned summarized in Table 1. Table 1. Suggestions to enhance learning outcome and group performance when implementing reflections into teaching Action Description General reflection g uidance Clearly define expectations Provide explicit guidelines for quality reflections, outlining the purpose, evaluation criteria, formatting, and length requirements. Align with learning objectives Ensure reflection activities are integral to the course, enhancing understanding and mastery of content. Offer guidance, time, and support Support students with in-class time, examples, prompts, and opportunities for feedback and revision. Encourage authenticity and self-reflection Promote honest self-reflection, allowing students to identify growth areas and set meaningful goals. Integrate reflection into assessment Make reflection activities part of overall assessment, complementing exams, problem-solving tasks, or projects. Provide feedback Give timely, constructive feedback on reflections, highlighting strengths and areas for improvement. Promote effective communication Guide students in effective collaboration and communication strategies, offering resources on active listening, conflict resolution, and constructive feedback. Reflect on your practice Continuously evaluate and adjust reflection activities based on their effectiveness in achieving learning objectives and student feedback. Enhancing research skills for MB s tudents Provide structured research guidance Emphasize research as critical, offering guidelines and resources for effective methods, accessing databases, and evaluating sources. Address distraction management Incorporate strategies for managing distractions, such as creating dedicated study spaces, setting time blocks, and using techniques like the Pomodoro Technique. Address frustration and demotivation Acknowledge research project challenges and provide support mechanisms like progress check-ins, encouragement, constructive feedback, and peer support networks. Preparatory workshops for international IT g roups Cross-cultural training Increase cultural awareness and sensitivity to mitigate misunderstandings and conflicts, fostering harmonious and productive team dynamics. Language adaptation Provide strategies for adapting communication styles to diverse linguistic backgrounds, ensuring clear communication and active participation. Team building Facilitate activities to build trust, rapport, and camaraderie among team members, promoting collaboration and shared responsibility. Agile skills Equip students with agile project management principles and practices for effective planning, execution, and adaptation to changing requirements. 5 CONCLUSION Implementing reflection cycles in undergraduate IT and material science courses at a university revealed significant insights into student learning and collaboration. Initially seen as additional work, reflections were ultimately recognized for their value in enhancing group performance and individual study management. Evaluated on critical thinking rather than course content, reflections helped students address challenges such as ineffective communication, navigating unfamiliar topics, and managing distractions. Reflections emphasized the need for clear communication, adherence to guidelines, and technological support for data management. Key recommendations for enhancing the effectiveness of reflections include setting clear expectations, aligning activities with learning objectives, providing guidance and feedback, and fostering a supportive learning environment. The process highlighted the importance of structured research approaches and revealed a tendency among first-year engineering students to overestimate their performance. Additionally, preparatory workshops on cross-cultural training, language adaptation, team building, and agile skills were identified as crucial for improving international collaboration and project outcomes. Therefore, reflections in higher education foster metacognition and active engagement but can be time-consuming and lack authenticity without clear guidelines, leading to extrinsically motivated submissions. To enhance their effectiveness, instructors should meaningfully integrate reflections into the curriculum, tailor them to diverse needs, and balance guidance with fostering student responsibility, critical thinking, and self-management skills essential for professional environments. 6 ACKNOWLEDGEMENTS The author would like to thank Juliane Siegeris for collaboration and conducting reflective practices in IT courses and double blind evaluation of reflective work for ME students. REFERENCES Atwood, S. A., & Siniawski, M. T. (2014). Using standards-based grading to effectively assess project-based design courses. The American Society for Engineering Education Annual Conference, Indianapolis, IN. Baviera, T., Baviera-Puig, A., & Escribá-Pérez, C. (2022). Assessing team member effectiveness among higher education students using 180° perspectives. The International Journal of Management Education, 20(3), 100702. Bohd, J. D. (2006). 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