The power of perspective dialogue
Unlocking transformative reflection in engineering education
P.E.A. Hermsen (TU Delft - Education and Student Affairs, TU Delft - Biomechanical Engineering)
S. van Dommelen (TU Delft - Education and Student Affairs)
P. Espinosa (TU Delft - Education and Student Affairs)
Maartje E.D. van den Bogaard (University of Texas at El Paso)
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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.
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