Strategic embedding of reflection

We are well aware of the fact that Reflection is a valuable skills engineers of tomorrow need to have in their personal toolkits.
Perfect, then we just need to make it a part of our education, train students and staff to do that, right?

Well, unfortunately, that is easier said than done. It differs between people, departments, educational programs etc how reflection is defined, what value is attributed to reflection, what method of reflection is used, on what domains reflection is done. In other words: reflection is context dependant.

Our strategy to implement reflection in a meaningful and long-lasting way across the TU Delft faculties, relies on the appreciation of that coleur locale of Reflection. That means:

  1. We connect with actors that belong to different parts of the educational system (educators, support staff, students, etc) and let them guide us towards specific situations they want to address or where added reflection might be welcome.
  2. In co-creation with involved actors, we develop, customize, prototype reflective interventions and iterate further. We use an ever expanding set of reflection tools.
  3. The interventions are developed and evaluated simultaneously across the institution and represent valuable sources of knowledge. This data will be collected and shared among the community.
  4. We strive for long lasting embedding of these interventions in existing educational structures, tools and practices by taking the system and the people doing the work into account.

The program, relies on the power of co-creation in crafting reflective interventions that are meaningful and address significant issues that affect people from our community. With that approach, we aim to unveil how reflection can be a play a key role on multiple contexts and situations, and develop a collection of best practices that assist fostering Reflection in learning systems.