Fostering Reflection in Engineering: An Approach for a Mandatory First-Year Bachelor´s Course in the Era of Generative AI

Zenodo (CERN European Organization for Nuclear Research)

Abstract

Reflection is a crucial yet often underdeveloped competency in engineering education. While it fosters critical thinking, ethical awareness, and social responsibility, its implementation in early engineering curricula remains challenging. This paper presents a structured approach to integrating reflection into a mandatory first-year engineering course, Engineering and Society. The course employs a structured reflection portfolio, including written reflections, educational videos, and quiz development, incentivized by a grading bonus. However, the rise of generative AI tools, such as ChatGPT, challenges traditional reflection formats, necessitating adaptations. This paper discusses the impact of generative AI on reflection-based learning, outlines modifications to the course's reflection portfolio, and provides insights into fostering independent and critical thinking in an evolving educational landscape.

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