How Can I Teach Critical Reflection in STEM Courses?
Teaching critical reflection skills in STEM courses helps develop professionals who can think, analyze, reason, solve problems creatively, and communicate. While some may be hesitant about teaching these skills in science, technology, engineering, and mathematics courses, that’s where students and society can reap multiple benefits from critical reflection. Learn how to incorporate these skills in your STEM courses.
Incorporate critical reflection in your STEM course
Now more than ever the world need scientific discovery and technological innovation to address the significant challenges we face.
Finding solutions to these problems will take more than technical expertise. It also requires professionals who can think, analyze, reason, solve problems creatively, and communicate.
While some may be hesitant about teaching these skills in science, technology, engineering, and mathematics (STEM) courses, that’s where students and society can reap multiple benefits from critical reflection.
Learn how you can help tomorrow’s professionals acquire these essential skills in How Can I Teach Critical Reflection in STEM Courses?, a Magna 20-Minute Mentor.
Develop essential skills
Critical thinking is one of the most important learning outcomes of a college education, and you’ll find out how to develop it through critical reflection in this video presentation with Barbara Jacoby, Ph.D.
A widely published author, award-winning scholar, and faculty associate for leadership and service-learning at the University of Maryland, Jacoby will show you how critical reflection can enrich STEM courses.
- Discover how assessment of critical reflection transcends “touchy feely” journaling and embraces academic rigor and course learning outcomes.
- Explore different types of critical reflection and review key steps in facilitating the process.
- See how teaching critical reflection encourages civic engagement.
After viewing, you’ll be able to:
- Define critical reflection
- Identify learning outcomes
- Link course content to critical reflection
- Use appropriate techniques to engage students in critical reflection
- Assess and grade student learning
We include a a step-by-step worksheet to help you implement and facilitate critical reflection in STEM classes, along with sample documents, checklists, and other resources to help you integrate critical reflection across disciplines.
All students can benefit from learning how to analyze, reconsider, and question their experience within a disciplined context.
Consider purchasing a Campus Access License so you can share this material with colleagues through your internal campus website.
Product Code: PM22BA
Barbara Jacoby. Ph.D., is Faculty Associate for Leadership and Community Service-Learning at the Adele H. Stamp Student Union – Center for Campus Life at the University of Maryland, College Park. In this role, she facilitates initiatives involving academic partnerships, service-learning, and civic engagement. She is a Fellow of the University’s Academy for Excellence in Teaching and Learning and was a Center for Teaching Excellence – Lilly Fellow during the 2007-08 academic year. She served as Senior Scholar for the Adele H. Stamp Student Union from 2005-2011, Director of the Office of Community Service-Learning from 2003 to 2005, Director of Commuter Affairs and Community Service from 1992 to 2003, and Director of the Office of Commuter Affairs from 1983 to 2003, all at the University of Maryland.
Dr. Jacoby has served as Campus Compact’s Engaged Scholar for Professional Development. In addition, she is Senior Scholar for the National Clearinghouse for Commuter Programs. She was Director of the National Clearinghouse for Commuter Programs from 1983 to 2003.
Barbara received her Ph.D. from the University of Maryland in French Language and Literature in 1978. She is Affiliate Associate Professor of College Student Personnel in the Department of Counseling and Personnel Services, where she teaches doctoral and undergraduate courses.
Jacoby's publications include six books: The Student as Commuter: Developing a Comprehensive Institutional Response (ASHE-ERIC Higher Education Reports, 1989), Service-Learning in Higher Education: Concepts and Practices (Jossey-Bass, 1996), Involving Commuter Students in Learning (Jossey-Bass New Directions for Higher Education, 2000), Building Partnerships for Service-Learning (Jossey-Bass, 2003), Civic Engagement in Higher Education (Jossey-Bass, 2009), and Looking In, Reaching Out: A Reflective Guide for Community Service-Learning Professionals (with Pamela Mutascio, Campus Compact, 2010).
She has been a member of the Council for the Advancement of Standards in Higher Education since 1980. She has held many leadership positions in NASPA – Student Affairs Administrators in Higher Education and ACPA – College Student Educators International. She was selected as an ACPA Senior Scholar for 2010 to 2015 and received the 2010 Maryland Campus Compact Scholarship Award. Dr. Jacoby writes and consults extensively and makes numerous speeches and presentations across the U.S. and around the world. Her institution and professional associations have recognized her outstanding work on behalf of service-learning and commuter students.
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