Reflective practices in engineering education: A personal account of a unique experience implementing a dual program

Cormier, L., Gaudreau, M.-A., Roy, J.-S. et Goyette, M. (2025). Reflective practices in engineering education: A personal account of a unique experience implementing a dual program. Dans Proceedings of the Canadian Engineering Education Association (CEEA) DOI 10.24908/pceea.2025.19559.

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Abstract

The prevalent mindset in engineering education rests on a perception that the practice of engineering consists of acts of pragmatic and rational problem solving. Therefore, a positivist and knowledge centric paradigm to teaching guides many engineering educators. Nevertheless, many aspects of engineering can be viewed as subjective creative acts. This subjectivity implies that professional and personal culture will impact the practice of an engineer. Identifying and accounting for these subjective biases is therefore a responsibility of the engineer. Properly doing so is a skill that must be taught, learned and honed. Reflective practice is one of the many ways that can promote the development of this skill. In view of Dee Fink’s taxonomy of the Significant Learning, the reflective practice, implemented in conjunction with experiential learning opportunities, appears to be a powerful tool for learning to happen in engineering education. Reflective exercises have thus been introduced in several courses along the curriculum and a reflective journal is made as the backbone of the DUAL pathway of the Mechanical Engineering undergraduate degree at Université du Québec à Trois-Rivières’s Drummondville Campus. This paper describes the use of the Significant Learning Taxonomy and the reflective practice of engineering on the design of the experiential learning focused DUAL approach in a Mechanical Engineering undergraduate program and presents key insights about the exercise.

Type de document:	Document issu d'une conférence ou d'un atelier
Date de dépôt:	12 févr. 2026 14:38
Dernière modification:	12 févr. 2026 14:38
Version du document déposé:	Version officielle de l'éditeur
URI:	https://depot-e.uqtr.ca/id/eprint/12591

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