Supporting student learning, attitude, and retention through critical class reflections

Jacquelyn Kelly, Aaron Graham, Andrea Eller, Dale Baker, Amaneh Tasooji, Stephen Krause

Research output: Contribution to journalConference articlepeer-review

9 Scopus citations


Students may have preformed ideas about learning and the role of the student and the instructor in the classroom. These types of misconceptions may impede student learning just as topical misconceptions do. In this research, we redefine the role of student and instructor, as well as how students can reflect on their progress in learning. They are informed of the need for their shifting of self image from dependent passive learner in the classroom to an independent, well-spoken, reflective learner. In doing so, learning, attitude, and student retention can be improved. Overall, daily reflections provide formative feedback to the instructor and allow reflection on teaching and pedagogy. Students can self regulate, or monitor their learning. Students can reflect on their role in class see they are active participants in their learning. We report here on the research question of, "How can we use class reflections tosupport student learning, attitude, and retention?" Assessment of the Class Reflection Points through emergentthemes coding indicates that responses to the Most Interesting Point show students' quite active engagement in content, activities, and team member interactions. The Muddiest Point shows confusion, uncertainty, or lack of self efficacy on sometimes a narrow content slice, sometimes scattered concepts of confusion, and sometimes no muddiest point at all. The instructor is frequently surprised that his perception of his clarity of content concept and presentation that do not always align with student comments. Analysis of the Take Away Point indicates responses are strongly content focused and need to be broadened to better reflect self awareness of as value of class to their own learning, future impact of knowledge and skills, communication effectiveness, and other important affective skills. It was found that by utilizing the Classroom Reflection Points, students learning was supported, students felt their learning was supported, student attitude was raised, and percentage of student retention increased. Details of student comments, analysis and conclusions will be described and presented in the paper.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - 2010
Event2010 ASEE Annual Conference and Exposition - Louisville, KY, United States
Duration: Jun 20 2010Jun 23 2010

ASJC Scopus subject areas

  • Engineering(all)


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