Using Self-Reflection Activities to Aid Student Progression Through First-Year University

Each university student experiences different challenges during their education, whether it’s with course material or with issues outside the classroom. One method that can allow instructors to track and assess their students’ progression through a course or learning program is self-reflection. Through self-reflection activities, students are encouraged to reflect upon their overall learning experience and provide an opportunity to describe any challenges they might be facing. By monitoring reflection responses, instructors can quickly identify aspects of their course material or learning environment that students are struggling with. For the last two years, weekly reflection activities have been offered to students in the Science One Program at the University of British Columbia. This homework assignment is offered through our learning management system, with responses monitored by faculty, graded for completion, and feedback provided where necessary. A thematic analysis of responses have found strong themes around ideas of (1) Relationships, health and wellness, (2) Academic progress, skills and study habits and (3) Science, how it’s done, and its role in society. We have used these results to develop specific program elements that help our students address these issues. In this presentation, we will describe the nature of the reflection activity and its implementation, and discuss common themes identified in the reflection responses and their implications for student learning at university. Self-reflection activities are applicable to nearly any discipline or class structure, and can be an effective method for instructors to gain insight into the issues that students encounter during the school term