New Literacies for Engineering Students: Critical Reflective-Writing Practice
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Engineering education has long resulted in professional engineers with the required technical skills to meet the profession’s needs. Yet in today’s rapidly changing, globalised world, engineers will need more than technical competencies to meet the requirements of their professional work. Incorporating different literacies in engineering education might help with this shift. We introduce the idea of including critical reflective writing practice on the idea of being an engineer into engineering curricula. Our study explored how fourteen engineering graduate students were mentored on how to reflect critically on their professional identities through narrative writing. The students wrote the narratives while attending a pilot co-curricular Institute that focused on developing leadership, communication, and professional skill-building. We analysed the narrative writing produced by participants using the constant comparison method of analysis. Key findings show that (a) narrative methodologies are valuable for tapping into the reflective non-technical, process aspects of the profession; and (b) critical reflective writing practice was challenging for participants and required comprehensive scaffolding. If scaffolded and embedded in engineering curricula, critical reflective writing practice could contribute significantly to a 21st century engineering identity.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it