Abstract
Several authors and instructors find that reflection essays and other similar journaling exercises help students to self-identify strengths and weaknesses in their understanding of class material. Even better, some students begin developing metacognitive skills identifying higher level strengths and patterns in their study habits. For several semesters, I required students in my undergraduate linear systems classes to submit a short 200–300 word reflection essay with each homework assignment identifying which topics on the assignment they had mastered, and which topics they still found confusing, and why. A vast majority of the submitted essays were disappointing laundry lists: “Problem 1 was about linearity, Problem 2 was about convolution…,” completely devoid of any thoughtful self-reflection. I found students’ resistance to engage meaningfully in this practice especially frustrating because my own pedagogical development benefitted from a consistent writing practice. This talk will also brainstorm some potential directions or approaches for future iterations of this activity in my classes.