Utilizing reflection in projects for increased metacognition and enhanced learning

Active and project-based learning (PBL) strategies provide a great means for students to enhance their learning and further develop critical engineering skills. In order to guide students to a higher level of learning, a critical reflection process has been incorporated into upper level and graduate civil engineering classes that utilize PBL. This paper presents a model for classroom practice for enhancing student skill development through critical reflection as part of PBL that is based on existing theory on learning.