Self-Evaluation and Reflection for Professional Development of Chemical Engineering Students

Abstract

Self-reflection assignments were used and assessed in an undergraduate kinetics course. The assignments involved essays where students were prompted to evaluate their proficiency in professional, non-technical skills guided by a self-evaluation rubric, which includes a rating scheme for 10 non-technical skills. The students set goals and tracked progress for one or more skills. The activity was assessed using surveys of student perceptions of their skill levels and their opinions on the impact of the assignments.