Chapter 15

Reflection By Design: Embedding Reflective Practice into the Student Learning Journey

Authors: Ksenija Kuzmina and James Moran  

Abstract

There are multiple forms of reflective practice, such as models developed by Kolb (1984) and Gibbs (1988), which are routinely drawn upon within Higher Education (HE) teaching, learning and assessment. However, in the authors’ experience, these are used in an ad hoc manner across different modules and activities with little attempt to embed a coherent longitudinal approach to support development of reflective practice across an academic programme or within the wider student journey.  
This chapter reflects on a project which used service design thinking to inform and develop student engagement with reflective practice across one year postgraduate courses within a UK Higher Education institution. It reports on the authors’ experience of: introducing reflective concepts; co-creating interventions with the students; embedding these within the student journey and evaluating the effectiveness of a pedagogical approach derived from service design thinking to engage students in the reflective process.  
Prototype chapter

Authors

Ksenija Kuzmina

Ksenija is a Senior Lecturer and a Programme Director of MA/MSc Design Innovation programme at Loughborough University London. Her research looks at the role of design in ecological and just transitions, contributing to the contexts of education, community development, and everyday living. Ksenija is a co-lead of Centre for Doctoral Training on homelessness and a guest editor of the Special Issue, Sustainability, entitled Sustainable Design Education and Implementation. 

James Moran 

Since 2009, James has worked in various Higher Education institutions, encompassing roles in education, curriculum development, and student support. Currently, as a Senior Lecturer in Curriculum Design at the University of Westminster, he teaches on the Postgraduate Certificate in Higher Education, oversees the intensive course design process, and advocates for innovative approaches in curriculum development throughout the university.