Learning How 'To Do' University: Reflection Assignments, Awareness, and Action


Chris Tatham, University of Guelph

Too often students simply ‘get through’ assignments without considering how to develop, strengthen, and streamline their approach. This presentation discusses a reflection assignment designed to connect student experience, introspection, and future action. Instead of memorizing or applying course content, this assignment encourages students to reflect upon the process by which they ‘do’ assignments and tests. They are asked to consider the way they prepare for and complete class assignments, how they feel at different stages, and what they learned about themselves throughout the process. Students are then asked to strategize by contemplating changes they could make to how they approach similar tasks in a future class or workplace. This assignment encourages students to look inwards and forwards. By encouraging student awareness of their own processes and skill sets, students are able to develop awareness of their own individual strengths, and opportunities for growth, and to link these with future action both inside and outside of the academic context.  

This paper will be presented at the following session: