Student Perception of Journaling as an Assessment for an Engagement Experience

Abstract

Background Formal reflection assignments help students process and learn from engagement experiences more fully. Guided reflection can help students engage more deeply with out-of-the-classroom learning experiences and record personal learning. However, it is unknown if students perceive such assignments as valuable. Purpose This study examined undergraduate students’ attitudes toward journaling assignments during a one-week study-away experience within an academic course. Methodology/Approach The engagement experience comprised firsthand learning about sustainability and energy practices and related policies in Colorado. Qualitative data were collected from nine participants via pre- and post-travel surveys. Thematic analysis was used. Findings/Conclusions Four themes emerged: prompts helped to elicit quality reflections; journaling enabled integration of learning, emotions, and plans; journaling served as a retrospective resource and reinforces learning; and students felt constrained by the time commitment and public nature of journaling assignments. Implications Findings suggest that journaling can help reinforce learning and help students monitor their learning, feelings, and plans.