[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596070-105":59,"doc-detail-596070-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","new-literacies-for-engineering-students-critical-reflective-writing-practice","New Literacies for Engineering Students - Critical Reflective-Writing Practice","","Engineering education has long aimed to produce professional engineers with strong technical skills, but rapid global change requires more than technical competence for effective professional practice. Integrating additional literacies in engineering education can support this shift. The study examines how fourteen graduate engineering students, mentored through narrative writing, developed critical reflective practice to shape professional identity. Findings indicate narrative methods access non-technical reflective aspects, while critical reflective writing demands comprehensive scaffolding for participants to succeed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/new-literacies-for-engineering-students-critical-reflective-writing-practice/596070/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/new-literacies-for-engineering-students-critical-reflective-writing-practice/596070.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What change in engineering practice motivates the paper’s focus on new literacies?","Question",{"text":112,"@type":113},"Rapid global change requires engineers to develop more than technical competencies, including literacies that support ethical, reflective professional work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study develop students’ critical reflective writing?",{"text":117,"@type":113},"Fourteen graduate engineering students were mentored to reflect critically on professional identities through narrative writing during a five-day pilot co-curricular Institute focused on leadership, communication, and professional skill-building.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about narrative writing and critical reflective practice?",{"text":121,"@type":113},"Narrative methodologies help tap reflective non-technical aspects of engineering, but critical reflective writing was challenging and required comprehensive scaffolding to be effective in shaping a 21st-century engineering identity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596070,1792209720,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 11 | Issue 1 | Article 4 |\n| --- | --- |\n| Summer 06-30-2020\u003Cbr>New Literacies for Engineering Students: Critical Reflective-Writing Practice\u003Cbr>Cecile M. Badenhorst\u003Cbr>Memorial University, [cbadenhorst@mun.ca](cbadenhorst@mun.ca)[ ](cbadenhorst@mun.ca)Cecilia Moloney\u003Cbr>Memorial University, [cmoloney@mun.ca](cmoloney@mun.ca)[ ](cmoloney@mun.ca)Janna Rosales\u003Cbr>Memorial University, [jrosales@mun.ca](jrosales@mun.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2020.1.10805](https://doi.org/10.5206/cjsotl-rcacea.2020.1.10805) |  |\n\nRecommended Citation  \nBadenhorst, C. M., Moloney, C., & Rosales, J. (2020). New literacies for engineering students: Critical reflective-writing practice. The Canadian Journal for the Scholarship of Teaching and Learning, 11(1). [https://doi.org/10.5206/cjsotl-rcacea.2020.1.10805](https://doi.org/10.5206/cjsotl-rcacea.2020.1.10805)  \nNew Literacies for Engineering Students: Critical ReflectiveWriting Practice  \nAbstract  \nEngineering education has long resulted in professional engineers with the required technical skills to meet the profession’s needs. Yet in today’s rapidly changing, globalised world, engineers will need more than technical competencies to meet the requirements of their professional work. Incorporating different literacies in engineering education might help with this shift. We introduce the idea of including critical reflective writing practice on the idea of being an engineer into engineering curricula. Our study explored how fourteen engineering graduate students were mentored on how to reflect critically on their professional identities through narrative writing. The students wrote the narratives while attending a pilot co-curricular Institute that focused on developing leadership, communication, and professional skill-building. We analysed the narrative writing produced by participants using the constant comparison method of analysis. Key findings show that (a) narrative methodologies are valuable for tapping into the reflective non-technical, process aspects of the profession; and (b) critical reflective writing practice was challenging for participants and required comprehensive scaffolding. If scaffolded and embedded in engineering curricula, critical reflective writing practice could contribute significantly to a 21st century engineering identity.  \nDepuis longtemps, l’enseignement du génie a permis de former des ingénieurs professionnels et desingénieures professionnelles qui possédaient les compétences techniques requises pour répondre aux besoins de la profession. Pourtant, dans notre monde globalisé actuel qui change rapidement, lesingénieurs et les ingénieures vont avoir besoin d’autre chose que de compétences techniques afin derépondre aux exigences de leur travail professionnel. L’incorporation de diverses littératies dans l’enseignement du génie pourrait répondre à ce changement. Nous introduisons l’idée d’inclure dans le programme de cours en génie la rédaction réflective critique sur le fait d’être un ingénieur ou une ingénieure. Notre étude explore comment quatorze étudiants et étudiantes de cycle supérieur en génie ont été encadré(e)s sur la manière de réfléchir de façon critique aux identités de leur profession par le biais de la rédaction narrative. Les étudiants et les étudiantes ont rédigé des récits alors qu’ils etelles participaient à un institut pilote parascolaire concentré sur le développement du leadership, dela communication et de l’acquisition de compétences professionnelles. Nous avons analysé les récitsproduits par les participants et les participantes en utilisant la méthode d’analyse de comparaison constante. Les principaux constats indiquent que (a) les méthodologies de rédaction sont utiles pour aller puiser dans les aspects réflectifs non techniques de la profession; et","cbCaiiEr7Y4DE8BN","https://ap.wps.com/l/cbCaiiEr7Y4DE8BN","pdf",323176,22,"English","# Abstract\n## Purpose and background\n## Study approach\n## Findings and implications","[{\"question\":\"What change in engineering practice motivates the paper’s focus on new literacies?\",\"answer\":\"Rapid global change requires engineers to develop more than technical competencies, including literacies that support ethical, reflective professional work.\"},{\"question\":\"How did the study develop students’ critical reflective writing?\",\"answer\":\"Fourteen graduate engineering students were mentored to reflect critically on professional identities through narrative writing during a five-day pilot co-curricular Institute focused on leadership, communication, and professional skill-building.\"},{\"question\":\"What were the key findings about narrative writing and critical reflective practice?\",\"answer\":\"Narrative methodologies help tap reflective non-technical aspects of engineering, but critical reflective writing was challenging and required comprehensive scaffolding to be effective in shaping a 21st-century engineering identity.\"}]","New Literacies for Engineering Students - Critical Reflective-Writing Practice | PDF",1792082383,55]