Data-driven insights and cross-comparisons into student perceptions of reflective practice

This presentation will explore the use of credit-bearing reflective portfolios in four undergraduate science programmes across three UK universities: Edinburgh, Leicester, and Kingston. Reflective practice literature highlights that engaging in reflection enhances learning, professional practice, metacognition and critical thinking, while also fostering a commitment to effective actions. Reflective portfolio initiatives can further support student retention by providing a deeper understanding of goals and aspirations, and by helping students connect their learning to employability beyond university. We present a year-long case study that offers insights and cross-comparisons into how students value reflective practice. This study also examines the affordances and challenges faced by students undertaking reflective portfolios in undergraduate bioscience programmes. Using pre- and post-questionnaires and interviews, we gained an in-depth understanding of students' experiences of accomplishing portfolios. The presentation will outline data insights into various reflective approaches and provide recommendations for adapting reflective practice in the future.