Ranging from journals in nursing to lab notes in the sciences, reflection is a major component in many approaches to learning that are commonly identified as transformative (e.g.., experiential learning, inquiry-based learning).

At the same time, research suggests that there are many differing, competing definitions of reflection, and the theory and methods for effective reflection are not well understood (Mann et al., 2009). Further, the personal nature of reflections, matched with the power dynamics inherent in university classrooms, can cause students to contribute superficial, inauthentic reflections (Boud & Walker, 1998; Creme, 2005; Jung, 2011; O’Neill, 2002). Because there can be inordinate risk to honest and authentic reflections that challenge norms, or that may not offer the “right” insights, many students will simply construct the narrative that they want or that they expect others want to hear.

In this session, we will unpack the expectations and assumptions in reflective writing as a transformative learning experience with a view toward generating approaches and strategies that encourage a more authentic learning experience.