00000caa a22000004a 4500 UP-8027390931312556280 Buklod 20210715150412.0 o--- | || || ta 210715s xx d r |||| u| (iLib)UPCEB-00012051806 emz Designing Student Reflections to Enable Transformative Learning Experiences. pp. 87-106 Many philosophy instructors want their students to change the way they think about and act in the world. Reflection can be one way to bring this about, yet it is common for student reflections to fail to enable this desired transformative learning experience. Our research investigated how instructors can design better reflective assignments to cultivate a more transformative learning experience for students. Using thematic analysis, a qualitative research method, we analyzed student reflection data to identify themes and patterns of student work. Findings include concrete guidelines for cultivating better student reflections, including: designing for reflection, explicitly limiting summary, and incentivizing students to make specific claims while bringing personal experience to bear. Philosophy Periodicals. Flierl, M. Teaching Philosophy. vol. 42, 2. (June 2019). doi : 10.5840/teachphil201952104. Analytics