Development and Implementation of a Reflective Writing Assignment for Undergraduate Students in a Large Public Health Biology Course

Reflective writing may be undervalued as purely expressive rather than a critical or an academic tool in undergraduate public health biology courses. When grounded course concepts and learning, reflective essay can learning for students that helps them use discipline knowledge apply it to real-world issues. Studies on teaching reflection have identified its value training thinking improving self-regulated learning. Considering Gibbs’ Cycle framework, this article, we detail the design, implementation, evaluation of assignment integrated into lower-year course. Through design implementation assignment, four key lessons are drawn. First, assignments facilitate enjoyment. Second, workshops improve quality assignments. Third, detailed grading rubric clarifies expectations creates consistency grading. Fourth, help teachers effectively evaluate how gained from promote personal community health. By implementing created narrative could maximize pedagogy provided recommendations designers instructors consider light framework.