CRITICAL REFLECTION

Critical reflection

At the beginning of this course, I set out with the goal of enhancing my communication and critical thinking skills, specifically with the intention of conveying complex engineering concepts clearly to both technical and non-technical audiences. Reflecting on my progress, I can confidently say that I have made substantial strides in both areas, although there is still room for improvement.

Throughout the module, I have had numerous opportunities to engage in discussions and practice presentations, which have helped me develop more structured and coherent ways of articulating my ideas. My written communication skills, in particular, have improved as I have learned how to convey technical information more succinctly and precisely. I have also become more mindful of my grammar, thanks to regular assignments and feedback, which has strengthened my ability to write research papers and professional reports.

However, one area that still needs improvement is my ability to stay focused during presentations. I often find myself deviating from the topic, losing coherence, and sometimes overwhelming my audience with excessive information. To improve this, I plan to implement stricter self-monitoring techniques and practice sticking to a well-organized outline. Additionally, I recognize the importance of practicing critical thinking in everyday problem-solving, and I will continue to seek opportunities to analyze situations from various perspectives to strengthen this skill further.

In the coming months, I hope to refine these skills by continuing to engage in discussions, delivering presentations, and actively seeking constructive feedback. This will allow me to fine-tune my communication abilities and critical thinking, which will be invaluable in both academic and professional settings.

For my research project, I focused on improving my teamwork and presentation skills. Initially, I was someone who preferred working independently and often struggled to fully engage in group activities. However, as we progressed with our project and had to present our findings, I began to realize the importance of collaboration and leadership in a group setting.

During the preparation for our presentation, I initially took a backseat, focusing on my own tasks and keeping to my personal work style. However, as I noticed the struggles my team members faced in structuring their parts or refining their delivery, I started offering feedback and suggestions. I guided some of my peers on how to streamline their presentations and make better use of their strengths. For instance, one of my teammates had excellent research but struggled with clear delivery. I helped them condense their key points and practice articulation, which ultimately strengthened their contribution to the overall presentation.

Through this experience, I realized that I could take on a leadership role, even if I had not actively sought one. This helped me understand that leadership isn't just about authority—it's about fostering a collaborative environment where everyone feels supported and empowered. I learned to step outside my comfort zone and communicate more openly with my peers, offering constructive feedback that was both encouraging and helpful.

This project experience significantly changed my perspective on learning. I now understand that learning is not solely an individual endeavor. It’s a dynamic, collective process where shared knowledge and support lead to stronger outcomes. Moving forward, I will take from this experience the ability to take initiative in a group setting, contribute to others' development, and embrace leadership responsibilities when needed.