For some years now students taking the third year Critiquing Criminalistics module on our criminology course at the university have had an assessment relating to a reflective diary. Most educators and those in other professions will be aware of and understand the advantage of reflection and reflective diaries so it is probably not necessary to revisit the well-rehearsed arguments about benefits to learning and personal development.  Each year, I have found that over the course of the module, the students have come to recognise this and have intimated how they have enjoyed reflecting on what they have learnt in the class or how reflecting on personal experiences has been beneficial. And they comment on how they have sought out further information to gain additional knowledge or to put what they have learnt in some form of perspective.  It is of course what we as educators would want and expect from a reflective diary assessment that after all counts towards their marks for the module.

What has surprised me though is how much reviewing these modules has benefited me.  I have learnt from and continue to learn my students. We all recognise or at least should the old saying ‘the more I know, the more I realise I don’t know’ or similar.  My students prove that is the case often with each round of diary entries I review.  The diaries can provide an insight into students lives and thoughts.  For some of them it may be a cathartic release to capture their feelings on paper, for me it is enlightening and provides a greater understanding of some of the challenges they face not only as students but also as predominately young adults in a challenging and at times hostile social and economic environment.  Perhaps what is equally as enlightening is the additional knowledge that students provide about the subject area being discussed and taught. It is almost like sending out my own little army of literature reviewers with a challenge to advance their knowledge and ipso facto, mine.  I am clear that part of the reflection process is about taking what you have learnt further and as this an assessment, demonstrating this additional knowledge with some academic rigor.  And so, I find that in some cases what I have stated in the class (currently online) is challenged and that challenge is supported by academic reading. When I read some of these little gems, I smile but alongside this is the additional work created as I review the journal article they have referenced and then decide whether to revisit my lectures to add in the additional information. Even if I don’t, it all adds to my knowledge and, on reflection as my students are proving, there is plenty of scope to find out more.