Students are required to write a 1500 word reflective essay (+ one relevant visual element) to:

  1. describe 1-2 'critical' incident/s that were experienced throughout the development of the project ,
  2. reflect upon how you have grown/changed as a result of these incidents and related project learning experience.
  3. provide one relevant visual element (e.g., photograph, drawing, diagram, illustration, graph or map) to support your written reflection.

The reflective essay must include THREE parts:

Part 1 – describe 1-2 critical incident/s, discuss why they were selected and address some key issues arising from this critical incident/s. Some points to help guide you:

  • Describe what happened. What were the consequences of the incident/s (for self, clients, colleagues)?
  • What made the incident 'critical' (significant) for you?
  • What were the key issues/themes within the critical incident?

PART 2 - Reflect upon how you have grown/changed after you experienced this incident/s. Examples of topics you could cover:

  • What have you learnt about yourself, your strengths and weaknesses;
  • What feelings and thoughts are interesting and appropriate to the learning experience;
  • What techniques/tools/theories can be used to solve project issues;
  • What are the connections from project issues to your work/life experiences;
  • How you would do things differently in the future from a project management perspective;
  • Did the project learning experience make you think about things differently? How/Why?
  • What might you need to improve from professional learning perspective?

PART 3 – Please enhance your learning reflections using original, creative and relevant photograph, drawing, diagram, illustration, graph or map. No google images are permitted.

A critical incident can be positive or negative. These are events or 'light bulb moments' which occurred during (or as a result of) your project development, and have impacted you in an important (critical) way.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.

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