The application of project-based and studio-based learning in design education is widespread. For this multiple-project curriculum to be effective, it is important students transfer their learning between projects as they progress through their program of study, however students are often left to connect their learning themselves. Reflection offers a means to support students to connect their learning across projects by introducing a more deliberate engagement with the learning inherent in the design process.
This paper examines a structured and critical approach to reflective practice, and the role it
can play fostering the conditions for transfer. The results from this emperical study suggest
that reflective practice can play an effective role to guide learners to identify and analyse the learning inherent in their project. This approach fosters transfer by supporting learners to
connect their thinking from the project with thinking about approaches to other projects and
thinking about their practice.