Lifelong learning in an activity, so an effective reflection on this activity should describe (1) what the steps include and (2) how the process of learning (not just lessons learned) will transfer to new contexts. This activity is called “meta-reflection,” aka thinking about thinking. What does this reflective process involve for you? How would you describe the process of learning in terms that will transfer to new contexts? It’s the process that will transfer to new contexts, not just the result or lessons learned from reflecting on one experience or past time. Thus, lifelong learners intentionally think about how they learn in addition to what they have learned. 

Why is it important and to whom?

While degree knowledge is important to your understanding of a particular subject matter, equally important is your ability to learn new material and develop new skills as you encounter new situations, particularly those on the job. When you begin a new job or take on a new task, your employer won't expect you to know (or know how to do) everything you need to know or do to perform your job well; however, he will expect you to learn new material and skills quickly and effectively apply them to new situations you encounter on the job. 

How do you demonstrate a commitment to lifelong learning?

Consider selecting several of the topics below to develop a coherent and well-developed reflection that demonstrates your commitment to lifelong learning. Overall, your reflection should show that you demonstrate initiative, transfer learning to new contexts, reflect upon past learning, and provide sufficient and compelling evidence to support your claims. As always, your reflection should demonstrate strong writing skills. See the writer's checklist at the bottom of the reflection page and a more complete description of lifelong learning criteria.

Reflect on your learning style

1. Identify & Analyze
   What kind of learner are you based upon the Kolb Learning Style Inventory you completed your first semester at the Bush School? How has your learning style influenced the following:

• • • • How you solve problems

      • How you work in teams

      • How you resolve conflicts

      • How you communicate at work

      • How you manage money

      • How you consider career options

      • How do you define leadership

How has knowing your learning style helped you understand your strengths and weakness as a learner or strengths and weaknesses of other team members? Support your reflections with examples that explain what you mean.

When, where, and how have you taught yourself something new in order to complete the work expected from you? For example, have you learned a new technology in order to complete a project? How much of your learning did you initiate? 

2. Evaluate & Synthesize
   Where have your strengths in each area emerged? Where do you expect to grow in each area? How do you plan to develop each area? How has your learning process changed throughout college or graduate school? What opportunities have required you to learn something new and adjust how you learned it? To what level is your learning of this new knowledge or skill held accountable? In other words, who or what depends upon your using this new knowledge or skill and what is at stake? 

3. Transfer
   How do you expect that your learning style will be most useful to your career? Provide examples to support your conclusions. For example, what types of problems do you expect to encounter and solve in the workplace? How do you see your learning style as particularly useful in solving those types of problems? What types of teams do you expect to work with on the job? How will your learning style influence the team and the work you are expected to do? Consider how the remaining tasks on the job (resolving conflicts, communicating at work, etc.) will be influenced by your learning style.

What other ways might you reflect on your commitment to lifelong learning?

The options below ask you to reflect on different topics. For each, remember to identify and analyze specific examples as well as evaluate and synthesize key "takeaways" that represent your conclusions. Last, explain how you expect this ability will transfer into the workplace.

Reflect on adjusting to change

When, where, and how have you adjusted to change? For example, what challenges have you faced transitioning from undergraduate to graduate school? Are you an international student, what challenges have you faced and adjustments have you made as a graduate student studying in a foreign country? See  Interests/Life Experiences for more guiding questions. OR, how has your perspective about something changed? Why, what prompted this change in perspective? 

Food for thought: "Principles of effective leadership don't change; you change" (Dean Mark Welsh, Conversations in Leadership, 27 November 2017). Do you agree with this point? How have you changed as a leader? How is lifelong learning demonstrated through this change?

Food for thought:  How have you adjusted to  the changes  in learning, productivity, and/or disruptions  brought about by  Generative AI?

Reflect on your degree program

How has your Bush School experience prepared you for the work you will be doing post graduation? Please explain, providing example(s) of what you learned through your Bush School degree program (including where or how you learned it) and examples of how you expect that learning to influence an outcome in your workplace. Feel free to draw upon internship and job-related work you have completed to help you prepare your response.

Reflect on problem solving

During an interview for an analyst position, you were asked to describe a time when you were tasked with solving a problem, one that could have resulted in a more positive outcome if you had had more information or had done things differently. As you prepare your response, consider the following: What was the problem you were asked to solve? Who was asking you to solve it? What did you do? How did you do it? What were the results-outcomes? How do you know? What would you do differently to achieve a better outcome? Why? Prepare a written response, synthesizing your evaluation of the situation as an answer to the interview question.

Reflect on evaluating data under time constraints

At your new job you have been tasked with making a policy recommendation that requires you to sort through volumes of data in a short amount of time. How will you strategically evaluate the data at your disposal to identify the most critical information to the task you have been given? How have your Bush School assignments prepared you for this task? Provide evidence to explain your strategy.

Reflect on diplomacy skills 

Arriving at a consensus among your colleagues regarding a controversial topic has proven to be more challenging than you imagined. Emotionally charged language and strong opinions have derailed the discussion from reaching a meaningful conclusion. How will you respond? How would you move the discussion forward? What principles of diplomacy would apply? Explain.

Reflect on technology and virtual responsibility

What technologies do you use to advance your work, including communication, access to information, publication, security, problem-solving, etc.? How did you learn them? How did you assess their value to you, your organization, and the work you were doing? How are you preparing to use new technologies? How will you evaluate their usefulness to your work? What should you consider as you use new technologies? For example, how are you adjusting your use of technologies to secure the messages of the organization you represent or your own privacy? What issues are you considering regarding compromises to confidentiality, threats to security, or irresponsible use of current and new technologies? Consider developing a "Philosophy Technology" as described in the Ethics Guiding Questions. 

Engage in lifelong Learning

See Harrison Ford's Interview with Charlie Rose at the bottom of the page at https://sites.google.com/site/busheportfolioguidelines/outcomes/tamu-student-learning-outcomes/engage-in-lifelong-learning.