For over ten years, the Masters programmes in Illustration and Communication Design at The Glasgow School of Art have developed the use of Critical Reflective Methods as an integral component to inform students' studio practice. During this time, I have led my team in evolving our approach in response to the many changes in art education in Higher Education.

The Critical Reflective Journal course provides opportunities for students to acquire practical skills in developing as reflective practitioners. In discussions with staff and peers, students critically reflect on their practice in presentations, workshops, and peer reviews. The Critical Reflective Journal informs the student's studio practice-led research. It requires students to identify their practice within a broader historical, social, and political context within Communication Design. The course has been transformational in helping students to identify and locate their practice in a broader context, resulting in graduates proceeding to careers as practitioners, researchers, curators, and art activists.

I will present and reflect on the range of approaches explored over this period, their effectiveness in supporting students to reflect critically on their practice and evaluate how the course has enabled students to transform their practice.

Examples of student work will provide context and insight alongside student and graduate feedback on their experience of the Critical Reflective Journal and its role in informing authorial practice.