Developing metacognitive engineering teams: Preliminary

James Newell, Kevin Dahm, Roberta Harvey, Heidi Newell

Research output: Contribution to journalConference article

2 Scopus citations

Abstract

Student awareness and understanding of their learning own skills, performance, preferences, and barriers is referred to as metacognition. This paper describes efforts to instill metacognition in engineering students at Rowan University, through writing and team-building exercises. This study examines teams of students doing open-ended research and design projects through the Junior/Senior Engineering Clinic. The Learning Combination Inventory (LCI) is a survey instrument developed by Johnston and Dainton. The theoretical basis for the LCI is the Interactive Learning Model, which posits that learning processes occur through four distinct learning patterns: sequential, precise, technical, and confluent. The LCI was used to profile the learning style of each student in the Rowan Chemical Engineering department. During the fall 2003 semester, teams of students reviewed their LCI profiles with faculty, wrote team charters and used biweekly written status reports to reflect on their progress throughout the semester. These activities were intended to further each student's awareness of his/her own abilities, heighten awareness of the variety of individuals and foster improved inter-personal and teaming skills. This paper describes student response to these activities as well as the effect of these activities on team performance.

Original languageEnglish (US)
Pages (from-to)3273-3287
Number of pages15
JournalASEE Annual Conference Proceedings
StatePublished - Oct 25 2004
EventASEE 2004 Annual Conference and Exposition, "Engineering Researchs New Heights" - Salt Lake City, UT, United States
Duration: Jun 20 2004Jun 23 2004

All Science Journal Classification (ASJC) codes

  • Engineering(all)

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