Vaughn, J., & Taraban, R., & Khatib, S. (2022, August), Assessment of Changes in Engineering Students' Problem-Solving Strategies in a Senior Level Review Class  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40825

\bibitem{asee_peer_40825}
  Vaughn, J., \& Taraban, R., \& Khatib, S. (2022, August), \emph{Assessment of Changes in Engineering Students' Problem-Solving Strategies in a Senior Level Review Class}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40825

Jacob Vaughn, Roman Taraban, and Sheima Khatib.  "Assessment of Changes in Engineering Students' Problem-Solving Strategies in a Senior Level Review Class".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40825 Internet.  11 Dec, 2024

\bibitem{asee_peer_40825}
  Jacob Vaughn, Roman Taraban, and Sheima Khatib.
  "Assessment of Changes in Engineering Students' Problem-Solving Strategies in a Senior Level Review Class".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40825 Internet.  11 Dec, 2024

@INPROCEEDINGS{asee_peer_40825
author = "Jacob Vaughn, Roman Taraban, and Sheima Khatib"
title = "Assessment of Changes in Engineering Students' Problem-Solving Strategies in a Senior Level Review Class"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40825}
number = {10.18260/1-2--40825}
}

TY  - CPAPER
AB  - Engineering students are trained to solve a multitude of problems ranging from those that are well-defined to those that require intuition and creativity. Although engineering educators have researched strategies that students utilize when problem solving, including metacognition, there is essentially no research on motivations for why engineering students change their strategies over time. The goal of this study was to gain information on how students change their strategies after being prompted to exercise metacognitive practices. The participants were chemical engineering students enrolled in a 3-hour senior level review course designed to prepare them to take the Fundamentals of Engineering (FE) exam. Several measures were collected through responses on a weekly survey for which students received a small homework credit. Quantitative and qualitative analyses were applied to the data. The findings have implications pertinent to educators about how students adapt problem-solving strategies over time and what steps students incorporate when implementing these changes. 
AU  - Jacob Vaughn
AU  - Roman Taraban
AU  - Sheima Khatib
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Assessment of Changes in Engineering Students' Problem-Solving Strategies in a Senior Level Review Class
UR  - https://peer.asee.org/40825
DO  - 10.18260/1-2--40825
ER  -