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The Skillful Learning Institute (SLI) administered a virtual short course experience for engineering educators in order to expand the explicit engagement of engineering students in their metacognitive development, this is currently lacking. Metacognition is instrumental for one to independently assess and direct one’s lifelong learning - a lifelong skill to propel ongoing growth and development. Because of this, metacognition is essential for engineers because it empowers them to handle the ambiguity inherent to navigating and solving engineering problems. As a result of this short course, engineering educators developed a unique metacognitive activity for their context utilizing a backward design process by identifying the workshop participant’s intended results, the evidence necessary to measure the result, and the learning experience to enable the intended results. The goals of this short course were to 1) enhance the education of engineers through explicit metacognitive training and focus on instructors because of their long-term and multiplicative impact on current and future engineering students and secondary impacts on their colleagues. Furthermore, 2) to fit the needs of stakeholders and improve access to a broader, more diverse set of instructors with knowledge of metacognitive practices. The purpose of this paper is to discuss and describe the implementation of this virtual short course, high-level results of our evaluation data, and discuss lessons learned from the short course and future work as a result of this initial implementation.
Cunningham, P., & Matusovich, H., & Ellestad, R., & Carrico, C., & Geary, C. (2022, August), Collaborative Research: Design and Development: Lessons from Conducting the Skillful Learning Institute Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41996
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