Asee peer logo

Developing Metacognitive Engineering Teams: Preliminary Results

Download Paper |

Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Innovative Classroom Techniques

Page Count

15

Page Numbers

9.414.1 - 9.414.15

Permanent URL

https://peer.asee.org/13962

Download Count

12

Request a correction

Paper Authors

author page

James Newell

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Developing Metacognitive Engineering Teams: Preliminary

Results

James Newell1, Kevin Dahm1, Roberta Harvey2, and Heidi Newell1 1 Department of Chemical Engineering and 2College of Communications Rowan University Glassboro, NJ 08028

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.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Newell, J. (2004, June), Developing Metacognitive Engineering Teams: Preliminary Results Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13962

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2004 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015