Meeting the NAE Grand Challenge: Personalized Learning for Engineering Students through Instruction on Metacognition and Motivation Strategies

Michele Miller; James P. De Clerck; Sheryl A. Sorby; Laura Maria Roberts; William J. Endres; Kevin David Hale

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: NSF Grantees' Poster Session
Tagged Topic: NSF Grantees Poster Session
Page Count: 9
Page Numbers: 23.895.1 - 23.895.9
DOI: 10.18260/1-2--22280
Permanent URL: https://peer.asee.org/22280
Download Count: 554

Paper Authors

biography

Michele Miller Michigan Technological University

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Dr. Michele Miller is an associate professor of Mechanical Engineering at Michigan Technological University. She teaches classes on manufacturing and does research in engineering education with particular interest in hands-on ability, lifelong learning, and project-based learning.

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biography

James P. De Clerck Michigan Technological University

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After an eighteen year career in the automotive industry, Dr. De Clerck joined the Michigan Tech Department of Mechanical Engineering - Engineering Mechanics in August 2009. His areas of expertise include noise and vibration, structural dynamics, design, modal analysis, model validation, inverse methods applied to design, and advanced measurement techniques.

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Dr. William J. Endres received his Ph.D. in Mechanical Engineering from the University of Illinois at Urbana-Champaign in 1992. He has been a faculty member since, being at the University of Michigan in Ann Arbor for seven years and at Michigan Technological University since 2001 where he currently serves as the director of the ME Senior Capstone Design Program. In 2005 he founded a technology development and commercialization company in the cutting-tool industry that is currently entering production on its first product line.

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Kevin David Hale

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Abstract

Meeting the NAE Grand Challenge: Personalized Learning for Engineering Students through Instruction on Metacognition and Motivation StrategiesThe pace of technological change is ever increasing. In one hundred years, we went fromhorse and buggies to space travel; from cross-country mail that required weeks toinstantaneous communication by electronic means; from outhouses and hand-pumpedwells to sophisticated sanitation and water systems, nationwide. If history is a guide, thenext one hundred years will produce even more incredible technological advances. Onething is certain—engineering graduates of today must be prepared for a lifetime oflearning and adaptation.This project aims to advance personalized learning by helping students to understand andregulate their own learning. The project is designed to equip our students with theknowledge, skills, and attitudes of self-directed lifelong learning. Earlier research onlearning styles, motivation, self-regulated learning, and lifelong learning serves as thefoundation for this project. Strategies for achieving the intended student learningoutcomes include:• Develop online learning modules that i) give students first hand experience of the influence of learning style and motivation on learning; ii) present tutorials on metacognition and motivation;• Implement a course construction activity in which students create learning materials appropriate for their preferred learning style on a relevant course topic of their choosing;• Implement a research design that deploys the modules and course construction activity in selected sections of two courses such that the effect of multiple versus single exposures is assessed.We have developed and tested the online modules on learning styles and motivation. Theposter will describe the elements of the modules. Prior to testing the effectiveness of themodules, we gathered baseline data from sophomore and junior students on hemisphericbrain dominance and from senior students on self-directed learning strategies.Approximately 200 students have now taken the modules. We will show how the modulehas affected lifelong learning readiness and discuss plans for future moduleimprovements.

Citation
Format

Miller, M., & De Clerck, J. P., & Sorby, S. A., & Roberts, L. M., & Endres, W. J., & Hale, K. D. (2013, June), Meeting the NAE Grand Challenge: Personalized Learning for Engineering Students through Instruction on Metacognition and Motivation Strategies Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22280

TY  - CPAPER
AB  -     Meeting the NAE Grand Challenge: Personalized Learning for Engineering    Students through Instruction on Metacognition and Motivation StrategiesThe pace of technological change is ever increasing. In one hundred years, we went fromhorse and buggies to space travel; from cross-country mail that required weeks toinstantaneous communication by electronic means; from outhouses and hand-pumpedwells to sophisticated sanitation and water systems, nationwide. If history is a guide, thenext one hundred years will produce even more incredible technological advances. Onething is certain—engineering graduates of today must be prepared for a lifetime oflearning and adaptation.This project aims to advance personalized learning by helping students to understand andregulate their own learning. The project is designed to equip our students with theknowledge, skills, and attitudes of self-directed lifelong learning. Earlier research onlearning styles, motivation, self-regulated learning, and lifelong learning serves as thefoundation for this project. Strategies for achieving the intended student learningoutcomes include:• Develop online learning modules that i) give students first hand experience of the    influence of learning style and motivation on learning; ii) present tutorials on    metacognition and motivation;• Implement a course construction activity in which students create learning materials    appropriate for their preferred learning style on a relevant course topic of their    choosing;• Implement a research design that deploys the modules and course construction    activity in selected sections of two courses such that the effect of multiple versus    single exposures is assessed.We have developed and tested the online modules on learning styles and motivation. Theposter will describe the elements of the modules. Prior to testing the effectiveness of themodules, we gathered baseline data from sophomore and junior students on hemisphericbrain dominance and from senior students on self-directed learning strategies.Approximately 200 students have now taken the modules. We will show how the modulehas affected lifelong learning readiness and discuss plans for future moduleimprovements.
AU  - Michele Miller
AU  - James P. De Clerck
AU  - Sheryl A. Sorby
AU  - Laura Maria Roberts
AU  - William J. Endres
AU  - Kevin David Hale
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Meeting the NAE Grand Challenge: Personalized Learning for Engineering Students through Instruction on Metacognition and Motivation Strategies
UR  - https://peer.asee.org/22280
DO  - 10.18260/1-2--22280
ER  -