Shay, L. A., & Estes, T. T., & Harvie, D. P. (2019, June), Reflection and Metacognition in Capstone Design  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33229

\bibitem{asee_peer_33229}
  Shay, L. A., \& Estes, T. T., \& Harvie, D. P. (2019, June), \emph{Reflection and Metacognition in Capstone Design}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33229

Lisa A. Shay PE, Tanya Thais Estes, and David Paul Harvie.  "Reflection and Metacognition in Capstone Design".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/33229 Internet.  23 Apr, 2024

\bibitem{asee_peer_33229}
  Lisa A. Shay PE, Tanya Thais Estes, and David Paul Harvie.
  "Reflection and Metacognition in Capstone Design".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/33229 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_33229
author = "Lisa A. Shay PE, Tanya Thais Estes, and David Paul Harvie"
title = "Reflection and Metacognition in Capstone Design"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33229}
number = {10.18260/1-2--33229}
}

TY  - CPAPER
AB  - Reflection and Metacognition in Capstone Design

Reflection is a valuable skill that is not immediately familiar to many of our students. Our faculty
team has introduced systematic reflection in a two-semester multidisciplinary engineering design
course at the United States Military Academy at West Point. A course goal is to produce
engineers competent in designing with current technologies who are able to anticipate and to
respond to change. Because a key component of the course has always been the assessment of the
design against the requirements, we chose to augment the design process with multiple
opportunities for reflection.
This year’s course consists of 18 capstone project teams with a total of 112 students. The teams
range from triples of computing majors to over a dozen students from six different majors and
four different departments. Reflection periods occur several times throughout the academic year,
not just at the end. Some reflection consists of periods of silence spent individually. Other
reflection takes place in the context of lively group discussions. These techniques were developed
by the authors, a team of three faculty who have co-taught this course for several years and who
wanted our students to pursue deeper, more creative solutions to problems, to form more cohesive
teams, to be more deliberate in their decision-making and to avoid the last-minute rush to
completion right before the final demonstrations. These reflection exercises have been introduced
over the last three years and have resulted in a marked improvement in the pace and quality of
student work. Students were more engaged with the project. They developed more insightful or
creative designs, formulated better relationships within their team, and demonstrated a deeper
understanding of their product and how it satisfies customer requirements.
AU  - Lisa A. Shay PE
AU  - Tanya Thais Estes
AU  - David Paul Harvie
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Reflection and Metacognition in Capstone Design
UR  - https://peer.asee.org/33229
DO  - 10.18260/1-2--33229
ER  -