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Reflection and Metacognition in Capstone Design

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Design in Engineering Education Division: Design Methodology

Tagged Division

Design in Engineering Education

Page Count

17

Permanent URL

https://peer.asee.org/33229

Download Count

15

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Paper Authors

biography

Lisa A. Shay PE U.S. Military Academy

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LISA A. SHAY is an Associate Professor in the Department of Electrical Engineering and Computer Science at the US Military Academy at West Point. She received the M.Sc. in Engineering from Cambridge University as a Marshall Scholar in 1996, the Ph.D. in Electrical Engineering from Rensselaer Polytechnic Institute in 2002 and is a Member of ASEE and a Senior Member of the Institute of Electrical and Electronics Engineers.

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Tanya Thais Estes United States Military Academy

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Tanya Estes has a Ph.D. in Human-Centered Computing from Georgia Institute of Technology. She is an Associate Professor at the United States Military Academy, currently serving as Director of the Information Technology Program. She is an active duty military officer who has served over 23 years as an Army Aviator and educator.

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David Paul Harvie United States Military Academy Orcid 16x16 orcid.org/0000-0003-2576-3349

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David Harvie is an active duty Army officer and an Assistant Professor in the Department of Electrical Engineering and Computer Science at the United States Military Academy. David has a Ph.D. in Computer Science from the University of Kansas, a M.S. in Computer Science from North Carolina State University, and a B.S. in Computer Science from the United States Military Academy.

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Abstract

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.

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. https://peer.asee.org/33229

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