New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Design in Engineering Education
The objective of the present paper is to describe students’ self-regulation while working on their senior capstone design projects. The specific focus of this study was to understand how students manage their projects with their teammates on three major issues: Team Management, Resources Management and Time Management. Quantitative data associated with student Self-Regulated Learning (SRL) on project management were collected using our Engineering Design Metacognitive Questionnaire (EDMQ) survey instrument. Three hundred fourteen students participated in the study. Data collected were evaluated quantitatively by comparing the mean value of each item from the same project-management-related issues (i.e., teamwork, time, and resources) across SRL episodes (i.e., task interpretation, planning strategies, cognitive strategies, and monitoring and fix-up strategies). The findings suggest team strategies require a high level of student involvement and effort, while time strategies and resource management strategies are employed to a lesser degree on average. Small differences were seen between male and female students in average strategy expression. Students may be benefited by interventions designed to improve self-regulation for specific design strategies employed by engineering students in relation to project management activities. Improvement needed for various strategic cognitive actions as well as monitoring and fix-up strategies was described in this paper.
Lawanto, O., & Cromwell, M., & Febrian, A. (2016, June), Student’s Self-Regulation in Managing Their Capstone Senior Design Projects Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25934
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: © 2016 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