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Student’s Self-Regulation in Managing Their Capstone Senior Design Projects

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

June 29, 2016





Conference Session

Professional Skills development in Design

Tagged Division

Design in Engineering Education

Tagged Topic


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Paper Authors


Oenardi Lawanto Utah State University

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Dr. Oenardi Lawanto is an Associate Professor in the Department of Engineering Education at Utah State University, USA. He received his B.S.E.E. from Iowa State University, his M.S.E.E. from the University of Dayton, and his Ph.D. from the University of Illinois at Urbana-Champaign. Before coming to Utah State, Dr. Lawanto taught and held several administrative positions at one large private university in Indonesia. He has developed and delivered numerous international workshops on student-centered learning and online learning-related topics during his service. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning.

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Matthew Cromwell Utah State University - Engineering Education

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Matthew Cromwell obtained a Bachelors degree in Mechanical Engineering from BYU-Idaho in 2009 and a Master of Engineering degree in Nuclear Engineering from University of Idaho in 2011. He worked as an engineer for approximately three years and then in 2015 began a PhD in Engineering Education at Utah State University. He is a research and teaching assistant for Dr. Oenardi Lawanto studying self-regulation, and managing labs within the Fundamentals of Electronics for Engineers class. Current interests are in self-regulation, design thinking and active learning in engineering.

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Andreas Febrian Utah State University - Engineering Education

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He is a doctorate student in Engineering Education at Utah State University; email He was an instructor in Information Technology Department in one of the private university in Indonesia. He taught Introduction to Programming and Mobile Programming. He has strong interest on the application of metacognition in teaching, affective computing, and historical game.

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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

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