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Using Let Me Learn® To Promote Metacognition And Foster Teaming Skills

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2008 Annual Conference & Exposition


Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008



Conference Session

ERM Poster Session

Tagged Division

Educational Research and Methods

Page Count


Page Numbers

13.1345.1 - 13.1345.15



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Paper Authors


Kevin Dahm Rowan University

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Kevin Dahm is an Associate Professor of Chemical Engineering at Rowan University and a certified Let Me Learn® consultant. He earned his BS at Worcester Polytechnic Institute (92) and his PhD at Massachusetts Institute of Technology (98). He is the recipient of several ASEE awards, including the 2002 PIC-III Best Paper Award, the 2003 Joseph J. Martin Award and the 2004 Raymond W. Fahien Award.

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Roberta Harvey Rowan University

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Roberta Harvey is an Associate Professor in the Department of Writing Arts at Rowan University and a certified Let Me Learn® Consultant. She teaches writing to engineering and biology students and serves as Coordinator of the First-Year Writing Program. She has been teaching with the Rowan Sophomore Engineering Clinic team since 1998. She received her Ph.D. in English with a specialization in Composition and Rhetoric from the University of Wisconsin-Milwaukee.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Using Let Me Learn® to Promote Metacognition and Foster Teaming Skills

Abstract The Sophomore Engineering Clinic at Rowan University is a course in technical writing and engineering design, team-taught by Communications and Engineering faculty. This fall sophomore course presents Rowan engineering students with their first exposure to open-ended design problems in a team setting. The current course features a four-week introductory project on bottle rocket design, completed in teams of 3-4, and a 10-week main project on crane design, completed in teams of 4-5. The teaming aspect of the course is a challenge to engineering students, particularly in that many of them are naturally pre-disposed to prefer working alone.

The Let Me Learn (LML) Process is an integrated approach to teaching and learning that starts with administration of the Learning Connections Inventory (LCI), a survey instrument that assesses individual learning patterns. All Rowan Students now take the LCI as entering freshmen. In this study, short in-class team problem solving exercises are being conducted in two of the six sections of the Fall 2007 offering of the course. The LML process is then being used to help students interpret their team’s behaviors and prepare strategies for effective teaming on the course’s long-term projects. This intervention started immediately after the 4-week bottle rocket project was completed.

This paper will describe the team-building activities and use several mechanisms to assess their effectiveness. The teams in the two LML sections will be compared to the other four sections through two instruments: performance on team deliverables and peer evaluations. In addition, the peer evaluations on the bottle rocket and crane projects will be compared to each other, to gauge how students’ effectiveness at working in teams was influenced by the team-building activities.


A large body of research in engineering education has been devoted to the study of engineering student teams. Numerous published studies examine understanding the factors that shape the dynamics, interactions, and performance of teams, identifying pedagogical strategies and resources that improve team functioning, and developing methods of assessment to measure team skills1,2,3,4,5,6. Among the factors that have been studied are students’ learning processes, commonly measured using learning styles inventories such as the Meyers-Briggs7 and Felder89 inventories.

This study employs a particular instrument, the Learning Connections Inventory, and methodology, the Let Me Learn® process, for characterizing the individual learning processes of students. The Let Me Learn® (LML) process is a comprehensive strategy for building metacognitive awareness in students. LML differs from learning styles approaches in that learning styles typically identify the learner with a personality type or category rather than a profile reflecting degree of preference for multiple interacting patterns. Another key difference is that LML emphasizes the learner’s capacity to use his/her patterns consciously and strategically to adapt to different learning expectations, rather than merely seeking learning

Dahm, K., & Harvey, R. (2008, June), Using Let Me Learn® To Promote Metacognition And Foster Teaming Skills Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--4269

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: © 2008 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