Assessing Metacognition Awareness of Freshmen Engineering Students
- Conference
- Location
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Virtual Conference
- Publication Date
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July 26, 2021
- Start Date
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July 26, 2021
- End Date
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July 19, 2022
- Conference Session
- Tagged Topic
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NSF Grantees Poster Session
- Page Count
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14
- DOI
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10.18260/1-2--36710
- Permanent URL
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https://strategy.asee.org/36710
- Download Count
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434
Paper Authors
Muhammad Dawood
New Mexico State University
orcid.org/0000-0001-5096-9416
Dr. Muhammad Dawood received his BE degree from the NED University of Engineering and Technology, Karachi, Pakistan, 1985, and his MS and Ph.D. degrees, the University of Nebraska-Lincoln, in 1998 and 2001, respectively, both in electrical engineering. Dr. Dawood is involved in teaching both nationally and internationally since 1995. At present, Dr. Dawood is an Associate Professor at the Klipsch School of Electrical and Computer Engineering, New Mexico State University (NMSU), Las Cruces, New Mexico. Dr. Dawood's research interests lie in the area of Engineering Education, EM Propagation through Dispersive media; radar; and Antennas; He is a member of IEEE.
Ehtesham Shareef New Mexico State University
Rachel Boren New Mexico State University
Rachel Boren earned her Ph.D. in Educational Research, Statistics, and Evaluation from the University of Virginia, where she was trained in program evaluation and research methods in education and the social sciences. She has a diverse portfolio of training and experience with program evaluation and research in education and healthcare, most recently as an evaluator for the Provost’s Office at the University of Texas at El Paso and the Director of Evaluation for a 70 million-dollar National Institutes of Health funded center based at the University of Washington. She has experience assessing student learning and other outcomes for K-12 and higher education populations, including both two and four- year college environments all over the country, and ensuring programs have strong evaluation plans and the necessary data for evidence based decision-making.
Germain Degardin New Mexico State University
Germain graduated from New Mexico State University with a Bachelor in Economics, a Master in Business and Administration, a Master in Curriculum and Instruction, and a secondary education teaching license. Germain currently works for the Southwest Outreach Academic Research (SOAR) Center as Senior Project Specialist evaluating and assessing the impact of educational outreach programs and other education-related projects.
Melissa J. Guynn New Mexico State University
I am a cognitive psychologist with a primary research interest in human memory.
Patti Wojahn New Mexico State University
As past Writing Program Administrator and current Interdisciplinary Studies Department Head, I have worked closely with academic departments interested in supporting the writing, communication, and academic abilities of students. For many years, I worked with Integrated Learning Communities for at-risk, entry-level engineering majors, overseeing development and use of a curriculum adapted specifically for this group. I continue to analyze data from research studies exploring challenges and identifying at-risk characteristics among students in first-year writing courses. I also worked on an initiative focused on writing in the disciplines as part of our university’s Higher Learning Commission 10-year re-accreditation cycle. As Borderlands Writing Project Director, I have worked with K-16 teachers to strengthen quality in using writing in their courses to help students learn, regardless of discipline.
Abstract
An interdisciplinary team of researchers at a Southwest Hispanic-Serving Land-Grant University embarked on an National Science Foundation-funded study to provide workshops for first year engineering students to introduce them to metacognitive awareness learning strategies that have the potential to help their study skills, and in turn, their academic performance. To assess if these strategies were utilized and if they were helpful for students, we collected pre- and post-intervention surveys and reflective writing journals. The survey items came from the metacognitive awareness inventory (MAI) [1] to measure pre- and post-knowledge and regulation of cognition. These surveys were administered to the introductory level engineering classes at the beginning and end of their first semester in college in the required introduction to engineering course. In this paper, results pertaining to MAI scores and students’ performance on their first exam scores are presented. A shortened version of the original 52-item MAI survey, now called the Modified Metacognition Awareness Inventory (MMAI) is also statistically analyzed and discussed. Results will be useful for other educators and researchers in engineering who are looking to help students with effective learning strategies and study skills to foster their success in engineering courses and/or other subjects.
Dawood, M., & Shareef, E., & Boren, R., & Degardin, G., & Guynn, M. J., & Wojahn, P. (2021, July), Assessing Metacognition Awareness of Freshmen Engineering Students Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36710
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