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Developing Metacognitive Engineering Teams: Preliminary

Results

James Newell1, Kevin Dahm1, Roberta Harvey2, and Heidi Newell1 1 Department of Chemical Engineering and 2College of Communications Rowan University Glassboro, NJ 08028

Abstract

Student awareness and understanding of their learning own skills, performance,

preferences, and barriers is referred to as metacognition. This paper describes efforts to

instill metacognition in engineering students at Rowan University, through writing and

team-building exercises. This study examines teams of students doing open-ended

research and design projects through the Junior/Senior Engineering Clinic.

The Learning Combination Inventory (LCI) is a survey instrument developed by

Johnston and Dainton. The theoretical basis for the LCI is the Interactive Learning

Model, which posits that learning processes occur through four distinct learning patterns:

sequential, precise, technical, and confluent. The LCI was used to profile the learning

style of each student in the Rowan Chemical Engineering department. During the fall

2003 semester, teams of students reviewed their LCI profiles with faculty, wrote team

charters and used biweekly written status reports to reflect on their progress throughout

the semester. These activities were intended to further each student’s awareness of

his/her own abilities, heighten awareness of the variety of individuals and foster

improved inter-personal and teaming skills. This paper describes student response to

these activities as well as the effect of these activities on team performance.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

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Newell, J. (2004, June), Developing Metacognitive Engineering Teams: Preliminary Results Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13962