Assessment of Metacognitive Skills in Design and Manufacturing

Lisa Jo Elliott; Faisal Aqlan; Richard Zhao; Morgan Scott Janney

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: Student Learning Assessment Methods
Tagged Division: Manufacturing
Page Count: 19
DOI: 10.18260/1-2--34191
Permanent URL: https://strategy.asee.org/34191
Download Count: 643

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Paper Authors

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Lisa Jo Elliott Pennsylvania State University, Erie orcid.org/0000-0002-8958-0114

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Lisa Jo Elliott earned her PhD in Engineering Psychology at New Mexico State University where she worked at one of the first unmanned aerial systems test centers. In this role, she worked closely with the UAS pilots on training. Dr. Elliott enjoys teaching statistics, research methods, experience design, and engineering psychology to the next generation of engineers and psychologists. Her research interests include XD, metacognition in training, and haptic interfaces.

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Faisal Aqlan Pennsylvania State University, Erie orcid.org/0000-0002-0695-5364

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Dr. Faisal Aqlan is an assistant professor of Industrial Engineering at The Pennsylvania State University, The Behrend College. He received his PhD in Industrial and Systems Engineering form The State University of New York at Binghamton in 2013. He has industry experience with IBM Corporation and Innovation Associates Company. His research interests include manufacturing education, simulation and automation, process improvement, ergonomics, supply chain, and cyberlearning. He has published more than 115 peer-reviewed research articles in reputed conferences and journals and received multiple best paper awards. Aqlan also holds 7 U.S. patents/patent applications and is the recipient of two NSF grants ($800K) and several internal and in-kind grants ($30M). He has received numerous awards and honors including the Schreyer Institute for Teaching Excellence Award, Industrial Engineering and Operations Management Young Researcher Award, School of Engineering Distinguished Award for Excellence in Research, Council of Fellows Faculty Research Award, IBM Vice President Award for Innovation Excellence, IBM Lean Recognition Award, Graduate Student Award for Excellence in Research, and Outstanding Academic Achievement in Graduate Studies. He was recently named 40 Under 40: Class of 2019 by the Erie Reader. His projects and achievements have been recognized by U.S. Senators and Representatives. Aqlan is a member of ASEE, ASQ, SME, and IEOM. He is also a senior member of IISE and has served as president of IISE Logistics and Supply Chain Division, co-founder of IISE Modeling and Simulation Division, director of IISE Young Professionals Group, founder and faculty advisor of IISE Behrend Chapter, faculty chair of IISE Northeast Conference, and track chair in IISE Annual Conference. He currently serves as IISE Vice President of Student Development and holds a seat on IISE Board of Trustees. He also serves on IISE Technical Operations Board and leads IISE Cup initiative, which is an international competition to recognize organizations for innovative and effective implementation of industrial and systems engineering principles and practices that deliver exemplary business performance improvement.

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Richard Zhao Pennsylvania State University, Erie orcid.org/0000-0001-8257-4291

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Richard Zhao is an assistant professor of computer science and software engineering at the Behrend College of the Pennsylvania State University. He received his B.S. degree in Computer Science from the University of Toronto, and his M.S. and Ph.D. degrees in Computing Science from the University of Alberta in 2009 and 2015, respectively. His research focuses on the applications of artificial intelligence in games and virtual reality, as well as machine learning techniques for social media.

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Morgan Scott Janney Pennsylvania State University, Erie

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Morgan Janney is a Psychology graduate student at Penn State Behrend.

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Abstract

Metacognition is the understanding of your own knowledge including what knowledge you do not have and what knowledge you do have. This includes knowledge of strategies and regulation of one’s own cognition. Studying metacognition is important because higher-order thinking is commonly used, and problem-solving skills are positively correlated with metacognition. A positive previous disposition to metacognition can improve problem-solving skills. Metacognition is a key skill in design and manufacturing, as teams of engineers must solve complex problems. Moreover, metacognition increases individual and team performance and can lead to more original ideas. This study discusses the assessment of metacognitive skills in engineering students by having the students participate in hands-on and virtual reality activities related to design and manufacturing. The study is guided by two research questions: (1) do the proposed activities affect students’ metacognition in terms of monitoring, awareness, planning, self-checking, or strategy selection, and (2) are there other components of metacognition that are affected by the design and manufacturing activities? The hypothesis is that the participation in the proposed activities will improve problem-solving skills and metacognitive awareness of the engineering students. A total of 34 undergraduate students participated in the study. Of these, 32 were male and 2 were female students. All students stated that they were interested in pursuing a career in engineering. The students were divided into two groups with the first group being the initial pilot run of the data. In this first group there were 24 students, in the second group there were 10 students. The groups’ demographics were nearly identical to each other. Analysis of the collected data indicated that problem-solving skills contribute to metacognitive skills and may develop first in students before larger metacognitive constructs of awareness, monitoring, planning, self-checking, and strategy selection. Based on this, we recommend that the problem-solving skills and expertise in solving engineering problems should be developed in students before other skills emerge or can be measured. While we are sure that the students who participated in our study have awareness as well as the other metacognitive skills in reading, writing, science, and math, they are still developing in relation to engineering problems.

Citation
Format

Elliott, L. J., & Aqlan, F., & Zhao, R., & Janney, M. S. (2020, June), Assessment of Metacognitive Skills in Design and Manufacturing Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34191

TY - CPAPER
AB - Metacognition is the understanding of your own knowledge including what knowledge you do not have and what knowledge you do have. This includes knowledge of strategies and regulation of one’s own cognition. Studying metacognition is important because higher-order thinking is commonly used, and problem-solving skills are positively correlated with metacognition. A positive previous disposition to metacognition can improve problem-solving skills. Metacognition is a key skill in design and manufacturing, as teams of engineers must solve complex problems. Moreover, metacognition increases individual and team performance and can lead to more original ideas. This study discusses the assessment of metacognitive skills in engineering students by having the students participate in hands-on and virtual reality activities related to design and manufacturing. The study is guided by two research questions: (1) do the proposed activities affect students’ metacognition in terms of monitoring, awareness, planning, self-checking, or strategy selection, and (2) are there other components of metacognition that are affected by the design and manufacturing activities? The hypothesis is that the participation in the proposed activities will improve problem-solving skills and metacognitive awareness of the engineering students. A total of 34 undergraduate students participated in the study. Of these, 32 were male and 2 were female students. All students stated that they were interested in pursuing a career in engineering. The students were divided into two groups with the first group being the initial pilot run of the data. In this first group there were 24 students, in the second group there were 10 students. The groups’ demographics were nearly identical to each other. Analysis of the collected data indicated that problem-solving skills contribute to metacognitive skills and may develop first in students before larger metacognitive constructs of awareness, monitoring, planning, self-checking, and strategy selection. Based on this, we recommend that the problem-solving skills and expertise in solving engineering problems should be developed in students before other skills emerge or can be measured. While we are sure that the students who participated in our study have awareness as well as the other metacognitive skills in reading, writing, science, and math, they are still developing in relation to engineering problems.
AU - Lisa Jo Elliott
AU - Faisal Aqlan
AU - Richard Zhao
AU - Morgan Scott Janney
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - Assessment of Metacognitive Skills in Design and Manufacturing
UR - https://strategy.asee.org/34191
DO - 10.18260/1-2--34191
ER -