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2017 ASEE Annual Conference & Exposition

Board # 28 : Beginning to Understand Student Indicators of Metacognition

Presented at NSF Grantees Poster Session

Metacognition, defined as the knowledge and regulation of one’s own cognitive processes, is critically important to student learning and particularly instrumental in problem-solving. Despite the importance of metacognition, much of the research has occurred in controlled research settings such that much less is known about how to help students develop metacognitive skills in classroom settings. Further, there are significant bodies of research on the role of metacognition in writing and solving math problems, but little work has been done on the role of metacognition within engineering disciplines.

The purpose of this project is to generate transferable tools which can be used to teach and evaluate undergraduate engineering students’ metacognitive skills. This present paper reports on our development of a metacognitive indicator rubric for assessing students’ metacognitive processes and tracking their growth. Up to this point in the project we have created a six-module metacognitive intervention, piloted the intervention in a sophomore engineering course at a small private undergraduate-focused institution and translated the intervention to two more engineering education contexts including a first-year and upper-level engineering course each at different universities. Each module is made up of paired pre-class video, in-class activity, and post-class assignment elements. The videos provide a general view of metacognition situated within a STEM higher education context, while the in-class activities and post-class assignments are specialized for the particular context (e.g., problem solving, lab, or project based courses).

To develop a metacognitive indicator rubric, we analyzed student responses to the metacognitive module assignments collected during intervention pilot. We tested and refined the indicators using student data from subsequent implementations. Later we will work with instructors to ensure their utility and ease-of-use. In developing the indicator rubric, we first identified a question from each assignment that exemplified the main purpose of each module. Then all of the student responses from that question were pooled and ranked on a “low”, “medium”, or “high” level of metacognitive processing for that question. Since each module had a main topic, students responses with at least a mention of the topic were ranked as a “medium”. A “high” level answer related topics from the current module to ones they had seen before and made plans for implementing their new knowledge. A “low” level answer generally revealed that the student made little attempt to engage in the metacognition module. As such, the metacognitive indicator rubric serves as a translation of common student behavior to the formal elements of metaconition.

The metacognitive indicator rubric is designed to assist instructors in assessing how their students are engaging in the metacognition modules and in giving students specific and actionable feedback to improve their approaches to learning in their course. The rubric provides specific examples of student behavior in the students’ own words categorized by level and metacognitive dimension. As students progress through the modules, instructors will be able to track individual students’ metacognitive growth and target their feedback accordingly, praising progress and gently challenging less effective approaches to learning.

Authors
  1. Dr. Patrick Cunningham Rose-Hulman Institute of Technology [biography]

    Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham has been a PI/Co-PI on two NSF-funded grants and led Rose-Hulman's participation in the Consortium to Promote Reflection in Engineering Education (CPREE). He is also a regular contributor to the Improve with Metacognition blog. In May of 2018, Dr. Cunningham received the Rose-Hulman Board of Trustee's Outstanding Scholar Award for his research work. Dr. Cunningham teaches a range of courses across undergraduate levels with specialization in dynamic systems, measurement, and control. In his teaching he seeks to apply what he has learned from his research, spurring student reflection and metacognitive growth, so that they may become more skillful learners. Skillful learners are capable, independent, and adaptable thinkers who are able to succeed wherever their career paths lead. Dr. Cunningham has industry experience through 7 co-op experiences as an undergraduate student, 2 sponsored projects as a graduate student, and as a consultant after joining the faculty at Rose-Hulman. He holds B.S., M.S., and Ph.D. degrees in Mechanical Engineering from Purdue University and was an NSF Graduate Research Fellowship recipient.

  2. Dr. Holly M Matusovich Virginia Polytechnic Institute and State University [biography]

    Dr. Holly M. Matusovich is an Associate Professor in the Department of Engineering Education. She is current the Assistant Department Head for Undergraduate Programs and the former Assistant Department Head for Graduate Programs in Virginia Tech’s Department of Engineering Education. Dr. Matusovich is recognized for her research and practice related to graduate student mentoring. She won the Hokie Supervisor Spotlight Award in 2014, was nominated for a Graduate Advising Award in 2015, and won the 2018 Graduate Student Mentor Award for the College of Engineering. Dr. Matusovich has graduated 10 doctoral students since starting her research program in Spring 2009. Dr. Matusovich co-hosts the Dissertation Institute, a one-week workshop each summer funded by NSF, to help underrepresented students develop the skills and writing habits to complete doctorate degrees in engineering. Across all of her research avenues, Dr. Matusovich has been a PI/Co-PI on 12 funded research projects including the NSF CAREER Award with her share of funding be ingnearly $2.3 million. She has co-authored 2 book chapters, 21 journal publications and more than 70 conference papers. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty, an Outstanding Teacher Award and a Faculty Fellow Award. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science from the University of Connecticut and a Ph.D. in Engineering Education from Purdue University.

  3. Dr. Deirdre-Annaliese Nicole Hunter La Gran Familia De Gregory [biography]

    Dr. Deirdre Hunter is a lecturer at the Oshman Engineering Design Kitchen at Rice University. She develops and teaches courses in support of the engineering design minor. Her current research is in the areas of problem-based learning facilitation and teaching metacognition. Her research strengths include research design and implementation using qualitative methods. She has a Ph.D. in Engineering Education from Virginia Tech and a B.S. in Mechanical Engineering from Syracuse University

  4. Sarah Anne Blackowski Virginia Tech
  5. Dr. Sreyoshi Bhaduri McGraw Hill [biography]

    Dr. Sreyoshi Bhaduri leads Global People Research and Analytics at McGraw Hill- where she works on research leveraging employee data to generate data-driven insights for decisions impacting organizational Culture and Talent. Dr. Bhaduri has an interdisciplinary expertise with a Ph.D. in Engineering Education and Masters degrees in Statistics and Mechanical Engineering, from Virginia Tech. Her research interests include: women in technology, assessing the impact and effectiveness of inclusion and diversity initiatives within the tech industry as well as employing innovative, ethical and inclusive mixed-methods research approaches to uncovering insights about the 21st century workforce.

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