Metacognition plays a key role in the development of an effective, reflective engineering student who is learning to solve ill-structured problems. While we have developed an intervention to engage students in their metacognitive development within existing courses, it is equally important to consider instructors' perspectives. This work-in-progress presents the results of our analysis of 14 instructor semi-structured interview responses regarding implementation issues, instructor value for the intervention, and potential implications of adapting such an intervention. Our initial analysis indicates that instructors in our sample feel confident that they can teach students about metacognition, but that they still desire secondary supports. Ease of implementation is important so that instructors do not feel they are choosing between regular course content and students' metacognitive development. Instructors valued the ability to “diagnose” where students may have gaps in their metacognitive practice and felt that it was important to have a compelling message, perhaps from peers, to communicate the value of metacognition.
['Sarah A. Williams', 'John Ray Morelock', 'Holly M. Matusovich', 'Patrick Cunningham']
Lessons in transfer: Better understanding of engineering students' metacognitive development