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Thirty-three junior and senior engineering students working on Rowan Engineering Clinics projects were assigned to four groups with different levels of learning-pattern and writing support. 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|\n|  |  |  |  |  |\n\nSPRING 2009  \nThe Impact of Structured Writing and Developing Awareness of Learning Preferences on the Performance and Attitudes of Engineering Teams  \nKevin Dahm, James newell, and heiDi newell Department of Chemical engineering  \nRowan University Glassboro, nJ 08028  \nRobeRta haRvey Department of writing arts Rowan University Glassboro, nJ 08028  \nAbStRAct  \nThis paper discusses efforts to develop metacognition in teams of engineering students by: first, exploring personal learning patterns, and second, ongoing biweekly journaling exercises. Thirtythree junior and senior engineering students (30 chemical engineer, one each from mechanical, civil and electrical) working on semester-long projects in the Rowan Engineering Clinics were broken into four groups. Members of the first determined their learning patterns by taking the Learning Connections Inventory (LCI) then met with faculty advisors to discuss their patterns and those of their teammates. The second group performed structured writing assignments focusing on team dynamics and logistical barriers to success. The third received both LCI instruction and the writing assignments, while the fourth received neither. Students who received instruction on their own learning patterns as well as those of their teammates performed better on semesterlong team projects and reported a significant improvement in their attitude towards teaming skills. Structured writing assignments focusing on team dynamics also seemed to benefit performance, but were less popular with the students.  \nKeywords: learning connections inventory (lCi), teaming, team dynamics, metacognition, writing  \nINtRoductIoN  \nthe term “metacognition” describes a learning process in which the learner is conscious of how he/she learns [1] . a metacognitive learner is one who understands how he/she learns and consciously  \nSPRING 2009 1  \nadvanCES In EngInEERIng EduCaTIon  \nThe Impact of Structured Writing and developing awareness of Learning  \n Preferences on the Performance and attitudes of Engineering Teams  \nuses this knowledge to facilitate learning [2,3] . the value of instilling metacognition in students has long been recognized; a 1984 study Group on the Conditions of excellence in american higher education, for example, stated:  \nthere is now a good deal of research evidence to suggest that the more time and effort students invest in the learning process and the more intensely they engage in their own education, the greater will be their satisfaction with their educational experiences, their persistence in college, and the more likely they are to continue their learning [4] .  \nthis paper explores methods of instilling metacognition in engineering students in a team-based, project [setting. it](setting. it) builds upon a pilot study published in Chemical Engineering Education in 2004 [5] .  \nLet Me Learn®  \nthe let me learn (lml) process is a comprehensive strategy for building metacognitive practice in students. it was developed by Dr. Christine Johnston and is described in detail in her 1998 book  \n[6] . the process begins by having students take the learning Connections inventory (lCi), a selfreport instrument that characterizes a student’s combination of learning preferences with respect to four distinct (discrete) learning patterns. studies validating the lCi as an instrument are summarizedon the lml web site at [http://www.letmelearn.org](http://www.letmelearn.org) [7] . the four patterns are: sequence, precision, technical reasoning, and confluence.  \nl Sequence refers to organization, structure, and step-by-step directions. individuals who use this pattern tend to be well organized and meet deadlines reliably, but may be intimidated by open-ended projects.  \nl Precision refers to needing detail, specifics, and information. individuals who use this pattern tend to take extensive notes, spea","cbCaivGSno1vZWrG","https://ap.wps.com/l/cbCaivGSno1vZWrG","pdf",893404,17,"English","# Abstract\n# Introduction\n# Let Me Learn®","[{\"question\":\"How does the paper define metacognition in engineering learning?\",\"answer\":\"Metacognition is described as a learning process in which learners are conscious of how they learn and use that knowledge to facilitate learning.\"},{\"question\":\"What interventions were compared across the four student groups?\",\"answer\":\"The study compares students who only determine learning patterns via the Learning Connections Inventory, students who complete structured writing assignments, students who receive both, and students who receive neither.\"},{\"question\":\"What outcomes improved for students receiving learning-pattern instruction and structured writing?\",\"answer\":\"Students who received instruction on their own learning patterns and those of teammates performed better on semester-long team projects and reported a significant improvement in their attitudes toward teaming skills.\"}]","The Impact of Structured Writing and Developing Awareness of Learning Preferences on the Performance and Attitudes of Engineering Teams | PDF",1792065595,43]