APPLYING METACOGNITIVE STRATEGIES TO TEACHING ENGINEERING INNOVATION, DESIGN, AND LEADERSHIP

Abstract

Abstract – To encourage innovation and positive team behavior, a bonus innovation assignment is included at the start of the introductory design course. Students are encouraged to choose from a reading list and insert themselves in the material to explore how leadership, creativity, and innovation might impact their design team experience. Students are then introduced to CATME and asked to evaluate themselves and their team members on a monthly basis as they work on lab assignments and project work in a cooperative learning environment. Capstone and introductory design students assess their individual skills relative to the Canadian Engineering Accreditation Board (CEAB) graduate attributes (GA) pre and post course, including teamwork skills. In addition, capstone student design teams use reflection to self-assess team function based on their perceived attainment of team level, and confidence in their ability to perform categorized skills related to team performance, technical performance, planning and logistics performance. The goals of these changes are to provide a collaborative framework for students to construct activities to learn and develop innovation, team, and leadership skills. This report focuses on the structure of the cooperative learning framework and the development of five cooperative learning criteria: positive interdependence, individual accountability, face-to-face interaction, appropriate use of interpersonal skills, and regular assessment of group functioning. Assignment effectiveness is demonstrated.