Version 1.00 UTEP -- SUN CONFERENCE: “TEACHING AND LEARNING EXPERIENTIALLY” Metacognitive Experiential Learning Development of the Learning Self

RESEARCH FOCUS: “Enable the best use of CREATE talent and resources to positively impact Engineering Education and Leadership research and graduate offerings.”  MEGACOGNITIVE PROCESSES  THE 21 ST CENTURY LEADERSHIP ENGINEER  TEACHING CHALLENGES  EXPERIENTIAL LEARNING STRATEGIES  “Business Start-Up” Deliverables  DUET Business Module Presentations  PRELIMINARY RESULTS  NEXT STEPS  Q&A

WHAT IS METACOGNITION? What Is Metacognition? Metacognition refers to awareness of one’s own knowledge—what one does and doesn’t know—and one’s ability to understand, control, and manipulate one’s cognitive processes (Meichenbaum, 1985). Metacognition is one’s ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one’s approach as needed. It helps learners choose the right cognitive tool for the task and plays a critical role in successful learning.

WHAT ARE THE KEY ELEMENTS OF METACOGNITION? Metacognitive Knowledge Vs. Metacognitive Regulation (Flavell, 1979, 1987; Schraw & Dennison, 1994). Metacognitive Knowledge Elements: Person variables: What one recognizes about his or her strengths and weaknesses in learning and processing information. Task variables: What one knows or can figure out about the nature of a task and the processing demands required to complete the task Strategy variables: The strategies a person has “at the ready” to apply in a flexible way to successfully accomplish a task

RECOMMENDED INSTRUCTIONAL STRATEGIES? Fogarty (1994) suggests that Metacognition is a process that spans three distinct phases, and that, to be successful thinkers, students must do the following: 1.Develop a plan before approaching a learning task, such as reading for comprehension or solving a math problem. 2.Monitor their understanding; use “fix-up” strategies when meaning breaks down. 3.Evaluate their thinking after completing the task.

WE NEED….  Engineers Ready To Lead  Engineers Ready To Ideate and Innovate  Engineers Ready With A Business Acumen  Engineers Ready To Unleash Their Entrepreneurial Spirit  Engineers Ready To Communicate  Engineers Ready For Life-Long Learning  Engineers Adaptable To a Fast- Changing World

 How To Get Students Comfortable With Ambiguity?  How To Build Student Ownership To Their Education?  How To Refrain From Settling For A Minimalist Attitude?  How To Balance Technical Mindsets & Business Acumen?  How To Bring the “Real World” Into Their College Learning Experiences?  How To Learn From Failures To Taste Success?  How To Unleash Their Entrepreneurial Capacity?

BUSINESS ACUMEN PROFILE COURSE FOCUS / MODULES COURSE PATHWAYS COURSE COMPONENTS STUDENT OUTCOMES/ DELIVERABLES VALUE MANAGEMENT STRATEGIC MANAGEMENT OPPORTUNITY MANAGEMENT TALENT MANAGEMENT QUALITY MANAGEMENT RESOURCE MANAGEMENT RISK MANAGEMENT OPPORTUNITY/ INNOVATION JOURNALING / INQUIRY/ REFLECTION ORGANIZATION TALENT / TOOLKIT LEADERSHIP “Crystallizing Your Innovation” “Kickstarting Your Startup” “Building Your Business Acumen” “Developing As A Leader” DESIGN CYCLE PROTOTYPE BUSINESS CANVAS BUSINESS CASE (LSP) GUEST CONSULTANTS STARTUP STRUCTURE PLAYERS PEOPLE MGT. ST/SP TOOLKIT PROFILE DUET PRESENTATIONS CRITICAL INQUIRY. GLOSSARY READING LIST PROF. PRACTICE NETWORKING SELF-ASSESSMENT TOOLS GUEST CONSULTANTS PRODUCT / SERVICE INNOVATIVE DESIGN FORMAL BUSINESS CANVAS MARKET PROFILE PEOPLE PERSONAS STARTUP ORGANIZATION STRATEGIC PLAN COMPETENCY PROFILE STUDENT TOOLKIT PORTFOLIO SELF- ASSESSMENTS P3 PLAN EXPANDED MENTOR NETWORK JOURNAL GLOSSARY EEL 3304 – “Engineering Functional Value” COURSE FRAMEWORK GM – January 2016 : Version 1.10

DUET BUSINESS ACUMEN PRESENTATIONS PURPOSE: Develop ELEAD students as teachers Develop presentation and communication skills Lead group discussion Develop an critical inquiry mindset Research like a graduate student Work with new players not on design team Develop a business acumen mindset FORMAT: Two ELEAD students lead a group discussion on an assigned topic TWICE IN A SEMESTER with focus on critical inquiry, key concepts, issues and key terms. ELEAD peer students engage in the dialogue and document their experience via a CRITICAL INQUIRY TEMPLATE Faculty may supplement the dialogue with additional material and additional critical inquiry. Duet presenters select “best critical inquiry” peer student for extra credit!

ASSESSMENT COMPONENTS… Grading ComponentContent% CLASS ASSIGNMENTS  In classroom assignment and activities  Checkpoints  Team assessments  Team engagement 30% JOURNALING  Critical Inquiry Templates  Glossary  Self Assessments 10% STARTUP DELIVERABLES a)Design Review(s) b)Business Canvas Review c)Strategic Planning Review a)15% b)10% c)10% FINAL PRESENTATION TO SHARKS  Presentation Content  Presentation Context  “Shark Feedback” 20% FACULTY ASSESSMENT  Engagement  Creativity  Critical thought 5% EXTRA CREDIT  Faculty Discretion Up to 5%

PRELIMINARY RESULTS ?  2 Of 4 Teams Have Formalized Their Legal Companies  Students As Teachers Make Better Learners  Unstructured DUET Presentations Have Produced More Creative, Innovative Ways To Present Business Tenets  Duet Topics Facilitate Richer Discourse With Outside Visitors  Students Love to Perform In A Low-Risk Environment  Peer Accountability Is Growing and Civil  “B + C” Students Are Emerging As Leaders  EVERY Student Will Engage In At Least 6 Formal Presentations In The Semester (Peers, Faculty, Visiting Engineers, Entrepreneurs, and Sharks)  Situational Leadership Opportunities in Teams and Groups Are Building New Competencies  Students Are Focused on Deliverables – Not Exams!

NEXT STEPS?  Have pre- and post student evaluation model in place to analyze impact and value  Plan course refinements during the summer with student engagement  Course results will influence Senior Design Course content/ context their senior year  Working with industry to validate business and engineering competency student profile  Students update their e-portfolio with course deliverables and new competencies QUESTIONS / COMMENTS?