Enhancing Engineering Students' Problem-Solving through Metacognition and Self-Regulation

Problem-solving in engineering is widely recognized as one of the most challenging skills to teach and learn. Success relies heavily on students’ understanding of the problem-solving task (metacognitive knowledge about tasks) and their ability to self-regulate through monitoring and evaluation strategies. This interactive workshop draws on research with undergraduate engineering and mathematics students, which identified seven distinct learning episodes that illustrate the interplay between task understanding, self-regulation, and performance. The workshop consists of two complementary parts. The first part, “Understanding the Problem-Solving Task,” invites participants to explore these seven learning episodes, reflect on student approaches, and identify instructional strategies tailored to each scenario. The second part, “Designing Instructional Strategies for Adaptive Problem- Solving,” focuses on hands-on application, engaging attendees in activities and case discussions to develop and refine instructional practices that enhance metacognitive awareness and self-regulation. Participants will leave with both a research-informed conceptual framework and practical tools.

When

Friday, November 21, 2025 | 12:30 pm - 1:30 pm

Where

Engineering Building
   Room: ENGR 108

Event Type

Conference/Seminar

Department

Engineering Education

Target Audience

Students,Faculty

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Information/Cost

Seminar for Faculty and Graduate Students

Event Contact

Name: Christopher Fox
Phone: 435-797-3022
Email: c.fox@usu.edu

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