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Publication Date
2025-5
Document Type
Honors Project
Keywords
learning sciences, engineering, education, reflection, metacognition, homework, educational design
Abstract
Supporting students in developing strong metacognitive skills is a critical goal in engineering education. These skills not only enhance academic performance but also contribute to students' ability to navigate complex, real-world problems. In the Picker Engineering Program, a unique homework protocol has been introduced and widely practiced over time, with the aim of fostering these abilities through structured reflection and intentional practice. This study explores how the current protocol is implemented and perceived by both students and faculty, and examines its effectiveness in promoting metacognitive development. Key findings include the effectiveness of the current protocol in scaffolding metacognitive skills, the overall positive view of the protocol, and the issues that both faculty and students noted. By combining qualitative insights from interviews with broader survey data, this research provides a deeper understanding of the protocol’s impact and identifies opportunities for refinement and future implementation.
Rights
©2025 Elizabeth Rennert. Access limited to the Smith College community and other researchers while on campus. Smith College community members also may access from off-campus using a Smith College log-in. Other off-campus researchers may request a copy through Interlibrary Loan for personal use.
Language
English
Recommended Citation
Rennert, Elizabeth, "Reflective Pedagogy in Engineering Education: Uncovering Reflective Practices in the Picker Engineering Program" (2025). Honors Project, Smith College, Northampton, MA.
https://scholarworks.smith.edu/theses/2769
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Comments
68 pages. Includes bibliographical references (page 68).