Metacognition Awareness of one’s mental processes and the ability to regulate and control them.

1. Engineering Students for the 21st Century The Engineering Taxonomy A student who has mastered this level should be able to… Ability Analyzing: being able to extract meaning from a collection of information Understanding: being able to recall what you learn and define, explain or give examples to others Applying: using information to accomplish something concrete Designing: creating something new under constraints to achieve a near optimal outcome Facts The basic elements students must know to understand or solve problems in a discipline. Examples are facts, constants, terminology, standards • …explain the meaning of equations, engineering units, terms, and facts and/or a context in which they are used. • Examples of student abilities: • define technical terms • provide examples or explanations • state the context in which facts are valid • state units of variables or measurable quantities • …use correct terms, facts, and units when solving problems. • Examples of student abilities: • uses learned information to set up or solve engineering problems • correctly uses technical terms in explaining their work. • correctly uses units and constants to solve problems. • convert between different unit systems. • …manage unnecessary or conflicting information and/or explain the factual basis of a problem. • Examples of student abilities: • rejects unnecessary information in solving problems. • can resolve conflicting information. • identifies the factual basis of a problem when asked to do so • …tie together different information sources to make sound decisions with incomplete information when solving a problem. • Examples of student abilities: • able to make decisions based on conflicting or incomplete information • integrates new information with what they already know • draws from multiple information sources in solving a problem • organizes new information in a way that adds value Concepts The interrelationships among the basic elements within a larger structure that enable them to function together. Examples are concepts, theories, laws, and “Rules of thumb” • …explain a concept or interrelation between ideas correctly in their own words or through a drawing or example. • Examples of student abilities: • state how ideas are related through a drawing, description, or example • define concepts and the context in which they are used.b1gbootey • …use conceptual ideas in solving or framing a problem or express concepts through appropriate technical forms. • Examples of student abilities: • employ correct concepts to solve problems • state which concepts apply to a problem • express concepts through mathematical formulas • create sketches/diagrams/schematics/flowcharts to explain how parts are interrelated. • …make predictions or test theories using concepts and/or draw from multiple concepts to solve a problem. • Examples of student abilities: • make valid predictions based on conceptual understanding • disprove erroneous assertions using theories/concepts • transfer conceptual understanding to slightly different contexts • debug/analyze/talk through a problem from conceptual or theoretical understanding. • …draw from concepts in solving or checking problems, making design decisions, managing complex systems, or organizing information. • Examples of student abilities: • use multiple concepts to explain system behavior • identify when answers are wrong by using concepts (i.e. without performing a calculation) • apply concepts to emergent phenomena (not in realm of human experience) • explain complex systems using concepts • choose/eliminate a course of action based on conceptual understanding • describe relations between concepts Metacognition Awareness of one’s mental processes and the ability to regulate and control them. Examples include reflecting, agency, study habits, goal setting, choosing “the line of greatest advantage over the path of least resistance.” • …describe methods or habits to increase one’s effectiveness or achieve goals. • Examples of student abilities: • state effective study habits • describe their areas of ability and what area they need to develop • state their personal beliefs • describe effective ways to learn or develop new skills • outline both short-term and long-term goals • recognize uncertainty • recognize ethical dilemmas • state the concept of Pirsig’s “quality” • …practice effective methods or habits of mental self-regulation that increases their effectiveness. • Examples of student abilities: • reflect on what they learn or experience to place it in context of their own life • evaluate status of, and update personal goals • choose roles in project teams to maximize effectiveness or self-development • manage internal and external conflicts • learns from mistakes or set-backs • suggests improvements or perform better on subsequent iterations • …monitor the status of self, including level of knowledge, emotional state, and desires. • Examples of student abilities: • makes judgments based on objective rather than subjective data • analyze quality of own or other’s work • identify ethical dilemmas • recognize context and change behaviors to adapt • compare progress to plans; determine project or personal status • determine level of expertise on a given problem or knowledge domain • recognizes their biases • identify knowns and unknowns in projects or processes • …use self-knowledge to optimize personal effectiveness, adapt to changing environments, or meet personal goals. • Examples of student abilities: • select effective actions in uncertain situations • make choices/judgments based on knowledge of self and others • recognize, address, and compensate for others’ beliefs or abilities • effectively lead teams of diverse individuals • modifies beliefs or behaviors based on reflection • resolve ethical dilemmas • adapt to be effective in different cultures Research The process of exploring, understanding, or learning about a problem. Examples are researching, studying, reading, or Googling. • …explain a problem in their own words, find information needed to solve the problem, and determine what they need to know to solve the problem • Examples of student abilities: • explain the problem being solved • state facts, data, or concepts relevant to the problem • list methods and procedures of gathering information • state what is known and not known and distinguish between facts and opinions • find key information in a document • …find and use information needed to solve a problem from textbooks, on-line resources, databases, or other technical documentation. • Examples of student abilities: • extract needed information from documentation or other sources • find and/or apply a valid prior solution • record or sort information from knowledge or database • perform a search to find valid information from a variety of resources • …select and filter information that is useful in solving a problem. • Examples of student abilities: • create lists of keywords for literature search • accept correct and reject incorrect information • select optimal or useful papers, books, articles, or knowledge bases • cross reference information sources • make observations/calculations/tests to support or disprove research • … use the results of research to select a productive approach and implement a specific plan of action. • Examples of student abilities: • create a strategy for solving a problem based on research • adapt techniques or results from other’s work based on research • combine/summarize multiple information sources • select course of action based on research • …explain methods to break problems down into parts that can be solved and/or are manageable. • Examples of student abilities: • discuss methods to break problems down into component parts. • state content-appropriate solution methods and when to use them. • discuss procedures for solving problems of a given type. • explain how to read block or system diagrams including flowcharts. Decomposition Breaking a problem or system down into simpler or component parts to arrive at a solution. Examples are functional decomposition, solution procedures, or flowcharts • …break problems down into a series of solvable steps, or decompose simple systems into functional units. • Examples of student abilities: • match problems to solution methods • solve problems by breaking them down into steps • perform functional decomposition of simple systems • use appropriate solution methods to solve problems • …analyze problems, procedures, and/or systems to determine function or to debug/fix errors. • Examples of student abilities: • determine where a procedure or process to arrive at a solution fails • use block or system diagrams to debug or analyze simple systems or software • identify and prioritize likely causes of failure • determine system function from a block diagram • identify errors in their mental models • …find an optimal path to a solution under constraints or devise new solution methods; optimize systems of functional units. • Examples of student abilities: • choose among available solution procedures based on problem type or constraints • determine an optimal solution method or process to meet given constraints. • choose functional units that meet external constraints in designing systems • perform decomposition of complex systems • develop valid mental models of complex/emergent systems Model Learn about or explore a problem by using any valid quantitative/representational solution methods. Examples are modeling, calculating, computing, solving. representing mathematically, or diagramming. • …create and solve a mathematical model of a physical system and plot the behavior of the system either analytically or computationally. • Examples of student abilities: • correctly model “simple” physical systems to predict behavior quantitatively using a model • use a valid mental model. • solve models of several equations analytically or numerically • create accurate scale models or drawings • choose appropriate modeling tools or software packages • create flowcharts, pseudocode, or simple programs • base models/calculations on correct mathematical or scientific concepts. • …perform calculations which predict performance of a device or system and test/validate these predictions. • Examples of student abilities: • predict behavior using appropriate visualization/computational techniques • perform sensitivity analyses • distinguish critical aspects/variables of problem from noncritical aspects/variables • identify when a model or calculation returns valid or invalid results by: • comparing results to known concepts, facts, data. • validating the model • performing sensitivity analysis • performing dimensional analysis • …select from multiple approaches to model complex systems and optimize the performance of the model. • Examples of student abilities: • model “complex” physical systems to predict behavior quantitatively. • optimize code/model for specific needs. • compare multiple solutions and select the best approach • devise observations/calculations/tests to support or disprove research • …solve and/or graph models that can be reduced to one equation and identify the conditions under which the solution applies • Examples of student abilities: • correctly perform mathematical operations • relate variables to physical/measurable properties • distinguish between different modeling methods • graph functions or data in an appropriate format or style • describe relations between elements of model/calculation • state limitations of models • identify symbols used in engineering drawings • state common analogies or mental models Implement The process of going from ideas, models, or concepts to physical realization. Examples are implementing, building, fabricating, programming • … explain how to turn a design represented by engineering drawings or diagrams into an actual physical object. • Examples of student abilities: • Identify and describe the purpose of tools/instruments • “read” a block or system diagram • explain possible fabrication techniques • explain project specifications • explain advantages/disadvantages of a fabrication method • “read” schematic diagrams • …build a simple device or circuit using appropriate tools and techniques • Examples of student abilities: • create a prototype or mock-up from a schematic diagram • use tools/instruments to fabricate a working device • build simple devices/circuits. A simple circuit is one that performs one function such as an amplifier, i.e. a single block in a block diagram. • create a system from functional subsystems or modules • …select between different fabrication techniques and select appropriate parts or materials under given project constraints. • Examples of student abilities: • determine if fabrication technique will enable result to meet specifications • create a solution or system under given constraints • revise technique in moving from prototyping to manufacturing, when appropriate • select appropriate parts/materials • …construct a device with multiple, interconnected systems in an efficient, affordable way to external constraints. • Examples of student abilities: • make correct choices in building a device based on objective data • use novel or unfamiliar tools, materials, or components. • optimize time/cost or improve a product • construct “complex” systems • modify a product or process to meet changing needs or specific external criteria • reject approaches that prohibit fabricated devices from meeting specifications Measure Determining how well a system or device functions by performing measurements. Examples are measuring, testing, or debugging • …identify the correct measurement instruments for a task and the protocol for taking the measurement. • Examples of student abilities: • relate measured data to the physical behavior measured • state what is being measured, what will be measured (units), and why it is being measured • explain measurement protocols and procedures. • state limitations (bounds) of measurement technique or instrument • describe various methods to record/archive data • state the use and function of test and measurement instruments • …take valid measurements using instruments and record the data. • Examples of student abilities: • correctly follow a measurement protocol • measure specific values from a circuit or device using appropriate instruments • record/archive data appropriately • perform correct measurements from a class of instruments they are familiar with (rather than a specific instrument) • …analyze measurement data to determine if a device is functioning to specification. • Examples of student abilities: • use measured data to determine if a device or circuit is operating correctly. • select the best instrument or setting to perform a given measurement or test • determine the accuracy of measurements and state confounding factors or uncertainties • analyze and present measurement data in appropriate formats • … perform measurements and interpret data to inform design decisions and determine if work meets specifications. • Examples of student abilities: • create a measurement system or instrument for a specific purpose • make decisions using measured data • reject data based on valid, self-defined criteria • create a data collection protocol • interpret biases of a measurement • combine multiple techniques or instruments to perform a measurement • create a test or validation procedure for a circuit or device. • write project specifications • extrapolate/transfer laboratory measurements to real world scenario Communicate Expressing the results of engineering work so that others can understand, reproduce, and improve it. Examples include communicating, reporting, presenting, meeting, or teaching • …identify appropriate formats for communicating technical information and appropriate styles and information. • Examples of student abilities: • use an appropriate format for documentation/paper/report • use correct style for technical documentation • use correct spelling, grammar, and pronunciation • state the key points they are trying to communicate • state rules for citing others’ work (plagiarism) • describe to act in a meeting • correctly answer technical questions over their work • …communicate technical work and present evidence at a level their audience can understand either in writing, through oral presentation, or at a meeting. • Examples of student abilities: • technically documents their own engineering work • present the results of engineering work at an audience-appropriate level • includes evidence in the form of tables, charts, or graphs • actively participate in productive meetings • effectively fulfill a role on a team • outline or draft written reports • cite others’ work correctly • …edit their own work or that of others for style and content for a particular audience. • Examples of student abilities: • able to proofread or critique others or own work • selects information and style of communication appropriate to audience/situation • selectively limits the information content in a report or presentation. • responds to audience questions at an appropriate technical level • makes fair critiques of team member performance • adapts own behavior to needs of team • …produce or combine others’ work to create a well-reasoned, data-driven argument or presentation. • Examples of student abilities: • changes format/content to match context/audience • create a coherent report by managing integrating the work of multiple individuals • defend/promote a technical position, argue based on technical merits, present proofs. • devise new and effective ways to present technical data • be an effective team leader • judge others’ level of understanding from their documentation/reports Thinking (Internal) The Engineering Design Spiral Compared to many disciplines, engineering is highly procedure oriented. While engineering work is often separated into engineering analysis (problem decomposition) and engineering design (solution construction), analysis is a vital aspect of design. The engineering design process is represented as a spiral, rather than the more common circle. The spiral is chosen for two reasons. First, since as design projects iteratively proceed to a conclusion, the time between steps and the scope of each step tends to decrease. Second, as engineers develop from novice into expert designers, they transition more rapidly and easily between procedural domains. • Engineering Taxonomy Definitions • A Simple System can be broken into mainly non-interacting parts, components, or sub-systems such that if each is independently designed to given specifications they can be connected to form a functional whole. • A Complex System is composed of interconnected parts that as a whole exhibit one or more properties (i.e. a behavior among the possible properties) that is not obvious from the observing the properties of the individual parts. • A Simple Problem has a convergent path to solution and all the quantities needed to solve the problem are defined- none need to be derived. A simple problem can be solved without significant rearrangement, insight, or derivation. • A Complex Problem is one that first requires the solution of several simple problems, or that requires the use of both analytic and computational techniques. A complex problem requires assumption, revision, simplification, or elimination of given information to obtain a solution. • A Fact is information of any type that can be stated and the statement ‘s truth can be (in theory) confirmed or denied; facts tend to be objective. • A Conceptis a mental model or picture used to simplify or understand nature. Mental representations depends on an individual’s experience, thus concepts tend to be subjective. Concepts include valid analogies and generalizations; or mental/verbal/diagrammatic representations of a process or theory. Research Decompose Measure Implement Research Decompose The spiral at right shows how the procedural domains of the engineering taxonomy are mapped onto a six-step engineering design process. Two axes define an “action space” distinguishing between internal and external actions, and a focus on either past or future actions. Decompose Research Communicate Model Communicate Planning (Future) Reflecting (Past) Model Model Measure Implement Implement Measure Doing (External)