2026 ASEE Annual Conference & Exposition

Metacognitive Development Through Structured Reflection: A Case Study in Biological and Agricultural Engineering

Presented at Experiential Learning & Student Development in Biological and Agricultural Engineering Division (BAE)

Developing students’ metacognitive regulation and effective use of learning strategies is central to supporting adaptive learning in engineering education. This qualitative single-case study examined one undergraduate engineering student’s metacognitive regulation and use of learning strategies across four semesters that incorporated structured written reflection. The student’s 19 reflections were deductively coded at the element level of the three metacognitive regulation dimensions: Monitoring, Evaluating, and Planning. The students’ texts for each element were classified for level of detail (None, Vague, or Sufficiently Detailed), and each dimension assigned an overall proficiency level. In parallel, the student’s knowledge and use of learning strategies, as communicated through their reflections and pre-post surveys, were analyzed. Results indicated overall movement from Emerging toward Developing and, in some cases, Proficient engagement across the three dimensions, though growth was uneven across semesters. Improvements were most evident in elements that required concrete descriptions, while elements requiring abstract thinking remained more inconsistently articulated. The student’s level of detail was lowest for Planning. Across semesters, growth in knowledge of learning strategies reflected increased frequency of Consolidating-Surface and Acquiring-Deep strategies. These findings suggest that sustained instructional support plays a critical role in developing metacognitive regulation. Instructors should continue supporting students with clear feedback and instructions from the reflection activities, especially for elements that require sensemaking.

Authors

Ms. Irene Magara http://orcid.org/0009-0003-6038-3533 University of Nebraska - Lincoln [biography]

Irene Magara is a third-year PhD student in Engineering with a Specialization in Engineering Education Research at the University of Nebraska–Lincoln. Originally from Uganda, East Africa, she has twelve years of experience as an engineering educator. Irene is actively engaged in leadership initiatives within IEEE, the Society of Women Engineers (SWE), and the Engineering Education Research Network (EERN) for Africa, focusing on enhancing engineering education through career guidance and mentorship of young women in STEM. Her research interests include engineering faculty decision-making and well-being, the design and evaluation of student assessments, engineering ethics education and practice, experiential learning in the classroom, and professional skills development among engineering students. Irene is passionate about increasing female representation in STEM and envisions a world where every student, regardless of background, feels empowered to pursue and thrive in a STEM career.
Prof. Heidi A. Diefes-Dux http://orcid.org/0000-0003-3635-1825 University of Nebraska - Lincoln [biography]

Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln (UNL). She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. Her current role in the College of Engineering at UNL is to lead the disciplinary-based education research initiative, growing the research enterprise and the engineering education research graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.
Dr. Grace Panther University of Nebraska - Lincoln [biography]

Dr. Grace Panther is an Associate Professor in the Department of Civil and Environmental Engineering at the University of Nebraska – Lincoln where she conducts discipline-based education research. Her research interests include faculty change, 3D spatial visualization, gender inclusive teamwork, and studying authentic engineering practice. Dr. Panther was awarded an NSF CAREER award in 2024. Dr. Panther has experience conducting workshops at engineering education conferences both nationally and internationally, has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments, and serves on the Australasian Journal of Engineering Education advisory committee. Dr. Panther received both her Ph.D. and M.S. in Environmental Engineering from Oregon State University.
Dr. Logan Andrew Perry http://orcid.org/0000-0003-1558-2579 University of Nebraska - Lincoln [biography]

Dr. Perry is an Assistant Professor of Engineering Education in the Department of Civil & Environmental Engineering at the University of Nebraska–Lincoln. His work contains a unique blend of engineering education and civil engineering projects. Dr. Perry’s current work centers on understanding how engineers become prepared for professional practice and how engineering education can better support that process. Through his work, Dr. Perry aims to bridge the gap between education and practice by aligning educational experiences with the evolving demands of the engineering profession.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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