2026 ASEE Annual Conference & Exposition

This GIFTS paper describes the implementation of Metachron,a multi-stage self-directed learning project which helps first-year engineering students develop time management skills through structured time logging and reflection. First-year engineering students often struggle with time management, career planning, and generally transitioning into their new learning environments. These challenges can hinder academic success and professional development. To address these issues, staff at a co-op-based engineering program developed the Metachron activity to foster metacognition and improve time management through structured reflection and data analysis.

The primary objectives of Metachron are to enhance students’ ability to manage their time effectively, encourage metacognitive reflection about personal and professional priorities, and support career planning and transition to co-op. The project is grounded in research on self-directed learning and metacognition, which emphasizes the importance of reflection in developing lifelong learning skills. Industry feedback also highlights time management as a critical skill for engineering graduates.

Metachron is implemented in three phases across the semester. In the first phase, students attend a workshop (generally a few weeks into the semester) introducing the project and categorizing their academic and professional activities. After this workshop, students submit daily logs of time spent per category for one week. After data collection is complete, staff compile the data and provide each student a personalized report, along with cohort-wide trends. After these reports are sent out, a second workshop facilitates goal-setting based on the emergent insights. Students then meet with Learning Coaches to discuss their results and submit a written reflection addressing their priorities, alignment with time use, and strategies for improvement.

The full workshop, time logging, report, and workshop cycle is repeated in the final third of the semester. This repeated activity allows students to compare their progress and reassess their goals. The final workshop also includes a review of cohort data and individual outcomes, reinforcing the value of reflection and intentional time use.

Assessment methods include qualitative analysis of student reflections, advisor feedback, and pre/post surveys measuring perceived time management skills. Due to the nature of the quantitative data as a means for individual student reflection, primary validity and reliability issues include categorizing priorities and survey-timing. Validity considerations such as face validity are addressed through iterative design and student feedback. Placing the surveys at consistent intervals from mid-term and final exams also reduces issues due to relative within-semester workloads. Preliminary results suggest increased student awareness of time use and improved alignment with academic and career goals.

This paper will provide detailed implementation steps, sample materials, and assessment tools to support adoption at other institutions. Metachron offers a scalable, research-informed approach to fostering essential skills in first-year engineering students. Improving time management and reflective abilities of students transitioning into an engineering program eases the transition into the challenges of the degree path, and prepares students for subsequent success beyond academia.