2026 ASEE Annual Conference & Exposition

Supporting mechanical engineering freshman students in developing a strong sense of purpose and direction is critical to their academic success and professional growth. This complete research aimed to foster metacognition development by integrating an industry speaker series into the undergraduate curriculum in the School of Mechanical and Materials Engineering (MME). Metacognition is generally defined as thinking about one’s own thinking, which is an essential skill to develop as an engineering student. The mechanical engineering discipline requires problem-solving, continuous learning, creativity, and self-improvement skills – to name a few. Metacognition development enables students to become better learners, which is critical to becoming a successful student and a successful engineer.

The motivation for starting this speaker series and this study came from an analysis of student exit interviews and surveys, internship data, and our team’s experience with distressed students. Each semester, MME conducts exit interviews and surveys with graduating students to gather their views and experiences with the MME program as part of the MME curriculum assessment process. In these exit interviews and surveys, many voiced a desire to connect academic learning with industry expectations, professional practices, and career opportunities. Additionally, it was found that students begin their professional development process too late to fully optimize their potential for a successful transition to professional life after graduation. There is also a growing concern raised by alumni and employers about students’ readiness for real-world engineering challenges and career pathways. To address these issues, the MME Industry speaker series has been introduced for seven semesters since the Fall semester of 2022.

The industry series invites one external speaker every week for a 50-minute presentation delivered either in-person or remotely. The speakers are experienced engineers from different sectors who share their professional journeys, offer advice on academic success, and transition to a professional career. Most of these speakers are mechanical engineers. This series aims to bridge the gap between academic learning and industry realities. It helps students build context for their studies, foster career awareness from the outset, and inspire them to engage more deeply with their discipline by exposing them to the types of projects they could encounter in the workplace. This study also helps students learn about the importance of networking. Networking often leads to internships, mentorship, and job offers. Understanding the implementation of classroom concepts in real-world settings motivates them to do better in their academic journey. Hearing personal stories and career journeys from speakers can motivate students and increase their sense of purpose and belonging in the engineering field. Discussions often highlight essential soft skills—such as communication, teamwork, and adaptability—that are critical for success but not always emphasized in early coursework. Early engagement with industry can help students feel more confident in their choice of major, potentially improving retention and academic performance.

To assess the effectiveness of this initiative, pre- and post-surveys were conducted among freshman students and graduating seniors. Analysis of those survey data captured the positive impact of this initiative, such as (1) Improved communication skills with industry professionals, (2) Improved understanding of industry expectations, (3) Improved awareness of diverse mechanical engineering career paths, (4) Enhanced motivation to pursue internships and experiential learning opportunities. (5) Growth in metacognitive skills, including self-reflection, goal-setting, and strategic thinking.

Through this MME industry speaker series, metacognition development is achieved by encouraging students to reflect on their learning, career goals, and personal growth. By hearing how professionals navigate their own paths, students begin to think critically about their strengths, interests, and strategies for success—fostering self-awareness and intentional learning. We will continue collecting data and feedback about the speaker series, making it a catalyst for deeper engagement, improved academic performance, and a more purposeful transition from student to engineer.