Research in Engineering Education Symposium 2011 - rees2009

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environments they tend to adapt in ways consistent with becoming more self-regulated.
Future work includes comparison of two more traditional pedagogical conditions to
understand if students report a different constellation of self-regulation behaviours as
well as comparing all four conditions.
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Acknowledgements
This work was supported in part by a grant from the National Science Foundation (EEC-
0835901, EEC-0835889, EEC-0835911, and EEC-0835884). All opinions expressed are
those of the authors and not necessarily those of the National Science Foundation.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011