Computational Science and Engineering (CS&E) is a relatively new discipline for which no consensus exists on how classes should best be taught. Many CS&E courses are compressed add-ons to existing programs and, consequently, must cover a breadth of topics encompassing modules from mathematics, statistics, computer science, and application disciplines. Additionally, these courses would benefit from embedded 21st century skills, including problem-solving, critical thinking, and lifelong learning behaviors, but such skills are often neglected in course design even though the education and workforce literature are clear about their importance for future careers. The breadth and complexity in course design necessary to incorporate all of these components create a challenge for instructors and students. In this interpretive study, we investigate student experiences and perceived outcomes in a technology-mediated graduate-level CS&E course designed to address the difficulties associated with this wide range of disciplinary topics and professional skills. Our course design is based on reflective practice and principles of metacognition, and applies elements such as a flipped classroom, student journals, and reflective writing exercises; these design goals directly support students' metacognition and foster self-regulated learning behaviors that, in turn, develop critical thinking and problem-solving abilities. We evaluate this design using student reflective writing and surveys. Results indicate reflective writing activities in course design helped develop students' metacognitive awareness, self-regulated learning behaviors, problem -solving, and critical thinking skills. This course design can serve as a template for others teaching technology -mediated courses in CS&E and related areas, and aiming to develop students' 21st century professional skills.
