Ghanat, S., & Garner, D., & Wittman, T., & Hefner, M. K., & Ragan, D., & Le-Vasicek, T., & Bierman, E., & Adair-Hudson, B. (2022, August), Assessing Students’ Metacognitive Skills in a Summer Undergraduate Research Program  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41250

\bibitem{asee_peer_41250}
  Ghanat, S., \& Garner, D., \& Wittman, T., \& Hefner, M. K., \& Ragan, D., \& Le-Vasicek, T., \& Bierman, E., \& Adair-Hudson, B. (2022, August), \emph{Assessing Students’ Metacognitive Skills in a Summer Undergraduate Research Program}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41250

Simon Ghanat, Dena Garner, Todd Wittman, M. Kristen Hefner, Deirdre Ragan, Thad Le-Vasicek, Emily Bierman, and Blakely Adair-Hudson.  "Assessing Students’ Metacognitive Skills in a Summer Undergraduate Research Program".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41250 Internet.  15 Dec, 2024

\bibitem{asee_peer_41250}
  Simon Ghanat, Dena Garner, Todd Wittman, M. Kristen Hefner, Deirdre Ragan, Thad Le-Vasicek, Emily Bierman, and Blakely Adair-Hudson.
  "Assessing Students’ Metacognitive Skills in a Summer Undergraduate Research Program".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41250 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_41250
author = "Simon Ghanat, Dena Garner, Todd Wittman, M. Kristen Hefner, Deirdre Ragan, Thad Le-Vasicek, Emily Bierman, and Blakely Adair-Hudson"
title = "Assessing Students’ Metacognitive Skills in a Summer Undergraduate Research Program"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41250}
number = {10.18260/1-2--41250}
}

TY  - CPAPER
AB  - Undergraduate research experiences are cited to improve soft skills that include oral and written communication skills, leadership, problem solving, and teamwork. Additionally, literature cites increases in critical thinking skills and retention in the field of discipline, with the latter aspect attributed to the rigorous and ongoing mentoring that occurs between student and faculty in the context of these experiences. Our summer undergraduate research program integrates the faculty/student mentoring component with a specific assessment practice that occurs at the onset, mid-point, and the final phase of the experience. This assessment, called the EvaluateUR, requires both the faculty and the student to assess the student’s various metacognitive skills and integrates required discussions of those assessments between the faculty and student. The outcomes of our study found that on average, students rate themselves higher in their abilities at the onset of the experience compared to how faculty rate them. However, by the end of the program the student and faculty responses were more equivalent. In all aspects scored, both the faculty and the students perceived students improved from initial to post assessment, with the greatest gains in areas related to research abilities, knowledge/content within their respective discipline, critical thinking, and flexibility. This study will discuss the scope of the student projects, results and analyses of the students’ growth, faculty’s assessment of student growth, and correlations between those scores across the span of the experience.
AU  - Simon Ghanat
AU  - Dena Garner
AU  - Todd Wittman
AU  - M. Kristen Hefner
AU  - Deirdre Ragan
AU  - Thad Le-Vasicek
AU  - Emily Bierman
AU  - Blakely Adair-Hudson
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Assessing Students’ Metacognitive Skills in a Summer Undergraduate Research Program
UR  - https://peer.asee.org/41250
DO  - 10.18260/1-2--41250
ER  -