June 15, 2019
June 15, 2019
June 19, 2019
Minorities in Engineering
Typically college STEM instructors implicitly expect a level of meta-cognition, emotional resiliency, and general student readiness that largely exceeds any training or preparation students receive in K-12. Not meeting such expectations is perhaps a more significant barrier to student success than deficits in subject-based knowledge. This paper discusses initiatives at Sitting Bull College that seek, without substantial curricular change, to enhance student meta-cognition and emotional intelligence through the use of contextualized & project-based learning in a cohort model that incorporates specific skills training (such as Motivational Interviewing) for both students and instructors.
Mattes, J., & Pieri, R. V., & Allard, A. J., & Parker, M. M., & Vallie, A., & Allery, T. A., & Nelson, L., & Haefner, K. (2019, June), Board 105: Work-in-Process:Cultivating Meta-cognitive Skills and Emotional Intelligence in First-Year Curricula Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32175
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