Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
NSF Grantees Poster Session
In STEM education, much attention has been paid to the roles of instructors, pedagogy, and curriculum in student learning, with less attention paid to the role of student characteristics. Yet students' own beliefs, choices, practices, and behaviors can affect their academic outcomes. Applying research on learning from education and the social and behavioral sciences is only now taking hold in undergraduate engineering education, one of five major shifts in engineering education over the past 100 years. In addition, engineering education to date has not drawn widely on the existing research on metacognition— monitoring, understanding, and controlling thoughts that can lead to more productive behavior and practices. In 2016, our multi-disciplinary team of researchers at New Mexico State University (NMSU) embarked on a study of metacognition and “learning how to learn” among Engineering students. Preliminary data indicated that 75% of Freshmen, 50% of Sophomores, and 35% of Juniors do not routinely adopt effective study strategies. Preliminary analysis of data reveals a letter grade lower achievement of those who did not adopt effective study strategies. Our NSF-funded research project focuses on Freshman students, many from underrepresented groups, in NMSU’s innovative 1st-year “engineering experience” program. We are developing minimally-intrusive interventions, involving a workshop, handouts, and reflective writing, designed to improve students’ metacognitive awareness (their ability to monitor and control their own learning) and knowledge of effective study strategies, and thereby their learning both within and outside the classroom. We will present pretest and posttest results for students who did receive the metacognitive awareness and study strategy intervention versus those who did not.
Dawood, M., & Trujillo, K., & Wojahn, P., & Guynn, M. J., & Rangel, L. M., & Mahbub, S. M. Y. (2018, June), Board 35:Metacognition: Helping Students Plan, Monitor, and Evaluate Study Skills and Strategies Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30015
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