Joshi, R., & Choi, J. H. (2021, July), Facilitating Student Metacognition Using Exam Wrappers and Concept Maps in a Problem Solving-based BME Course  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37172

\bibitem{asee_peer_37172}
  Joshi, R., \& Choi, J. H. (2021, July), \emph{Facilitating Student Metacognition Using Exam Wrappers and Concept Maps in a Problem Solving-based BME Course}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37172

Rucha Joshi and Jennifer H. Choi.  "Facilitating Student Metacognition Using Exam Wrappers and Concept Maps in a Problem Solving-based BME Course".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37172 Internet.  04 Feb, 2025

\bibitem{asee_peer_37172}
  Rucha Joshi and Jennifer H. Choi.
  "Facilitating Student Metacognition Using Exam Wrappers and Concept Maps in a Problem Solving-based BME Course".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37172 Internet.  04 Feb, 2025

@INPROCEEDINGS{asee_peer_37172
author = "Rucha Joshi and Jennifer H. Choi"
title = "Facilitating Student Metacognition Using Exam Wrappers and Concept Maps in a Problem Solving-based BME Course"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37172}
number = {10.18260/1-2--37172}
}

TY  - CPAPER
AB  - Fundamentals of Bioengineering is a required 2nd-year Biomedical Engineering course aimed to address fundamental bioengineering concepts through the application of conservation principles to biomedical engineering problems.  This course serves as a prerequisite course for the upper-division courses in which subsequent courses rely on students’ content knowledge from this course.  We are therefore continually improving methods to make content more accessible from a learning perspective and enhance conceptual understanding, and as a result, improve overall student performance in the class.   Metacognitive skills can have enormous benefits for students within this course, and help students when pursuing higher levels of education, and perform complex tasks in professional life requiring one to take greater responsibility for one’s learning. Unfortunately, these metacognitive skills tend to fall outside the content area of most courses, and consequently, they can be often neglected in instruction. In a large Biomedical Engineering class focused on solving mass and energy transfer problems, promoting metacognitive skills was a challenge that was met with two specific interventions – 1) introduction of exam wrappers and class-wide discussion of relevant study strategies, 2) formulating concept maps and discussing them in groups with peers. This paper shares the mechanisms of execution of both of these strategies along with key insights from their implementation in a large sophomore class on Fundamentals of Bioengineering.
AU  - Rucha Joshi
AU  - Jennifer H. Choi
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Facilitating Student Metacognition Using Exam Wrappers and Concept Maps in a Problem Solving-based BME Course
UR  - https://peer.asee.org/37172
DO  - 10.18260/1-2--37172
ER  -