Free ticketed event
Metacognition is often used as a nebulous term referring to “thinking about thinking,” but this description obscures its function and utility in learning. Broadly, but more specifically, metacognition involves our knowledge and regulation of our thinking processes. While everyone is metacognitively active to one degree or another, we all have room to grow and benefit from improving our metacognitive skills. In particular, many students persist in predominantly using surface approaches to learning, such as rehearsal and memorization, but could benefit greatly from more elaborative and organizational approaches associated with deeper learning (e.g., transferable and lasting learning). This workshop focuses on understanding metacognition; modules instructors can use to engage students in their metacognitive development; and a tool for providing supportive feedback to students about their approaches to learning. Findings from our NSF-funded research inform this workshop.
Dr. Cunningham is a Collaborating-PI on the NSF research project this workshop is based with extensive practice implementing these modules and working with students to develop their metacognitive skills. Dr. Cunningham has significant experience facilitating faculty learning communities and leading curriculum change.
Dr. Matusovich is a Collaborating-PI on the NSF research project this workshop is based on. Dr. Matusovich has research expertise using motivation and metacognition frameworks to examine student learning and faculty teaching. She is well versed in qualitative and mixed methods research.
Mrs. Blackowski is a current graduate research assistant working with the PIs on the NSF research project this workshop is based on. Sarah offers expertise with the metacognitive indicator rubric through its development and analysis.
Dr. McCord has research expertise on methods for assessing student metacognition and using metacognition frameworks to examine student learning behaviors.
Dr. Carrico conducts engineering education research focused on STEM career pathways (K-16 through early career), engineering student learning processes and motivation. Dr. Carrico has extensive leadership and evaluation experience.