The Dispersion of Undergraduate Teaching Opportunities for Minority Students and Women

Prayer Childress, Jacqueline Ramirez | Psychology | Tracy Caldwell

Abstract

Supporting STEM students’ metacognition, i.e. helping students think about their own thinking, is a validated and integral component of deep learning and active engagement (Tanner, 2012). Yet getting students to plan, monitor, and evaluate their own learning is particularly challenging in high-stakes gateway courses that are at risk of higher attrition and lower engagement (Snyder & Wiles, 2015). In such situations, PLTL workshops can provide supplemental, cooperative learning environments in which tutors, with appropriate training and faculty support can facilitate students’ metacognition by challenging their misconceptions, expecting elaboration, and providing appropriate scaffolding. By analyzing observations of PLTL tutors’ (n=18) hour long workshops, tutors’ workshop plans, and pre-post surveys as well as students’ (n=243) evaluative feedback of the workshops, this study explores the diverse strategies tutors use to support high levels of metacognitive learning and how such support relates to students’ deep and active learning, scaffolding, and self-efficacy to succeed in STEM.

Presentation (Zoom 12:30 - 1:30, Breakout #3)

Poster

psychology_childressramirez.pdf

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