Our priority is to improve retention, persistence and the ultimate graduation of our students through improved educational and professional opportunities by supporting faculty and instructors.
Previous Teaching Matters Programs
Let me count the ways鈥e love to retain our transfer and online students
- Engage with 九色视频 Tech faculty and talk about specific issues related to retaining transfer students
- Review the .
Giving and Receiving Effective Feedback
- Learn more about how to pull data and reports from Blackboard
- Attendance in this session will require RSVP as lunch will be provided.
- .
What we know about our incoming freshman
Local high school teachers share what they have observed about pandemic effects on the class of 2023. This will help us prepare to meet these students where they are.
Panelists:
- Melissa Buteyn, English, Northwest High School
- Mike Harris, Debate, Southeast High School
- Shelly Sally, Fine Arts, East High School
The is available for review.
Metacognition is the Key!
by Dr. Morah Beck
Contact: Dr. Moriah Beck, Chemistry Department, Moriah.beck@wichita.edu, (316) 978-5476
Context
Use about 30-40 minutes of class period after returning the first exam to motivate students to make changes and improve their learning strategies particularly in STEM courses. This could be used in any course, but is particularly helpful in introductory STEM courses where problem-solving is critical to success.
ARC 2021 - Supporting Students鈥� Metacognition session
Abstract
All students who are admitted to college have the ability to succeed in even the most difficult STEM courses. However, most do not have effective learning strategies, and they resort to memorizing information just before tests. This interactive presentation will introduce cognitive science research-based learning strategies that will help all of your students experience meaningful, transferable learning. The session will focus on ways to teach STEM students simple, yet powerful learning strategies to ensure success.
Learning Goals & Outcomes/Objectives
Goal(s)
- What students will know, understand, and be able to do; includes content knowledge, attitudes, & skills (i.e. 鈥渦nderstand metacognition;鈥� 鈥渁ppreciate the role of study groups;鈥� 鈥渢hink like a scientist/health professional/etc.鈥�
- Understand metacognition
- Examine and analyze their current learning strategies
- Become a more efficient learner
- Understand the difference between 鈥渟tudying鈥� and 鈥渓earning鈥�
- Use the study cycle
- Understand the difference between 鈥済rowth鈥� and 鈥渇ixed鈥� intelligence mindset
Desired Outcome(s)/Objectives(s)
- Specific student behaviors or performances that will indicate they have successfully accomplished the goal(s)
- Accurately judge level of learning, monitor mental processing, and be consciously aware of oneself as a problem solver
- Determine what changes to make in learning strategy
- Set goal to improve next exam grade
- Change behaviors to be in line with 鈥渓earning鈥� versus 鈥渟tudying鈥� mode
- Develop plan of action and implement within 48 hours