Extended Exam Wrappers: A Comparison of Approaches in a Learning Strategies Course

Abstract

Abby is a doctoral student in the Learning Sciences program at Clemson University. Broadly, her research interests include intergenerational learning in informal settings, self-directed learning, and cultural influences on the learning process. Abby currently works as a graduate assistant for the General Engineering Learning Community (GELC), a program that supports first-year engineering students in their development of self-regulation and time management skills, effective learning strategies, and positive habits of mind.

Continuing to Promote Metacognitive Awareness in a First-year Learning Strategies Course

“…In-class study group time, or practice-based group activity (PBGA) time, was given increased structure to aid students in planning and evaluating their group's learning. Professional practices used in industry, such as meeting agendas, the use of team member roles, and after-action reviews [7], [8], were incorporated into the PBGA experience.…”

Examining the Efficacy of Exam Wrappers in a Computer Science Course

“…In a follow-up study, Stephan et al [16] extended their exam wrapper to emphasize practices in industry and the military by professional engineers, specifically to emphasize the exam wrapper activity as an "after action review." They examined qualitative data about the experiences of students in this second cohort (compared to the students in the first cohort [15]).…”

“…Chen suggests that the effort level and expertise for an instructor to use exam wrappers is low [5], while Chew et al [7] suggest that exam wrappers may provide instructors with insight into diverse student learning practices. Two studies [16,17] emphasize the connection of exam wrapper activities to professional practice in engineering and computing careers.…”

“…Stephan et al [16] emphasizes professional behaviors on the instrument itself, referring to the phases of an after-action review. The phases are labeled "what you wanted to happen" for preparation, "what actually happened" and "learning from what happened" for performance, and "adjusting behavior" for planning.…”

Evaluation of a Peer-Led Team Learning Course Designed to Increase Underprepared Students Success in Engineering

“…One of the more unique focuses of this program was to add in some metacognitive activities discussed in 8,9 . The goal for not only this learning co-curricular course but also for the problem solving course in general is to improve students' abilities to solve real-world problems, not simply pass a "math" class.…”