Promoting Metacognitive Awareness in a First-Year Learning Strategies Course for Cohorted General Engineering Students

Whisler, Laurel; Stephan, Abigail T.; Stephan, Elizabeth

doi:10.18260/1-2--33210

Cited by 5 publications

(7 citation statements)

References 3 publications

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“…First, the Pre-Calculus focused ENGR 1250 sections were cohorted together with a university level student success course and within their Pre-Calculus sections. This strategy has been used in the past [12][13][14][15][16] and has shown to be effective in elevating student success. The true strength of this method is to provide a pathway to increase student study groups, camaraderie, and peer instruction.…”

Section: Methodsmentioning

confidence: 99%

The Effects of Specialized Section Groupings on Success Rates in a Freshman Problem Solving Course

Ewing

2020 Gulf Southwest Section Conference Proceedings

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The University of Texas at Arlington (UTA) created a first year engineering course using the Student Centered Active Learning Environment with Upside-down Pedagogies (SCALE-Up) method in order to reinforce the student's ability to solve engineering related problems. This class is called Engineering Problem Solving and teaches proper problem solving methodology and programming in an active and collaborative environment, shown to benefit the even the most diverse student groups. Since its inception, however, students placed into Pre-Calculus, instead of being Calculus ready, have suffered from higher failure rates than any other student grouping. While strategies such as Supplemental Instruction (SI) have been shown to improve student performance in this group, other strategies have been implemented for Fall 2019. Specifically, UTA has attempted to separate the Pre-Calculus students into their own sections while allowing other sections to be for students who are Calculus ready. This separation allows UTA to customize the in class activities and messaging to more fully engage both of these student groups. This paper will assess the effectiveness of this experiment by comparing student success rates, defined as receiving an A, B, or C in the course. Further, this paper will compare student groups between Fall 2018 and Fall 2019, broken down by Calculus ready, Pre-Calculus students in non-specialized sections as a control group, and Pre-Calculus students in these specialized sections. This paper will show that this separation favorably affects the student success rates, for both the Pre-Calculus students as well as the Calculus I or above students.

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Section: Methodsmentioning

confidence: 99%

The Effects of Specialized Section Groupings on Success Rates in a Freshman Problem Solving Course

Ewing

2020 Gulf Southwest Section Conference Proceedings

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“…Greater integration was achieved with the Skillful Learning model of metacognition throughout the course in class discussions and structured reflections [1], [9], [15]. The concepts and characters discussed in the metacognitive video series were referenced frequently throughout the semester.…”

Section: Course Designmentioning

confidence: 99%

“…Students in both tracks enroll in a two-credit hour learning strategies course in the fall semester [1]. This course is designed to facilitate students in becoming stronger STEM students.…”

Section: Introduction and Program Contextmentioning

confidence: 99%

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

Stephan

Whisler

2020 ASEE Virtual Annual Conference Content Access Proceedings

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“…The paper begins with a discussion of the rationale for an engineering math curriculum followed by an explanation of Clemson's approach, a report of preliminary results, and recommendations for interested practitioners and instructors. Additional details about the GELC program are available in previous papers [8], [9].…”

Section: Implementing An Engineering Math Curriculum Sequence: Prelim...mentioning

confidence: 99%

Implementing an Engineering Math Curriculum Sequence: Preliminary Results and Lessons Learned

Minor,

Stephan,

Stephan

2021 ASEE Virtual Annual Conference Content Access Proceedings

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He holds a B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology and an M.S. in Mechanical Engineering from Iowa State University. He has worked at Clemson University since 1998 working in IT and teaching part time until 2008 when he switched to teaching full time. He developed and taught the one of the current graphics courses taught in General Engineering as well as teaching the courses in the first year engineering curriculum.

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Promoting Metacognitive Awareness in a First-Year Learning Strategies Course for Cohorted General Engineering Students

Cited by 5 publications

References 3 publications

The Effects of Specialized Section Groupings on Success Rates in a Freshman Problem Solving Course

The Effects of Specialized Section Groupings on Success Rates in a Freshman Problem Solving Course

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

Implementing an Engineering Math Curriculum Sequence: Preliminary Results and Lessons Learned

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