Metacognition: A Transformative Approach to Improving Retention of Deaf/Hard-of-Hearing and First Generation STEM Majors

元认知：提高聋人/听力障碍者和第一代 STEM 专业学生保留率的变革性方法

基本信息

批准号：
1317450
负责人：
Scott Franklin
金额：
$ 89.99万
依托单位：
Rochester Institute of Tech
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2013
资助国家：
美国
起止时间：
2013-09-15 至 2019-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1317450&HistoricalAwards=false
关键词：
Metacognition Transformative Approach Improving Retention

项目摘要

This project is improving the retention of undergraduate majors in science, engineering, and computer science, through a focused approach on developing student metacognitive ability. The target population includes a large proportion of deaf and hard-of-hearing (DHH) students and first-generation (FG) college students, both of whom attend the proposing institution in disproportionate numbers and underperform relative to the general student population. For example, DHH and FG students are more likely to fail a course in their first year (81% vs. 58%) and have lower 4-year retention rates (47% vs. 63%). The intellectual merit of the project lies in its grounding in the literature of the learning sciences, which supports the project's plan to focus on developing students' ability in and practice of metacognition so as to transform their approach to learning. In so doing this approach complements existing content-oriented tutoring programs and other interventions, and addresses fundamental issues that lead students to struggle. The project is exercising broader impact by serving as a model for other institutions that seek to use such a focus on improving metacognition to improve student learning. That this particular project also holds promise to have an impact on a significant number of DHH and first-generation college students only adds value to the project's impact.

该项目正在通过发展学生元认知能力的重点方法来改善科学，工程和计算机科学领域的本科生的保留。目标人群包括很大一部分聋人和听力障碍（DHH）的学生和第一代（FG）的大学生，他们俩都以不成比例的人数参加了提议机构，而且相对于一般学生群体而言。例如，DHH和FG的学生在第一年（81％比58％）的课程更有可能失败，并且4年保留率较低（47％比63％）。该项目的智力优点在于它的基础在学习科学的文献中，该文献支持该项目的计划专注于发展学生在元认知方面的能力和实践，从而改变他们的学习方法。这样做这种方法可以补充现有的面向内容的辅导计划和其他干预措施，并解决了导致学生挣扎的基本问题。该项目通过作为其他机构的模型来行使更广泛的影响，这些机构试图使用这种专注于改善元认知以改善学生学习。这个特定的项目还承诺会对大量DHH和第一代大学生产生影响，这只会增加该项目的影响。