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

• 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

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.

该项目通过重点培养学生元认知能力，提高科学、工程和计算机科学本科专业的保留率。目标人群包括很大一部分失聪和听力障碍 (DHH) 学生以及第一代 (FG) 大学生，他们就读提议机构的人数不成比例，并且相对于一般学生群体表现不佳。例如，DHH 和 FG 学生第一年未通过课程的可能性更大（81% 比 58%），并且 4 年保留率较低（47% 比 63%）。该项目的智力价值在于其以学习科学文献为基础，支持该项目的计划，重点是培养学生的元认知能力和实践，从而转变他们的学习方法。通过这样做，这种方法补充了现有的以内容为导向的辅导计划和其他干预措施，并解决了导致学生陷入困境的基本问题。该项目正在发挥更广泛的影响，为其他寻求利用改善元认知来改善学生学习的机构树立了榜样。该特定项目还有望对大量 DHH 和第一代大学生产生影响，只会增加该项目影响的价值。