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Supporting Undergraduate STEM Students' Academic Success Through Campus-Based and Researcher-Developed Self-Regulated Learning Initiatives
Thu, April 21, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Marriott Grand Ballroom 12Session Type: Symposium
Abstract
How can educators help undergraduate students acquire the knowledge, skills, and mindsets necessary to succeed in STEM courses? The authors of the six papers in this symposium will outline different answers to this question, ranging from digital, to in-class, to extracurricular methods of teaching and supporting students’ capacity for self-regulating their learning, which predicts success in STEM courses. Authors will describe innovative solutions, evidence for their efficacy, and details of the context for which they were designed, so that audience members can understand whether and how to translate the innovations to new contexts. The symposium will have an extended Q&A period, rather than employing a discussant, to ensure ample time for audience members to engage with authors and their work.
Sub Unit
Chairs
Jeff A. Greene, University of North Carolina - Chapel Hill
Matthew L. Bernacki, University of North Carolina Chapel Hill
Papers
Is Metacognition Enough? Comparing Two Workshop Interventions in College Biology - Lauren C. Hensley, The Ohio State University; Amy Kulesza, The Ohio State University - Columbus; Joshua Peri, The Ohio State University - Columbus; Anna C Brady, Georgia Southern University; Christopher A. Wolters, The Ohio State University; David Sovic; Caroline Breitenberger
Using Instructor-Implemented Interventions to Improve College Students' Time Management Behavior - Alison E. Kelly, University of North Dakota; Kelly Cuccolo, Alma College; Virginia Clinton-Lisell, University of North Dakota
Optimizing Student Participation in and Benefit From Brief, Digital Learning Skills Training - Matthew L. Bernacki, University of North Carolina Chapel Hill; MeganClaire Cogliano, University of Nevada - Las Vegas; Jenifer Utz, University of Nevada - Las Vegas; Christy Strong, University of Nevada - Las Vegas; Kathryn Rafferty, University of Nevada - Las Vegas; Jonathan C. Hilpert, University of Nevada Las Vegas
A Self-Regulated Learning Analytics Prediction-and-Intervention Design: Detecting and Supporting Struggling Biology Students - MeganClaire Cogliano, University of Nevada - Las Vegas; Matthew L. Bernacki, University of North Carolina Chapel Hill; Jonathan C. Hilpert, University of Nevada Las Vegas
How Do Motivation Profiles Moderate the Efficacy of a Targeted Self-Regulated Learning Intervention? - Jeff A. Greene, University of North Carolina - Chapel Hill; Matthew L. Bernacki, University of North Carolina Chapel Hill; Shelbi Laura Kuhlmann, University of North Carolina - Chapel Hill; Robert D Plumley, University of North Carolina - Chapel Hill; Kelly Hogan, University of North Carolina - Chapel Hill; Mara Evans, UNC Department of Biology; Kathleen M. Gates, University of North Carolina - Chapel Hill; Abigail Panter, University of North Carolina - Chapel Hill
Leveraging Learning Analytics, Digital Training, and Campus Academic Success Programs to Support to STEM Learners - Dan J. Gianoutsos, University of Nevada - Las Vegas; MeganClaire Cogliano, University of Nevada - Las Vegas; Matthew L. Bernacki, University of North Carolina Chapel Hill; Jonathan C. Hilpert, University of Nevada Las Vegas; Christy Strong, University of Nevada - Las Vegas