Learn More about Metacognition in a Special Five-Part Blog Mini-Series
Over the last three years, the discussion of metacognition within the Department of Biological Sciences has evolved into a new Student Learning Outcome (SLO) and an ongoing initiative for students to recognize how their knowledge and abilities extend within their future careers.
Metacognition can be described in various ways, such as:
“…simply, thinking about one’s thinking.”
“The processes used to plan, monitor, and assess one’s understanding and performance.”
“Awareness and understanding of one’s own thought process.”
In a five-part blog mini-series, collaborators across the College of Sciences and Mathematics (COSAM), the Biggio Center for the Enhancement of Teaching and Learning, the Office of Academic Assessment, and the Office of University Writing, discuss the past, present, and future of – as well as seek to define – departmental SLO 6: Metacognition.
This mini-series strives to answer the question, “How can a department redesign its curriculum to improve metacognition for all students and how will it know if improvement has actually occurred?”
Take a look at what five faculty members have to say about the evolution of metacognition within the Department of Biological Sciences – a story beginning in June 2016, and extending well beyond today.
- “The Evolution of Metacognition in Biological Sciences”
Lindsay Doukopoulos, Assistant Director of the Biggio Center for the Enhancement of Teaching and Learning, kicks off this five-part series by providing a timeline of metacognition within the Department of Biological Sciences, from ideation to looking ahead at what is next. Click here to read the full article.
- “The Metacognition Massacre”
Robert Boyd, Associate Dean for Academic Affairs in the College of Sciences and Mathematics, continues the series by discussing the memorable departmental faculty retreat in August 2018, also known as “The Metacognition Massacre.” The retreat ultimately led to the redefining of SLO 6, as well as the decision of how to integrate it and measure it in departmental curricula. Click here to read the full article.
- “Project Beginnings”
Katie Boyd, Associate Director of the Office of Academic Assessment, ushers in the next part of the series by laying out the work done prior to “The Metacognition Massacre.” Boyd reflects on the Department of Biological Sciences as one of six programs chosen to participate in the inaugural cohort of learning improvement teams. Click here to read the full article.
- “Re-Defining Metacognition: Generating Faculty Engagement”
Christopher Basgier, Acting Director of University Writing, describes the workshops that helped the department redefine metacognition through this next blog post. In conjunction with the Office of University Writing and the Biggio Center, the Department of Biological Sciences used these workshops to introduce transparent assignment design, offer guidance on integrating reflective writing into courses, and work with faculty to redefine metacognition in SLO 6. Click here to read the full article.
- “From Faculty to Chair: Lessons Learned”
Dr. Scott Santos, faculty member and now Chair of the Department of Biological Sciences in COSAM, concludes the mini-series by reflecting on the key insights discovered through this new SLO, and delves into what the future holds for the Department of Biological Sciences. Santos touches on the continuous short-term goal of implementing the initiatives and being opportunistic in improving them, as well as the long-term forecast of involving an even larger number of newly recruited faculty members. Click here to read the full article.
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