Were you surprised or disappointed at the quality of students’ midterm work? Are students seemingly unaware of how to approach, plan, or learn from course assignments? Teaching students how to think about their thinking, i.e., become more metacognitive, may hold the key to helping them move forward after midterm. In this session we’ll briefly share ideas from the research on student metacognition and then hear from instructors who are implementing various approaches to foster this habit of mind in their students. Panelists include Tara Carpenter (Chemistry), Michael Nance (Philosophy), and Jill Randles (Academic Engagement and Transition Programs).

Image by Gerd Altmann from Pixabay