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的元认知能力，提高科学、工程和计算机科学本科专业的保留率。目标人群包括很大比例的聋哑和听力困难学生和第一代大学生，他们都参加了提议机构的人数不成比例，相对于一般学生群体表现不佳。例如，DHH和FG学生更有可能在第一年不及格（81%对58%），并且4年保留率较低（47%对63%）。该项目的智力价值在于其在学习科学的文献中的基础，这支持了该项目的计划，重点是发展学生的元认知能力和实践，以改变他们的学习方法。在这样做的过程中，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，并解决了导致学生挣扎的根本问题。该项目正在发挥更广泛的影响，为其他机构提供了一个模式，这些机构试图利用这种专注于提高元认知的方式来改善学生的学习。这个特别的项目也有希望对大量的DHH和第一代大学生产生影响，这只会增加项目影响的价值。