Exploring the Relationships Among Metacognition-based Study Practices, Student Learning and Retention in an Undergraduate Engineering Program

由于快节奏的技术进步和竞争激烈的全球经济，美国的工程教育必须向日益多样化的人口传授所有认知水平的能力和技能。教育工作者不仅要努力加强工程方面的学习和毕业生的准备工作，还要努力使工程人员多样化。这个项目设在一个西班牙裔服务机构，利用第一代、学业劣势和经济劣势的学生来探索元认知实践在学习和记忆方面的关系。众所周知，许多新生并没有完全理解有效策略对大学和终身学习的重要性。本研究旨在发展和研究新墨西哥州立大学工程学院工科新生元认知自我意识的成长和自我学习策略。通过调查和传播有效的元认知实践，该项目有可能对工程专业的学生留存率产生积极影响，特别是对许多代表性不足的人群。提出的研究计划的目标是提高学生的学习成绩和提高工程的保留率。目标是：(1)调查和实施元认知策略和学习实践，从而提高学习和批判性思维；(2)调查元认知学习实践对工程专业学生保留率的影响；(3)在工程学院中传播和提供这些策略的意识。该项目将包括以下活动：(a)使用元认知意识量表（MAI）和学习实践自我评估调查，(b)使用教学内容和工具来支持工科新生理解元认知的基本原理，(c)调查元认知策略与学业成绩之间的相关性，(d)使用定量和定性研究方法评估工具和干预措施的有效性和可靠性，(e)每年举办关于元认知实践的教师发展研讨会。关于学生学习实践、学习表现、保留和工程学元认知之间关系的研究结果，以及经过验证的工具，将对一般的STEM教育有价值。

Due to fast-paced technological advances and competitive global economy, engineering education in the US must impart competencies and skills at all cognitive levels to an increasingly diverse population. Educators must not only strive to enhance learning in engineering and the preparedness of our graduates, but also strive to diversify the engineering workforce. This project, housed at a Hispanic-Serving Institution, draws on a population of first-generation, academically-disadvantaged, and economically-disadvantaged students to explore the relationships of metacognition practices on learning and retention. It is known that many freshmen students do not fully comprehend the importance of effective strategies for college and lifelong learning. The proposed research will develop and study growth in metacognitive self-awareness, and self-study strategies of freshmen engineering students in the College of Engineering at New Mexico State University. This project has the potential to positively impact student retention in engineering, especially with many under-represented populations, through the investigation and dissemination of effective metacognitive practices.The goal of the proposed research program is to enhance student academic performance and improve retention in engineering. The objectives are to (1) investigate and implement metacognitive strategies and study practices leading to increased learning and critical thinking, (2) Investigate the impacts of metacognitive study practices engineering student retention, and (3) disseminate and provide awareness of such strategies among engineering faculty. The project will involve activities such as: (a) the use of a Metacognition Awareness Inventory (MAI) and study practices self-assessment survey, (b) employment of instructional content and tools to support freshman engineering students with understanding fundamentals of metacognition, (c) investigation of correlations between metacognitive strategies and academic achievement, (d) evaluation of instruments and interventions for validity and reliability using quantitative and qualitative research methods, and (e) provision of annual faculty development workshops on metacognitive practices. Findings on the relationships among student study practices, learning performance, retention and metacognition in engineering, as well as validated instruments will be of value to STEM education in general.