Individual Accomplishments

Teresa Adams

I have:

• Begun implementing metacognitive strategies in all my class. I have included in all my CANVAS shells information about metacognition.
• Shared my experiences with other faculty, in our fall workshop

Next steps: Integrate metacognitive STEM projects into my math class to make the math relevant to student's degree pathways and add them to the STEM institute.

Karen Goodwin

I have:

• Begun using a variety of new (to me) metacognitive strategies in my teaching. I actually gave a lecture specifically on metacognition and study skills to my Gen Chem students.
• Worked on sharing my experiences with other faculty, in our fall workshop and in a continuing CANVAS group
• Set up a STEM Institute CANVAS page to support our students by providing a place to collaborate and other resources.

Next Steps: Further develop the STEM institute.

Michelle Harris

I have:

• Implemented metacognitive strategies into all my classes to support the success of all students.
• Added online active learning techniques to broaden online participation.
• Worked to provide multiple learning resources to students STEM students to facilitate transfer and career pathways

Next steps:Host more faculty workshops to develop a repository for active learning and metacognitive resources.

Team Accomplishments

Strengthening our Department/Program

Accomplishments/Action Plan:

• Examined the advising system for proper placement into math and STEM courses in order to increase student course completion in STEM
• Increased the use of metacognitive techniques by hosting a workshop in order to increase STEM defined majors by 5% over the next year and retain those STEM majors between first and second year
• Started a STEM institute cohort to allow students a sense of community and accountability and to retain STEM majors between the first and second year.

Next Steps: Specifically look at retention rate for students placed into developmental math vs. those placed directly into pre-calc or higher upon admission. Survey both cohort and non-cohort students before, during, and after their first year participating in the STEM institute cohort.

Developing out Campus Community

Engaging our Colleagues:

• In our workshop in which we had 32 participants, our goal was to show our colleagues how to diagnose student study methods for effectiveness and metacognition. We also described metacognition and the self-regulated learning cycle while discussing metacognitive strategies to embed in classes.
• "We shared many exciting ideas, many of which have immediate applicability. Realistically, the vast majority of what our students should be learning in community college, is how to learn"

Next Steps:We have developed a Canvas page for our colleagues to share their ideas and we will continue to host workshops

Team Members

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