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1. Metacognition instruction and repeated reflection in a fluid mechanics course: Reflective themes and student outcomes

   https://doi.org/10.1177/03064190231164719  

   Clark, Renee_M; Kaw, Autar; Guldiken, Rasim (March 2023, International Journal of Mechanical Engineering Education)

   When students repeatedly reflect, it can enhance their metacognitive abilities, including self-regulatory skills of planning, monitoring, and evaluating. In a fluid mechanics course for undergraduates at a large southeastern U.S. university, in-class problem solving in a flipped classroom was coupled with intentional metacognitive skills instruction and repeated reflection to enhance metacognition. The weekly reflective responses were coded by two analysts to identify the recurring themes and uncover evidence of the development and/or reinforcement of self-regulating behaviors for academic management. To enable a comparison, a flipped classroom without the metacognitive instruction and repeated reflection was also implemented (i.e., non-intervention group). The two cohorts completed identical final exams. Based on our preliminary analysis with year one data, a statistically and practically-significant difference between the two cohorts was found with the free-response scores on the final exam in favor of the intervention cohort that had received the metacognitive support ( p < 0.0005; Cohen's d = 0.72). Also, the Metacognitive Activities Inventory (MCAI) indicated a significantly-higher positive change in self-regulatory behavior for the intervention cohort ( p = 0.001; d = 0.50). Focus groups were conducted to gather students’ perspectives on the reflective activity, with differences found by demographic group. In addition, a significantly higher proportion of females (versus males) viewed the reflections in a positive manner ( p = 0.05). Significant associations between themes in the weekly reflections and direct knowledge measures were also uncovered. This included a positive relationship between academic self-management (i.e., diligence and carefulness) and exam performance. Overall, our preliminary results point to a desirable impact of metacognitive instruction and repeated reflection on knowledge outcomes, metacognitive skills, and self-regulatory behaviors. 

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2. The refinement of flipped teaching implementation to include retrieval practice

   https://doi.org/10.1152/advan.00143.2019  

   Gopalan, Chaya; Fentem, Andrea; Rever, Anna L. (June 2020, Advances in Physiology Education)

   There has been growing evidence that flipped teaching (FT) can increase student engagement. Traditional lecture-based teaching (TT) method was compared with FT and FT combined with retrieval practice (FTR) in a 400-level Exercise Physiology course over eight semesters. In the FT format, lecture content was assigned for students to prepare before class along with an online quiz. During class, the assigned content and quiz questions were reviewed, and a team-based learning (TBL) activity was conducted. Students found FT implementation three times a week (FT3) to be overwhelming, which led to reconfiguration of the FT design to minimize the quiz and TBL sessions to one per week. Subsequently, FT was combined with retrieval exercises (FTR), which involved recalling information, thus promoting retention. The students in the FTR format were given weekly quizzes in class, where no notes were allowed, which affected their quiz grade negatively compared with FT ( P < 0.0001). Again, no resources were permitted during FTR’s TBL sessions. When exam scores were compared with TT, student performance was significantly greater ( P < 0.001) with the FT and FTR methods, suggesting these methods are superior to TT. While both male and female students benefited from FT and FTR methods compared with TT ( P = 0.0008), male students benefited the most (( P = 0.0001). Similarly, when the exam scores were organized into upper and lower halves, both groups benefited from FT and FTR ( P < 0.0001) approaches. In conclusion, both FT and FTR methods benefit students more compared with TT, and male students are impacted the most. 

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3. Investigating the impact of three-dimensional learning interventions on student understanding of structure–property relationships

   https://doi.org/10.1039/D0RP00216J  

   M. Underwood, Sonia; Kararo, Alex T.; Gadia, Gabriela (March 2021, Chemistry Education Research and Practice)

   null (Ed.)

   The ability to predict macroscopic properties using a compound's chemical structure is an essential idea for chemistry as well as other disciplines such as biology. In this study we investigate how different levels of interventions impact the components of students’ explanations (claims, evidence, and reasoning) of structure–property relationships, particularly related to boiling point trends. These interventions, aligned with Three-Dimensional Learning (3DL), were investigated with four different cohorts of students: Cohort 1 – a control group of students enrolled in an active learning general chemistry course; Cohort 2 – students enrolled in the same active learning general chemistry course but given Intervention 1 (a 3DL worksheet administered during class time); Cohort 3 – students enrolled in the same active learning general chemistry course but given Intervention 1 and Intervention 2 (a 3DL course exam question administered after instruction); and Cohort 4 – a reference group of students enrolled in a transformed active learning general chemistry curriculum in which 3DL is an essential feature and includes Intervention 1 and Intervention 2 as part of the curriculum. We found that Cohort 2 students (with the 3DL worksheet intervention) were more likely than the control group (Cohort 1) to correctly predict the compound with a higher boiling point as well as incorporate ideas of strength of intermolecular forces into their explanations of boiling point differences. When a 3DL exam question was given as a follow up to the 3DL worksheet, students in Cohort 3 were more likely than Cohorts 1 and 2 to correctly identify the claim. Further comparison showed that Cohort 4 (transformed general chemistry curriculum) were more likely than Cohorts 1–3 to also include the ideas of energy needed to overcome stronger forces for a more sophisticated explanation (50% of Cohort 4 students compared to 17–33% for Cohorts 1–3). In addition, 80% of Cohort 4 students were able to construct a correct representation of hydrogen bonding as a non-covalent interaction compared to 13–57% for the other three cohorts. 

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4. STEM Scholars Engaging in Local Problems

   Tian, E.; Kishbaugh, T.; Showalter, D.; Barge, S. (July 2022, ASEE Annual Conference proceedings)

   Eastern Mennonite University received a 5-year S-STEM award for their STEM Scholars Engaging in Local Problems (SSELP) program. The goal of this place-based, interdisciplinary scholarship program is to increase the number of academically talented, low-income students who graduate in STEM fields and either pursue immediate employment in STEM careers or STEM-related service or continue their STEM education in graduate school. In 2018 and 2019, two cohorts of seven students were recruited to major in biology, chemistry, engineering, computer science, mathematics, or environmental science. A key part of recruitment involved on-campus interviews, during a February Scholarship Day, between STEM faculty and potential scholars. As the yield rate for the event is high (54-66%), the university has continued this practice, funding additional STEM scholarships. In order to retain and graduate the scholars in STEM fields, the SSELP faculty designed and carried out various projects and activities to support the students. The SSELP Scholars participated in a first-year STEM Career Practicum class, a one-credit course that connected students with regional STEM practitioners across a variety of fields. The scholars were supported by peer tutors embedded in STEM classes, and now many are tutors themselves. They participated in collaborative projects where the cohorts worked to identify and solve a problem or need in their community. The SSELP scholars were supported by both faculty and peer mentors. Each scholarship recipient was matched with a faculty mentor in addition to an academic advisor. A faculty mentor was in a related STEM field but typically not teaching the student. Each scholar was matched with a peer mentor (junior or senior) in their intended major of study. In addition, community building activities were implemented to provide a significant framework for interaction within the cohort. To evaluate the progress of the SSELP program, multiple surveys were conducted. HERI/CIRP Freshman Survey was used in the fall of 2018 for the first cohort and 2019 for the second cohort. The survey indicated an upward shift in students’ perception of science and in making collaborative effort towards positive change. Preliminary data on the Science Motivation Questionnaire showed that the SSELP scholars began their university studies with lower averages than their non-SSELP STEM peers in almost every area of science motivation. After over three years of implementation of the NSF-funded STEM Scholars Engaging in Local Problems program, the recruitment effort has grown significantly in STEM fields in the university. Within the two cohorts, the most common majors were environmental science and engineering. While 100% of Cohorts 1 and 2 students were retained into the Fall semester of the second year, two students from Cohort 1 left the program between the third and fourth semesters of their studies. While one student from Cohort 2 had a leave of absence, they have returned to continue their studies. The support system formed among the SSELP scholars and between the scholars and faculty has benefited the students in both their academic achievement as well as their personal growth. 

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5. Flipped Classroom and its Impact on Student Engagement

   https://doi.org/10.18260/1-2--32850  

   Aji, Chadia; Khan, M. Javed (July 2019, ASEE annual conference)

   This paper will provide the first-year results of the impact of implementing the flipped approach in lower level math and aerospace engineering courses. A quasi-experimental between-groups research design was used for assessing the effectiveness of this methodology. The control group consisted of students who were in the same course but in sections with traditional teaching delivery while the intervention group consisted of students who were registered in the sections with the flipped approach. All students were from underrepresented groups. A positive impact on the students’ attitudes and learning strategies was observed as a result of the flipped classroom with active learning. Data pertaining to the effectiveness of the flipped classroom pedagogy is shared in this paper. Analysis of students’ cognitive engagement and their attitudes towards flipped classroom is discussed. The paper also includes best practices, their impact on student performance, and challenges in implementing a flipped classroom pedagogy. 

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