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Abstract Title: Progression from Novice-like to Expert-like Behaviors in 1st-generation and Deaf and Hard of Hearing Students
Abstract: Transitioning from novice to expert often coincides with a better understanding of what it means to be an expert. An important open question is whether directly addressing the understanding of expertise can also enhance learning. We are studying first-generation and deaf and hard-of-hearing students participating in Project IMPRESS, a pre-matriculation program designed to encourage reflection and metacognitive practice. Students engaged in activities that focused on developing a definition of being an expert. Students first worked in small groups comparing definitions of black-body radiation written by novices and experts, although the students didn't know who wrote which definition. Students justified their beliefs about which papers they considered to be written by experts. This was followed by a class discussion in which a formal definition of what being an expert was formed. These activities were recorded and analyzed for changes in student discourse that indicate a growing understanding of expert-like thinking.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Charles Bertram
Rochester Institute of Technology
1 Lomb Memorial Drive
Rochester, NY 14623
Phone: 5613121687
and Co-Presenter(s)
Rita Dawod, Noah-Kee J. Marks, Corey Ptak, Martha Rangel, Eleanor C. Sayre, Mary Bridget Kustusch, Scott V. Franklin