PERC 2022 Abstract Detail Page
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| Abstract Title: | Learning To Teach, Teaching to Learn: Peer Coaches and Metacognition |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | In efforts to improve college-level introductory STEM courses, many universities have turned to student partnership strategies to increase engagement and performance. At UNH, these "gateway" STEM courses employ either learning assistants or peer-led team learning leaders to bridge the gap between students and instructors. These peer coaches come from many majors: physics, chemistry, biology, and mathematics. Our DBER group works with both instructors and peer coaches involved in introductory courses, with a focus on developing strong scientific, mathematical, and metacognitive practices. My work focuses on how peer coaches can serve not just as content coaches, but metacognitive coaches as well. We are investigating how peer coaches confer ideas and strategies about metacognition, reinforce students' use of them, and utilize them in their own learning processes. I will present initial results from peer coach reflection journals written for their introductory pedagogy course to better understand the role of metacognitive coaches. |
| Session Time: | Poster Session 2 |
| Poster Number: | II-59 |
Author/Organizer Information | |
| Primary Contact: |
Jonathan Kustina University of New Hampshire Dover, NH 03820 Phone: 2159084784 |
| Co-Author(s) and Co-Presenter(s) |
Amanda Gaudreault (she/her), University of New Hampshire Kathleen Bowe (she/her), University of New Hampshire Dawn Meredith (she/her), University of New Hampshire |
