Behind the Scenes of 51��ɫ’s Educational Excellence

Aug 17, 2023

A faculty members leads a presentation next to a PowerPoint screen; a faculty member looks on.

Staff member Taylor Price (from the Writing, Reading, and Speaking Center), leads a presentation on what she learned throughout the “Mini Scholars’ Seminar: Metacognitive Skill Development” workshop. Attended by faculty and staff members across disciplines, the workshop encouraged understanding and utilizing the metacognition cycle as a means to guide students through academic hurdles.

It’s no secret that 51��ɫ College boasts one of the most talented and dedicated faculty and staff across the United States; in fact, 51��ɫ College ranks #6 for nationwide according to U.S. News. But how do faculty and staff transform their teaching into the epitome of academic excellence? They do what 51��ɫians do best: engage in learning.

Belinda Backous, assistant dean of academic success, and Kate Ferraro ’12, learning specialist in the Academic Advising Office, hosted the workshop Mini Scholars’ Seminar: Metacognitive Skill Development, where faculty and staff could learn new strategies to enhance student learning. Faculty and staff hailed from academic departments as varied as Computer Science and Theatre, Dance, and Performance Studies — as well as academic offices like the Writing Center and the Center for Teaching, Learning, and Assessment (CTLA).

At the epicenter of the workshop was the metacognition cycle, a five-step process that prompts students to reflect on their learning processes. By using this framework, students can think about strategies that work best for them and make decisions on when and how best to study. According to Backous, “These metacognitive skills can carry people through difficult courses. They can help you read better and carry a heavier reading load; help remember things better and longer so you can perform on exams; and help develop a writing process to ensure you grow as a writer.” More importantly, students who use the metacognition cycle can identify counterproductive study habits and adopt new ones. In turn, 51��ɫians learn to develop resilience in the face of academic challenges and cultivate a desire to embrace difficulties in learning.

Five blue circles outlining the steps of the metacognition cycle, and yellow arrows moving between steps. — The metacognition cycle, also known as the Cycle of Self-Directed Learning, encompasses five steps: 1) assess the task, 2) evaluate needs, strengths, and weaknesses, 3) plan the approach, 4) apply strategies and monitor performance, and 5) reflect and adjust if needed.

Credit: Ambrose, Susan A., et al. Chapter 7: How do Students become Self-Directed Learners?” *How Learning Works: Seven Research-based Principles for Smart Teaching*. John Wiley & Sons, 2010. *Special thanks to Quinn Berleman-Paul ‘21 for the above version of the cycle.*

Backous and Ferraro teach a class; on the right side, there is a faculty member seated. — **Backous and Ferraro led the 3-day workshop, covering topics like fixed/growth mindset, emotional awareness, and the process of learning.**

Upon reflecting on their own past academic experiences, faculty and staff unearthed how emotions such as stress, sensitivity to criticism, or other negative experiences can amplify the challenges students face in academia. Tish Solomon, administrative assistant to the President’s Office, noted, “I get stuck in revising written work nowadays because I’m thinking of the negative feedback [I received] ten years ago.”

These feelings often open the door to procrastination, self-doubt, and negative thinking, but metacognitive skills can present opportunities for positive, intellectually engaged learning.

Applying Metacognition to Everyday Learning

The Mini-Scholars’ Seminar encouraged faculty and staff to problem-solve with students when challenges like procrastination and avoidance arise. In recognizing that these behaviors emerge from feelings of stress, defeat, and anxiety, staff and faculty quickly sought ways to apply the metacognition cycle to these situations.

Assistant Professor of Economics Tammy McGavock recommended asking a simple question to students: “‘What are the next two steps you can take?’ Then there is [at least] one actionable thing to keep the student moving, which makes it more likely to keep the conversation going.” Once students get the ball rolling by assessing their tasks and preparing a plan, it is easier for them to alleviate feelings of overwhelming anxiety and doubt. Other strategies, like sharing personal academic struggles or breaking down larger assignments into smaller pieces, can also mitigate the impact of these feelings. Interestingly, these strategies work for other sources of academic struggles — like lack of motivation — where a small action or piece of honesty can build momentum and confidence within the learning process.

“As an instructor,” says Ferraro, “you have the opportunity to take the lead and create a space for authenticity. Students can then say ‘she gets it. Maybe I can be honest about my bad attitude towards math.’ When a student hits a roadblock, you have a solid foundation because of that basis of trust. This is the benefit of relationship building between faculty and students.”

51��ɫians are already intellectually curious and passionate about uncovering the world’s complexities once arriving in 51��ɫ. With faculty and staff leading the way, 51��ɫians pave a path to confidently pursue new ideas and knowledge long after they’ve left.