Metacognition, Mentoring, and Mindset: The Keys to Success in STEM Careers!
Saundra Yancy McGuire, Ph.D., Asst. Vice Chancellor for Learning, Teaching, and Retention Professor of Chemistry Former Director, Center for Academic Success Fellow of American Chemical Society & AAAS Louisiana State University Baton Rouge, LA
Congratulations on Your Success!
Your Hard Work Has Gotten You Here!
But Success in a STEM Career Requires More than Hard Work
You must work harder AND smarter!
You need a supportive mentor
You must have the right mindset
Three Domains of Learning* Important for Success in STEM
Cognitive acquisition of knowledge and development of intellectual skills
Affective attitudes and beliefs
Psychomotor manipulative and motor skills
*Benjamin Bloom et al.
Cognitive Skills Needed for Research*
Deep and broad knowledge base
Oral and written communication skills
Mathematics and computer skills
Ability to interpret and question data
Ability to pose questions and propose studies to answer the questions
Ability to see unexpected results as opportunity, not mistake
*From survey of LSU research mentors, March 2008
More Cognitive Skills*
Ability to critically evaluate experiments and results
Creativity and Imagination
Ability to read, comprehend, and evaluate research literature
Excellent problem solving skills
Good note taking skills
Trouble shooting skills
* From survey of LSU research mentors, March 2008
Affective Skills Needed for Research*
Confidence
Initiative
Curiosity
Respect
Enthusiasm for the research area, not just for the research experience
Perseverance/Persistence/Diligence
* From survey of LSU research mentors, March 2008
More Affective Skills*
Stubbornness
Motivation to learn more about a topic
Patience
Enjoyment of the research process
Interest in working cooperatively with others
Independence
Resourcefulness
From survey of LSU research mentors, March 2008
Psychomotor Skills Needed for Research
Manual dexterity
From survey of LSU research mentors, March 2008
Other Skills Needed for Research
Time Management Skills Organization Skills
Metacognition* The Key To Improving Cognitive Skills
The ability to:
think about your own thinking
be consciously aware of yourself as a problem solver
monitor and control your mental processing
accurately assess what you understand
and what you dont understand
think at higher learning levels
*term coined by J. H. Flavell
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Making decisions and
supporting views;
requires
understanding of
values. Combining information to
form a unique product;
requires creativity and
originality.
Using information to solve
problems; transferring
abstract or theoretical ideas
to practical situations.
Identifying connections and
relationships and how they
apply. Restating in
your own words;
paraphrasing,
summarizing,
translating. Memorizing verbatim
information. Being able to
remember, but not
necessarily fully
understanding the
material.
Blooms Taxonomy
Louisiana State University Center for Academic Success B-31 Coates Hall 225-578-2872 www.cas.lsu.edu
Identifying
components;
determining
arrangement, logic,
and semantics.
Gra
duate
School
Underg
raduate
H
igh S
chool
This pyramid depicts the different levels of thinking we use when learning.
Notice how each level builds on the foundation that precedes it. It is
required that we learn the lower levels before we can effectively use the
skills above.
How do you move yourself higher on Blooms Taxonomy?
Use the Study Cycle with Intense Study Sessions!
4 Reflect
4 Reflect
3 Review
The Study Cycle
1 Set a Goal (1-2 min) Decide what you want to accomplish in your study session
2 Study with Focus (30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc.
3 Reward Yourself (10-15 min) Take a break call a friend, play a short game, get a snack
4 Review (5 min) Go over what you just studied
*Intense Study Sessions
Attend
Review
Study
Attend class GO TO CLASS! Answer and ask questions and take
meaningful notes.
Preview before class Skim the chapter, note headings and boldface words,
review summaries and chapter objectives, and come up with questions youd
like the lecture to answer for you.
Review after class As soon after class as possible, read notes, fill in gaps
and note any questions.
Assess your Learning Periodically perform reality checks
Am I using study methods that are effective? Do I understand the material enough to teach it to others?
Preview
Center for Academic Success B-31 Coates Hall 225.578.2872 www.cas.lsu.edu
Assess
Study Repetition is the key. Ask questions such as why, how, and what
if.
Intense Study Sessions* - 3-5 short study sessions per day Weekend Review Read notes and material from the week to make
connections
The Story of Two Students: Before and After Using Metacognitive
Learning Strategies Robert, first year chemistry student
42, 100, 100, 100
Dana, first year physics student
80, 54, 91, 97, 90 (final)
Robert, freshman chemistry student 42, 100, 100, 100
Problem: Using examples to do
homework problems
Solution: Study information before trying
homework problem
Use example to test skill
Do homework problems as if
doing a test or quiz (no looking
at solution manual or examples!)
Dana, first year physics student 80, 54, 91, 97, 90 (final)
Problem: Memorizing formulas and using www.cramster.com
Solution: Solve problems with no external
aids and test mastery of
concepts by teaching
Reflection Questions
Whats the difference, if any, between
studying and learning ?
For which task would you study more:
A. Make an A on the test
B. Teach the material to the class?
To Think and Succeed at Higher Levels:
Stay in learn mode, not study mode
Study as if you have to teach the
material, not just make an A on the test
Counting Vowels in 45 seconds
How accurate are you?
Dollar Bill
Dice
Tricycle
Four-leaf Clover
Hand
Six-Pack
Seven-Up
Octopus
Cat Lives
Bowling Pins
Football Team
Dozen Eggs
Unlucky Friday
Valentines Day
Quarter Hour
How many words or phrases do you remember?
Lets look at the words again
What are they arranged according to?
Dollar Bill
Dice
Tricycle
Four-leaf Clover
Hand
Six-Pack
Seven-Up
Octopus
Cat Lives
Bowling Pins
Football Team
Dozen Eggs
Unlucky Friday
Valentines Day
Quarter Hour
NOW, how many words or phrases do you remember?
What were two major differences between the first attempt and the second attempt?
1. We knew what the task was 2. We knew how the information was organized
Mentor* - wise and trusted counselor or teacher
Protg* - a person under the patronage, protection, or care of someone interested in his or her career or welfare.
*www.dictionary.com
Mentors Make a Difference
Mentors Can Span the Gamut from Masterful to Misguided!
Protgs Can Cover the Spectrum from Proactive to Problematic!
Behaviors of Masterful STEM Mentors
Act as a source of information about the expected behaviors, culture, and norms of the institution
Tutor specific skills and provide effective learning strategies
Give feedback and provide coaching, but allow protgs to make their own decisions
Demonstrate confidence in each protgs academic capability, regardless of current performance
Characteristics of Misguided Mentors
Controlling and Manipulative
Self Centered
Legend in their own mind
Lack respect for protgs intelligence
and ability
Unwilling to remain on professional level
Characteristics of
Proactive Protgs
Interested in receiving advice
Receptive to constructive criticism
Responsive to suggestions
Spend time preparing for mentoring session
Unafraid of asking probing questions
Characteristics of Problematic Protgs
Regularly miss appointments
Fail to heed advice
Refuse to take responsibility
Want academic mentor to spoon feed
Generally unenthusiastic and negative
If you Dont Have a Mentor, Practice the Art of
Reflective Self Mentoring
It works beautifully when no academic mentor is available!
Strategies for Self-Mentoring
Use critical thinking to discern the rules and culture of the environment.
Talk with others who have succeeded to find out how they did it.
Encourage yourself by using positive self-talk and constantly reminding yourself that the talents that brought you to this point will lead you to future success.
Stay in problem solving mode -- generate strategies!
Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing
Develop the Right Mindset: Success in STEM Requires It!
Shenk, David, 2010. The Genius in All
of Us: Why Everything You've Been
Told About Genetics, Talent, and IQ Is
Wrong. New York: Doubleday
Which of the Two Mindsets Do YOU Have?
Fixed Intelligence Mindset Intelligence is static You have a certain amount of it
Growth Intelligence Mindset Intelligence can be developed You can grow it with actions
Dweck, Carol (2006) Mindset: The New Psychology of Success. New York: Random House Publishing
Your mindset determines your reactions to:
Challenges avoid vs. embrace
Obstacles give up easily vs. persist
Tasks requiring effort fruitless vs. path to mastery
Criticism ignore vs. learn from
Success of Others feel threatened by vs. find lessons and inspiration in
The ABCs of
Academic Success!
Attitude, Behavior, Commitment
Attitude
Its your attitude, not your aptitude,
that determines your altitude.
Zig Ziglar
Behavior
Its the difference between knowing
and doing that determines success.
Anonymous
Commitment
Its not over til its over,
and only you determine when its over!
Effective Metacognitive Learning Strategies
A Knowledgeable, Supportive Mentor A Growth Intelligence Mindset WILL lead to a successful STEM career!
Best wishes for a wonderful journey! Dr. Saundra Y. McGuire
In Conclusion