In this post, Dr. Roman Taraban shares a movement in some engineering colleges to break the stereotype of engineers being geeky, asocial, introverts. The efforts shared in the post promote a more “whole” engineer who is able to reflect on her/his practice and navigate complex environments. Dr. Taraban explores whether or not this reflective approach means that such “whole” engineers are also metacognitive in their practices.
In this post, John Draeger encourages instructors to think about how they might tweak their current teaching strategies to promote student metacognition. He offers is own attempts to fine-tune his Just-in-Time Teaching assignments as a model.
In this post, Ed Nuhfer explores the role of metacognition and mindfulness in the enhancement of student learning. Both, Nuhfer argues, can help bridge the gap between traditional pedagogies and more student-centered learning experiences.