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