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Moderator: Paula Rees, UMass Amherst
Anne Spain, Bridgewater State University
Learning is joyful; studying is a task. In this session, we’ll explore ideas for how we can infuse joy and motivation for learning by engaging them in the process of reflecting on and developing learning strategies that help them better demonstrate their learning (e.g., their performance on an exam). As educators, we often provide advice for students on how to study, yet our advice can sometimes be limited to our own experiences as learners or what we believe a "typical" learner “should” be doing. In the research presented here, you will learn how a post-exam review (i.e., an “exam wrapper”), accompanied by a learning strategies inventory, helped students enrolled in a non-majors Introductory Microbiology class improve their exam performance over time – with a disproportionately greater impact observed for students that earned < 70% on their first exam. We will engage in a discussion of how such a session can be designed for students in your course(s) and devote time and structure for you to create your own learning strategies inventory and/or “exam wrapper” for your all of your learners.