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Moderator: Pam Russell, Bridgewater State University
Saundra Yancy McGuire, Louisiana State University
Educational equity refers to closing the achievement gap between different groups of students, e.g. majority vs minoritized. (Harris and Herrington, 2006). Metacognitive equity refers to closing the gap between students who have acquired effective thinking and learning strategies and those who have not. Often, whether a student possesses those strategies—rather than any lack of innate ability or talent—makes the difference between academic success and discouraging failure in STEM courses. However, effective learning strategies can be taught, sometimes with immediate and dramatic improvements in academic performance. (McGuire, 2015, 2018). This interactive session will present research-based learning strategies that have proven effective for increasing STEM student success. We will discuss research on promoting student learning through metacognitive approaches, with a particular lens on improving equity in the classroom. Evidence of improved achievement of learning outcomes in STEM classes will be provided. Additionally, suggestions for how effective approaches can be implemented on a departmental scale will be provided. The session blends cognitive science and learning theory, providing evidence-based approaches that are broadly applicable to all STEM courses.