No abstract

with a focus in Engineering Education. His work focuses on mentorship, mental health, and retention in STEM students and faculty. He was awarded the NAGAP Graduate Education Research Grant award to study engineering faculty perceptions of graduate student well-being and attrition. Before studying education at UIUC, Joseph earned an MS degree in Physics from Indiana University in Bloomington and a BS in Engineering Physics at UIUC.

No abstract

Metacognition has been a central topic in learning research, encompassing planning, monitoring comprehension and performance during learning, and reflecting on the learning process afterward. The robust relation of metacognition to learning and comprehension has led to a multitude of successful learning programs that have been translated into educational settings. These comprise not only training in how to plan, monitor, and reflect on one's own learning, but also on one's own emotions, motivation, behavior, and learning context. Results vary by age group and also depend on whether conditional knowledge about strategy use is taught along with metacognition. Furthermore, metacognition depends greatly on domain knowledge and procedural knowledge. Preteaching of knowledge has been shown to increase metacognition and thereby learning, in translational research. What is the significance of this article for the general public?Reflecting on one's own level of comprehension or performance, as well as planning for learning tasks and reflecting on them afterward, have been central concerns for metacognition in education. A multitude of studies has shown that these skills can and should be taught at many levels of education, from early learning through graduate education.

Media reports suggest the switch to online courses due to COVID-19 has “demotivated” undergraduates. Our semester-long study of motivation for biology was in progress when COVID-19 was declared a pandemic.