Due to a perceived lack of academic preparation provided by U.S. high schools, an interest in teaching students about metacognition has been developing among educators at the college level.Metacognition is an individual's awareness of his or her own learning and thinking processes. Directed to learners, it has been described as thinking about your own thinking [1]. Importantly, metacognition is personalized. It is not how everyone thinks or learns.Overall, the students in the courses included in this study did not perform exceptionally compared to students in previous semesters who did not experience a formal intervention on metacognition. One exam grade appears to be better than previous semesters to a degree that more than "chance" was probably involved. A small number of students succeeded in bringing their grades from an initial failure (Exam I) to a satisfactory course grade. The fraction of students achieving this was greater in the fall of 2017 than historically.

Dr. Batson has taught thermal sciences courses (using both inverted and conventional modes of delivery) at Trine University in Angola, Indiana since 2006. Prior to that, he taught three years at Iowa State University as an adjunct professor. His non-academic experience includes automatic controls for process turbocompressors, gas and steam turbines, and patent prosecution. His interests include mathematics education for engineering students, tools and materials for supporting student learning, and general pedagogy.c American Society for Engineering Education, 2016 "Other" Reasons to Invert a Class Abstract Some one-to-one comparisons of the inverted mode of course material delivery versus conventional, in-person lecture mode have shown no significant difference in student learning between the two (Canino 1 ). Experience shows that inverting a course is a time-consuming process. To justify the additional work required to invert courses, the present study looks beyond a direct comparison. Some of the reasons are predicated on the fact that video lectures used for inverted courses tend to be significantly shorter in duration than the associated class time. Others are due to class time being freed up for uses other than lecture. Among other things, these facts present opportunities to cover course material more completely and to better assess student learning compared to conventional lecturer mode.

Student collaboration should encourage students to teach one another. Thus, course material is cemented in the teacher's mind, and the student being taught also benefits. It is hoped the taught becomes the teacher at another time on other topics. Before this study, the authors used class time in their flipped classrooms for quizzes, which served as formative assessments, and solving practice problems in informal groups. Many studies have shown the benefit of collaboration between students 1 so the authors hoped to increase the amount of collaboration among students by assigning students to groups and quizzing them in these groups at the end of each week.To test the group quizzing hypothesis, in Spring 2016, the authors conducted a study in two different courses, each having two sections, all taught in flipped mode. One section for each course was the control group. Collaboration was encouraged in the control group, but not formalized. In the study sections, after the middle of the semester, groups were chosen by the instructors. The groups worked as teams on practice problems, and took a group quiz at the end of the week.Groups were changed each week.Assessment was by comparing changes in exam performance between the control and study groups and through a survey.Comments in the survey indicated a change in student attitude when assigned to a group.Students revealed a desire to be supportive in their groups, and said they prepared accordinglyan encouraging result. However, less encouraging, students confessed to preparing less for group