Author(s):
The focus of this recently awarded project is to test the efficacy of the Success through Self-Regulated Learning (StSRL) framework and to share findings from initial studies of our systematic instructor delivered interventions. Utilization of the StSRL framework in STEM undergraduate biology courses demonstrates increased learning outcomes, student achievement, and SRL strategy use; current work is being expanded to physics and other domains. Our guiding focus is to empower instructors with knowledge and tools to best support students’ self-regulated learning, achievement, and retention. The theoretically and empirically grounded StSRL framework targets five related components of self-regulated learning (SRL): strategy use, metacognition, motivation, management, and content practice. It provides a platform for instructors to generate dynamic, bidirectional prompts that students respond to through the StSRL app or course learning management system (LMS), thereby embedding effective SRL practices within scientific course contexts. Prompts vary by format (e.g., multiple choice, open-ended response, slider), as well as intended learning function within the StSRL framework (i.e., metacognition, strategy, motivation, content, management). The poster introduces the StSRL framework, examples of how it is integrated into STEM courses, and shares initial findings from several foundational studies testing the framework. These studies target how students interact with the intervention, the intervention’s impact on student learning, and how student level characteristics mediate and moderate intervention impact. Through these foundational studies we illustrate that the StSRL system provides a tool for instructors to benefit student motivation, learning, and retention in STEM pipelines. We also share a roadmap for the research to be conducted over the life of the overall project.Broader Impacts. We directly impact STEM students’ self-regulated learning through successful optimization and utilization of the StSRL framework in undergraduate courses. Our findings support that this work has potential to significantly improve learning outcomes and retention across diverse disciplines and populations. This project provides a roadmap for deep collaborations among learning experts and science-content experts to drive advancement of evidence-based pedagogies in STEM contexts. Similarly, results from our work in biology, and current work in physics settings, will be scaled to include other disciplines and, importantly, other populations, such as learners enrolled in regional colleges, adult STEM learners in online settings, and underrepresented minority students participating in summer bridge programs. Our results disseminated through scholarly presentations and outlets of key stakeholders inform STEM education audiences and provide access to the StSRL system for others’ use across STEM learning contexts.
Coauthors
Jennelle Malcos, Penn State, University Park, PA
