Many students enter higher education with limited understanding of how learning works and they struggle to develop effective study strategies and habits. They often rely on passive methods, demonstrate difficulty monitoring their thought processes, and lack persistence when confronting challenging problems. This fundamental gap in metacognitive awareness has been further complicated by the rapid integration of generative AI tools in educational settings, which can either enhance or circumvent authentic learning depending on how students engage with these technologies.
Participants in this FLC, which met during AY 2025-26, explored evidence-based approaches to nurture students’ self-regulation skills. They focused first on developing core metacognitive foundations—reflection, self-evaluation, and strategic thinking. Then they collaborated to design pedagogical interventions that address both traditional learning challenges and the unique metacognitive demands introduced by generative AI. Faculty left the FLC with practical strategies for creating learning environments where students develop stronger metacognitive awareness, enabling them to make informed decisions about their learning processes, including when and how to appropriately integrate technological tools as supplements rather than substitutes for their own critical thinking.
Members:
Michelle Diaz (MLLI)
Tejas Gokhale (CSEE)
Cody Goolsby-Cole (PHYS)
Tomoko Hoogenboom (MLLI)
Sarah Leupen, Facilitator (BIOL)
Neha Raikar (CBEE)
Katherin Solano (MLLI)
Samples of Work:
Easy ways to get your students reflecting! document