Context Small regional campus in rural Utah Diverse student body Poor recruitment and retention of biology majors Redesigning intro biology majors course: Course objectives Regular clicker questions Emphasis of metacognition using Bloom’s

Questions In my introductory biology course (~15 students): Does improvement in HOCS clicker questions correlate with improvement of HOCS exam questions? Does metacognition of Bloom’s levels influence student attitudes toward biology or learning?

Study Design Question 1: Does improvement in HOCS clicker questions correlate with improvement of HOCS exam questions? bloom clicker and exam questions and track performance of individual students Add questions Look at the surveys and then revise question 2 on previous slide

Question 2: Does metacognition of Bloom’s levels influence student attitudes toward biology or learning? focus questions on Bloom’s and studying attitudes - 3 times in semester pre/post biology attitude survey (eg. BioCLASS) study process questionnaire survey of surface vs deep learning (eg. RSPQ) compare retention data to previous semesters

Significance identify useful learning skills in biology 21st century skills (higher order thinking) segue to further questions do students retain this metacognition in future courses? does this metacognition help students stay in the major? Work on this