1. 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

2. 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?

3. 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

4. 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

5. 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