Improving faculty metacognition for 21st century learning

Business teachers need support in becoming effective facilitators as well as in employing effective engagement strategies within the classroom. In 2012, with support from the Southeastern Pennsylvania Consortium for Higher Education and grants from the Teagle Foundation, a business professor, a musi...

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Bibliographic Details
Published inThe Business & Management Review Vol. 6; no. 2; p. 150
Main Authors Faunce, Elizabeth, Doutt, Kathleen, Parsons, Judith
Format Conference Proceeding
LanguageEnglish
Published London Centre for Business & Economic Research 01.03.2015
Subjects
Classrooms
College faculty
Metacognition
Qualitative research
Reflective teaching
School environment
Studies
Teaching methods
United States > US
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Summary:Business teachers need support in becoming effective facilitators as well as in employing effective engagement strategies within the classroom. In 2012, with support from the Southeastern Pennsylvania Consortium for Higher Education and grants from the Teagle Foundation, a business professor, a music professor, and an academic VP envisioned increased faculty and student engagement and satisfaction. They began a series of qualitative research projects to determine processes to foster faculty metacognition. The initial research set out to determine to what extent the use of iPad technology generates faculty metacognition. After one semester of convening, Academy members recognized that several best practices were emerging and they created the "IU Crossdisciplinary Rubric for Faculty Metacognition." This tool helps teachers to gauge their own metacognitive practices as they plan lessons, implement engagement activities, and reflect on effectiveness of the overall lesson.
ISSN:2047-2854
2047-2862