With support from the Center of Teaching Innovation at Cornell, we work to introduce strategies in the classroom that can increase sense of belonging and engagement among students. Our mission is to help students “learn how to learn”.
Metacognition Project
In this study, metacognitive-based instructional strategies were deployed in the classroom to develop a supportive environment for metacognitive thinking (i.e., knowledge of one’s own cognitive processes, namely being able to monitor and adjust one own’s learning strategies). Students enjoyed participating in class, and many reported higher self-confidence and sense of belonging than in previous science classes. We saw students moving beyond memorizing to realty thinking about the real world implications of the material.
Publications
- Daly, S.E., Gibney, P.A., Abigail, A.B. (2024). A pilot study for building student metacognitive skills and self-perception in a food microbiology lecture course. Teaching and Learning Inquiry.
- Abigail B Snyder, Randy W Worobo, Alicia Orta‐Ramirez (2016). Undergraduate laboratory exercises specific to food spoilage microbiology. Journal of Food Science Education.
Awards:
- Improving student learning outcomes and satisfaction in large STEM lecture courses, CIT Innovation Grant, 2022-23.
- Snyder, 2018, Educator of Excellence – GrowNextGen/EducationProjects.org