| dc.description.abstract | Many students arrive at universities with weak metacognitive skills, and this is a particular challenge for first-generation students and students from underprivileged backgrounds. Research has shown that non-content-related course features, such as scaffolding and instructor talk, can effectively support student learning. Students were surveyed at a variety of different levels regarding their study habits, their confidence in their content mastery, and how supported they felt concerning course policies. In this session, the results of these surveys will be discussed as well as their implications for how instructors might best support both new and returning students, whether online or in-person. | en_US |
