Metacognition, Mentoring, and Mindset:

The Keys to Success in STEM Careers!

Saundra Yancy McGuire, Ph.D.,

Asst. Vice Chancellor for Learning, Teaching,
and Retention
Professor of Chemistry
Former Director, Center for Academic Success
Fellow of American Chemical Society & AAAS
Louisiana State University
Baton Rouge, LA

Congratulations on Your Success!

Your Hard Work Has Gotten You Here!

But Success in a STEM Career

Requires More than Hard Work
You must work harder AND smarter!
You need a supportive mentor
You must have the right mindset

Three Domains of Learning*

Important for Success in STEM
Cognitive

acquisition of knowledge
and development of
intellectual skills

Affective

attitudes and beliefs

Psychomotor

manipulative and motor

skills
*Benjamin Bloom et al.

Cognitive Skills Needed for Research*

Deep and broad knowledge base

Oral and written communication skills
Mathematics and computer skills
Ability to interpret and question data
Ability to pose questions and propose
studies to answer the questions
Ability to see unexpected results as
opportunity, not mistake
*From survey of LSU research mentors, March 2008

More Cognitive Skills*

Ability to critically evaluate experiments
and results
Creativity and Imagination
Ability to read, comprehend, and evaluate
research literature
Excellent problem solving skills
Good note taking skills
Trouble shooting skills
* From survey of LSU research mentors, March 2008

Affective Skills Needed for Research*

Confidence
Initiative
Curiosity
Respect
Enthusiasm for the research area, not
just for the research experience
Perseverance/Persistence/Diligence
* From survey of LSU research mentors, March 2008

More Affective Skills*

Stubbornness
Motivation to learn more about a topic
Patience
Enjoyment of the research process
Interest in working cooperatively with
others
Independence
Resourcefulness
From survey of LSU research mentors, March 2008

Psychomotor Skills Needed for Research

Manual dexterity

Other Skills Needed for Research

Time Management Skills
Organization Skills
From survey of LSU research mentors, March 2008

Metacognition*
The Key To Improving Cognitive Skills

The ability to:

think about your own thinking
be consciously aware of yourself as a problem
solver
monitor and control your mental processing
accurately assess what you understand
and what you dont understand
think at higher learning levels
*term coined by J. H. Flavell

Combining information to
form a unique product;
requires creativity and
originality.

Evaluation
Synthesis

Using information to solve

problems; transferring
abstract or theoretical ideas
to practical situations.
Identifying connections and
relationships and how they
apply.

Application

Comprehension

Restating in
your own words;
paraphrasing,
summarizing,
translating.

Knowledge

Louisiana State University Center for Academic Success B-31 Coates Hall 225-578-2872 www.cas.lsu.edu

High School

Memorizing verbatim
information. Being able to
remember, but not
necessarily fully
understanding the
material.

Identifying
components;
determining
arrangement, logic,
and semantics.

Undergraduate

Analysis

Making decisions and

supporting views;
requires
understanding of
values.

Graduate School

Blooms
Taxonomy

This pyramid depicts the different levels of thinking we use when learning.
Notice how each level builds on the foundation that precedes it. It is
required that we learn the lower levels before we can effectively use the
skills above.

How do you move yourself higher

on Blooms Taxonomy?

Use the Study Cycle

with Intense Study Sessions!

The Study Cycle

34
Reflect
Review

Preview before class Skim the chapter, note headings and boldface words,
review summaries and chapter objectives, and come up with questions youd
like the lecture to answer for you.

Preview
4
Reflect

Attend class GO TO CLASS! Answer and ask questions and take

meaningful notes.

Attend

Review
Study

Assess

Review after class As soon after class as possible, read notes, fill in gaps
and note any questions.
Study Repetition is the key. Ask questions such as why, how, and what
if.
Intense Study Sessions* - 3-5 short study sessions per day
Weekend Review Read notes and material from the week to make
connections
Assess your Learning Periodically perform reality checks
Am I using study methods that are effective?
Do I understand the material enough to teach it to others?

*Intense Study Sessions

Decide what you want to accomplish in your study session

Set a Goal

Study with Focus

(30-50 min)

Interact with material- organize, concept map, summarize, process, re-read, fill-in notes,
reflect, etc.

Reward Yourself

(10-15 min)

Take a break call a friend, play a short game, get a snack

Review

(1-2 min)

(5 min)

Go over what you just studied

Center for Academic Success

B-31 Coates Hall 225.578.2872 www.cas.lsu.edu

The Story of Two Students:

Before and After Using Metacognitive
Learning Strategies
Robert, first year chemistry student
42, 100, 100, 100
Dana, first year physics student
80, 54, 91, 97, 90 (final)

Robert, freshman chemistry student

42, 100, 100, 100
Problem: Using examples to do
homework problems
Solution: Study information before trying
homework problem
Use example to test skill
Do homework problems as if
doing a test or quiz (no looking
at solution manual or examples!)

Dana, first year physics student

80, 54, 91, 97, 90 (final)

Problem: Memorizing formulas and using

www.cramster.com
Solution: Solve problems with no external
aids and test mastery of
concepts by teaching

Reflection Questions
Whats the difference, if any, between
studying and learning ?
For which task would you study more:
A. Make an A on the test
B. Teach the material to the class?

To Think and Succeed at Higher Levels:

Stay in learn mode, not study mode

Study as if you have to teach the

material, not just make an A on the test

Counting Vowels in 45 seconds

How accurate are you?

Dollar Bill
Dice
Tricycle
Four-leaf Clover
Hand
Six-Pack
Seven-Up
Octopus

Cat Lives
Bowling Pins
Football Team
Dozen Eggs
Unlucky Friday
Valentines Day
Quarter Hour

How many words or phrases

do you remember?

Lets look at the words again

What are they arranged according to?

Dollar Bill
Dice
Tricycle
Four-leaf Clover
Hand
Six-Pack
Seven-Up
Octopus

Cat Lives
Bowling Pins
Football Team
Dozen Eggs
Unlucky Friday
Valentines Day
Quarter Hour

NOW, how many words or phrases

do you remember?

What were two major differences

between the first attempt
and the second attempt?

1. We knew what the task was

2. We knew how the information

was organized

Mentors Make a Difference

Mentor* -

wise and trusted

counselor or teacher

Protg* -

a person under the

patronage, protection,
or care of someone
interested in his or her
career or welfare.
*www.dictionary.com

Mentors Can Span the Gamut from

Masterful to Misguided!

Protgs Can Cover the Spectrum

from Proactive to Problematic!

Behaviors of Masterful
STEM Mentors
Act as a source of information about the expected
behaviors, culture, and norms of the institution
Tutor specific skills and provide effective learning
strategies
Give feedback and provide coaching, but allow
protgs to make their own decisions
Demonstrate confidence in each protgs academic
capability, regardless of current performance

Characteristics of
Misguided Mentors

Controlling and Manipulative

Self Centered
Legend in their own mind
Lack respect for protgs intelligence
and ability
Unwilling to remain on professional level

Characteristics of
Proactive Protgs
Interested in receiving advice
Receptive to constructive criticism
Responsive to suggestions
Spend time preparing for mentoring session
Unafraid of asking probing questions

Characteristics of
Problematic Protgs

Regularly miss appointments

Fail to heed advice
Refuse to take responsibility
Want academic mentor to spoon feed
Generally unenthusiastic and negative

If you Dont Have a Mentor,

Practice the Art of
Reflective Self Mentoring

It works beautifully when

no academic mentor is available!

Strategies for Self-Mentoring

Use critical thinking to discern the rules and
culture of the environment.
Talk with others who have succeeded to find
out how they did it.
Encourage yourself by using positive self-talk
and constantly reminding yourself that the
talents that brought you to this point will
lead you to future success.
Stay in problem solving mode -- generate
strategies!

Develop the Right Mindset:

Success in STEM Requires It!

Dweck, Carol, 2006.

Mindset: The New Psychology
of Success. New York:
Random House Publishing

Shenk, David, 2010. The Genius in All

of Us: Why Everything You've Been
Told About Genetics, Talent, and IQ Is
Wrong. New York: Doubleday

Which of the Two Mindsets Do YOU Have?

Fixed Intelligence Mindset
Intelligence is static
You have a certain amount of it
Growth Intelligence Mindset
Intelligence can be developed
You can grow it with actions
Dweck, Carol (2006) Mindset: The New Psychology of Success.
New York: Random House Publishing

Your mindset determines

your reactions to:
Challenges avoid vs. embrace
Obstacles give up easily vs. persist
Tasks requiring effort fruitless vs. path to
mastery
Criticism ignore vs. learn from
Success of Others feel threatened by vs.
find lessons and inspiration in

The ABCs of
Academic Success!

Attitude, Behavior, Commitment

Attitude

Its your attitude,

not your aptitude,
that determines your altitude.
Zig Ziglar

Behavior

Its the difference between knowing

and doing that determines success.

Anonymous

Commitment

Its not over til its over,

and only you determine when its over!

In Conclusion
Effective Metacognitive Learning
Strategies
A Knowledgeable, Supportive Mentor
A Growth Intelligence Mindset
WILL lead to a successful STEM career!

Best wishes for a wonderful journey!

Dr. Saundra Y. McGuire