Improving Retention Through Metacognition: A Program for Deaf/Hard-of-Hearing and First-Generation STEM College Students

Metacognitive strategies, such as those associated with a growth mindset, reflection, sense making, or developing accurate self-assessments, are integral to student success in postsecondary education. We present a three-pronged approach to developing metacognitive strategies in two targeted populations in STEM—deaf/hard-of-hearing students and (separately) first-generation students—who share similar obstacles in their transition to college. Project IMPRESS (Integrating Metacognitive Practice and Research to Ensure Student Success) seeks to embed metacognitive practice in authentic scientific and education practice. In a 2-week summer experience, students engage in iterative experimentation and model-building around climate change. During the academic year, coursework introduces students to metacognitive topics that students then apply to their concurrent STEM courses. The third component places students in leadership positions within the classroom as a learning assistant and/or summer undergraduate student leader. IMPRESS has increased the 2-, 3- and 4-year retention of these at-risk students, with additional social and community benefits as well.