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METACOGNITIVE COACHING AS A MEANS TO ENHANCE COLLEGE AND CAREER SUCCESS FOR STUDENTS WITH EXECUTIVE FUNCTION DISORDERS

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Date Issued:
2016
Abstract/Description:
Preparing undergraduate students for careers in science, technology, engineering, and mathematics (STEM) fields continues to be a national priority. This project analyzed the effects of virtual metacognitive academic coaching between graduate student coaches and undergraduate STEM majors with Executive Function disorders at a large, four-year university. The project team analyzed the persistence of the undergraduate students in their major, as well as the graduate students' abilities to transfer the coaching experiences to K-12 settings. A mixed-methods design evaluated qualitative (i.e. student/coaches' surveys and interviews) outcomes for undergraduate STEM majors and for graduate students. The goal of this project is to develop iteratively a model of scalable supports that can be utilized to support undergraduates with disabilities in STEM majors' at large universities such as UCF. Graduate student coaches paired with undergraduate STEM majors with Executive Function disorders (n=26) worked collaboratively throughout one semester to developed strategies that supported the success of the undergraduate students' coursework. Both coaches and students provided examples of positive effects of the academic coaching process that supported student course work and created experiences that the graduate students could use in a K-12 setting.
Title: METACOGNITIVE COACHING AS A MEANS TO ENHANCE COLLEGE AND CAREER SUCCESS FOR STUDENTS WITH EXECUTIVE FUNCTION DISORDERS.
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Name(s): Parsons, Christine, Author
Marino, Matthew, Ph.D., Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2016
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Preparing undergraduate students for careers in science, technology, engineering, and mathematics (STEM) fields continues to be a national priority. This project analyzed the effects of virtual metacognitive academic coaching between graduate student coaches and undergraduate STEM majors with Executive Function disorders at a large, four-year university. The project team analyzed the persistence of the undergraduate students in their major, as well as the graduate students' abilities to transfer the coaching experiences to K-12 settings. A mixed-methods design evaluated qualitative (i.e. student/coaches' surveys and interviews) outcomes for undergraduate STEM majors and for graduate students. The goal of this project is to develop iteratively a model of scalable supports that can be utilized to support undergraduates with disabilities in STEM majors' at large universities such as UCF. Graduate student coaches paired with undergraduate STEM majors with Executive Function disorders (n=26) worked collaboratively throughout one semester to developed strategies that supported the success of the undergraduate students' coursework. Both coaches and students provided examples of positive effects of the academic coaching process that supported student course work and created experiences that the graduate students could use in a K-12 setting.
Identifier: CFH2000176 (IID), ucf:45947 (fedora)
Note(s): 2016-05-01
B.S.
College of Education and Human Performance,
Bachelors
This record was generated from author submitted information.
Subject(s): Executive Function
Academic Coaching
Growth Mindset
Universal Design for Learning
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH2000176
Restrictions on Access: public
Host Institution: UCF

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