Steve MacNeil from Laurier's Chemistry and Biochemistry department discusses his journey from a blended and flipped classroom into scaffolding a metacognition co-curriculum throughout his courses to help students reflect not only on what they know, but on how they learn. Steve talks about how techniques like collaborative testing and IF-AT cards have deepened students' learning in his courses, why it's necessary to scaffold students through new pedagogies, how instructors can start building metacognitive components into their courses, and how a metacognition co-curriculum can help instructors navigate academic integrity alongside generative AI tools.

Explore Steve's Work:

• Exploring the Influence of Multiple-Choice Test Formats on Student Performance | Wood, E., Klausz, N., MacNeil, S. (2022)
• Learning Task Inventories, Exploration of Optimal Conditions to Help Students Develop, Improve and Sustain Good Study and Learning Practices | MacNeil, S., Wood, E., (2014)
• The Immediate Feedback Assessment Technique (IF-AT) in a Large Enrollment Introductory Organic Chemistry Course | MacNeil, S. (2011)
• Learning Task Inventories (LTIs) in Introductory Organic Chemistry | MacNeil, S., Wood, E. (2013)
• Follow Steve on Twitter (@SteveMacNeil9)

Download the episode transcript