Metacognition is the Key

As part of our Inclusive Teaching at Princeton series, the McGraw Center invited Dr. Saundra McGuire to present sessions on teaching and learning strategies for faculty, graduate students, and undergraduates.

Dr. McGuire is the Director Emerita of the Center for Academic Success and retired Assistant Vice Chancellor and Professor of Chemistry at Louisiana State University (LSU). Prior to joining LSU, she spent eleven years at Cornell University, where she received the coveted Clark Distinguished Teaching Award. She has delivered keynote addresses or presented workshops at over 400 institutions in 46 states and ten countries. Her book, Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation, was released in October 2015 and is a Stylus Publishing bestseller. The student version of this book, Teach Yourself How to Learn: Strategies You Can Use to Ace Any Course at Any Level, was released in January 2018.

Metacognition: The Key to Accelerated Success for Metacognition: the Key to Accelerated Success for Graduate Students and their Students flyerGraduate Students and Their Students

Tuesday, March 26, 2019
12:00 – 1:30 p.m.
330 Frist Campus Center
RSVP lunch provided

Graduate students often face challenges adjusting to a new set of demands – acing coursework, preparing for cumulative examinations, assuming teaching duties, and producing research results.   This session will present metacognitive learning strategies and time management tools that graduate students can teach their students and that they themselves can use to “step up their game” so that their success in graduate school will equal or exceed their success in undergraduate school.




Metacognition: Get Students to Focus on LearningGet Students to Focus on Learning Instead of Grades: Metacognition is the Key

Tuesday, March 26, 2019
4:30 p.m.
Lewis Library, Room 120

Students in the 21st century come to college with widely varying academic skills, approaches to learning, and motivation levels. Faculty often lament that students are focused on achieving high grades, but are not willing to invest much time or effort in learning. This session will focus on the importance of helping students acquire simple, but effective, learning strategies based on cognitive science principles.