Return to search

Metacognitive Coaching as a Means to Enhance College and Career Success for Students With Executive Function Disorders

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.

Identiferoai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:honorstheses-1186
Date01 January 2017
CreatorsParsons, Christine
PublisherSTARS
Source SetsUniversity of Central Florida
LanguageEnglish
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceHonors Undergraduate Theses

Page generated in 0.0021 seconds