Metacognitive Exercises in the Political Science Classroom: Reflections and Research on Student Investment in Learning

Abstract

Recent scholarship of teaching and learning (SoTL) documents how well-positioned political scientists are to contribute to ongoing teaching and learning conversations within the discipline. Despite our training in quantitative and qualitative methods, however, it can be daunting to design and complete evidence-based research to assess student learning and measure cognitive skill development. This challenge is particularly pronounced for junior faculty members who must balance research expectations with the need to enhance their teaching methods for career advancement. In this reflective piece, an assistant professor at a small liberal arts college shares her experience in planning, designing, and implementing a SoTL project in an introductory course on world politics. The project involved the incorporation of non-graded assignments aimed at fostering metacognition, encouraging students to “think about thinking” and “learn about learning.” These exercises yielded valuable information into students’ skills, interests, and preconceptions, which were leveraged throughout the semester to facilitate discussions, shape course concepts and theories, and represent diverse perspectives on critical issues. Preliminary findings suggest that metacognitive assignments also empower students to choose connections with course objectives and express autonomy in defining their learning goals, both of which are essential factors in fostering self-motivation for future learning and career development.