BIOL2299 course prepares first-year students to develop the skills they need to read, analyze and present scientific articles. Students also interview a research faculty, review the projects in the faculty's lab and give a group chalk-talk. As students are new to the academic and social environment, they are hesitant to speak up in class and share their thoughts on scientific articles. This project shares how strategies, such as group discussions can promote social metacognition to enhance students' learning. In each class, for the last 15 minutes, students worked in groups to dissect experimental concepts. They practiced peer teaching, generated concept maps, answered one another’s questions and wrote their muddy points on exit cards. They reviewed my answers to exit card questions before next class. This approach improved class performance and engagement as evident from their posters, chalk-talks and grades. In future, I plan to introduce group learning in all classes.
