Associate Director of Teaching & Learning Innovation Temple University Philadelphia, Pennsylvania, United States
Program Abstract: “Collaborative Mini-Zines for Student Self-Efficacy” addresses the challenge of enhancing student confidence and meta-cognition in STEM education. Many STEM students struggle with self-doubt and a lack of confidence, particularly in challenging disciplines. This project aims to foster meta-cognitive awareness by helping students identify "tips & tricks" for success in their courses. Through the creation of collaborative mini-zines, students reflect on their learning, share strategies, and gain a sense of agency.
Grounded in Bandura’s self-efficacy theory and John Hattie’s emphasis on multiple representations of learning, this project encourages mastery through creative expression, peer collaboration, and feedback. Students design zines that represent their understanding of strategies for success through varied formats, deepening their comprehension of course content. The mini-zine project, used as a formative assessment, offers a replicable model for improving student self-efficacy and meta-cognitive skills while promoting active, student-centered learning in STEM classrooms.
