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Abstract

Purpose: Embedding metacognition into higher education curricula can be particularly challenging in accredited communication sciences and disorders (CSD) graduate programs. Many faculty aim to promote both metacognitive development and a growth mindset among students. This pilot study explored the use of periodic "mindset check-in" surveys within a neurology course for speech-language pathology (SLP) students to examine changes in student attitudes and learning behaviors over time.

Method: This study examined metacognition and mindset in graduate CSD students through six surveys tracking attitudes, study habits, and mindset. Using varied question formats, data analysis summarized patterns and cohort growth over time.

Results: Students consistently expressed positive attitudes and recognized the course's relevance to their future clinical practice. Although initial excitement and anxiety changed over time, most students reported that the instructional strategies were effective and applicable. Confidence in study habits decreased mid-semester but rebounded by the end, reflecting growth in self-directed learning and a willingness to embrace academic challenges. Narrative responses revealed improvements in organization, time management, and resilience, as well as appreciation for acquiring skills with long-term professional value.

Conclusions: Students sustained a positive outlook and valued the course’s connection to their future roles as SLPs. Instructional strategies appeared to support both content learning and the development of transferable skills. Shifts in responses over time may be attributed to change in learning styles, variability in clinical experiences, or personal stressors. Over the semester, most students reported greater metacognitive awareness and improved study strategies, alongside deliberate reflection on adopting a growth mindset.

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