Graduate STEM students need to cultivate transferable skills for effective research before entering the workforce. This study examined the influence of STEM students' program of study (study (MS Data Analytics Engineering-DAEN, MS Applied Information Technology-AIT, PhD Information Technology-IT, MS INFS, and Accelerated MS Applied Information Technology-AIT) and age on their perceived shared metacognition (individual and group) within the Community of Inquiry (CoI) that consists of three presences--teaching, social, and cognitive. 149 STEM students participated in the pre-developed inquiry-based research learning modules across different courses and course instructors during one semester. This study found that the program of study can influence cognitive presence (p=0.01) while age influences teaching presence (p=0.02) among three CoI presences. We did not find any influences for the shared metacognition based on the program of study or age. Students had similar perceptions of shared metacognition independent of their age group or the program of study. The findings will help others who are interested in shared metacognition for graduate STEM students. [For the full proceedings, see ED665357.]