To become proficient problem solvers, science and engineering students have to acquire the skill of self-regulating their problem-solving processes, a skill supported by their metacognitive abilities. The Disciplinary Learning Companion (DLC) is an online tool designed to scaffold students' use of metacognitive activities through…

In this book, you'll find fun, practical activities and strategies to develop an attitude of gratitude: the positive mindset that kids and teens need to successfully weather ups and downs, successes and setbacks. "Growing with Gratitude" outlines simple steps that you can start to action immediately, whether in the classroom, the whole…

The present work examines the role of reflection in supporting the development of argument skill. Participants who engaged in argumentation practice with additional reflective activities outperformed a control group who only engaged in the argumentation practice. The experimental group showed greater gains in developing argument skill --…

This book brings together a wide range of studies, practical applications and reflective accounts written by academics working at a university in Japan to present a cohesive overview of their collaborative efforts to promote learner reflection within their institution. The book contributes to a shift in language education towards promoting learner…

Colorblind ideology provides individuals with numerous ways to minimize racism. This poses a challenge for instructors who teach about race and racism as students deploy this ideology to derail classroom discussions. Student resistance may be amplified when discussing microaggressions because students often characterize focusing on…

Professional development offerings for current and aspiring educational developers can be sparse and neither fully contextually appropriate nor personally relevant given the range of experiences people bring to the field. In the absence of suitable professionalization programs, we created a self-defined professional development approach to support…

One of the great challenges interdisciplinary programs face is fguring out how to get students to engage subject matter in a truly integrative way. To accomplish integration, students do not need to become experts in multiple felds, but they do need to understand how multiple modes of thinking, theoretical lenses, and content knowledge can be…

Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork…

Building upon reflection as a tool for enhanced metacognition, the researcher postulated that a positive correlation would exist between application of a reflection instrument and students' level of academic performance and motivation in an urban high school English class. A statistically insignificant correlation was found between either…

Bioscientists such as geneticists and molecular biologists regularly demonstrate the integration of domain concepts and science inquiry practices/skills while explaining a natural phenomenon. The complexity of these concepts and skills becomes manifold at the tertiary undergraduate level and are known to be challenging for learners. They learn…

There has been a call for social work programs to better prepare students for field education. This qualitative study examined an innovation titled Practice Fridays developed to enhance competence in MSW students in a classroom setting. Students (N=57) described what they learned through this simulation-based learning activity and the processes…

Metacognition has increasingly been recognized as essential for learning. This paper defines metacognition, discusses its importance, and specifies how faculty can nurture it in students to promote positive learning outcomes. The paper then offers extensive examples based on two formats: (1) activities offered before, during, and after lessons or…

This case study focuses on our efforts to engage students in one asynchronous, online undergraduate legal "pipeline" course, and the substantive revisions made to the course over 3 years to increase student engagement, self-reflection, self-regulation, and metacognition. A pipeline program is designed to identify, support, and guide…

This study discusses the use of experiential learning, reflective writing, and metacognition to develop cultural humility among undergraduate students enrolled in a social and economic justice course. Students participated in an activity that challenged them to learn about people who may have different social identities and experiences from their…

The purpose of this research was to determine whether the use of activities based on Pintrich's self-regulated learning model effect the self-regulated learning perceptions of elementary teacher candidates within a Life Science course. The research was organized in accordance with the quasi-experimental designs model. This study was conducted…