Improve with Metacognition began in April 2014 with three original site creators: Lauren Scharff, John Draeger, and Aaron Richmond. Lauren and John are current Managing Editors, along with Patrick Cunningham, who joined in that role in January 2023. There is also a larger team of individuals who regularly contribute blog posts and an even larger group that includes guest contributors. If you would like to contact one of the managing editors, please send an email to improvewithmetacognition@gmail.com.

Site Creators: Aaron Richmond, Lauren Scharff, John Draeger	Managing Editor: Patrick Cunningham

Co-creator Lauren Scharff is the Director for the Scholarship of Teaching and Learning Program and Professor of Behavioral Sciences at the U.S. Air Force Academy, where she has worked since 2008. Prior to that she was a professor of Psychology at Stephen F. Austin State University, where she worked beginning in 1993. Her current research focuses on a variety of topics within SoTL, with a focus on metacognitive instruction and the science of learning. Dr. Scharff is past president of the Southwestern Psychological Association and served as the United States Regional Vice President for the International Society for the Scholarship of Teaching and Learning (2016-2019). Her awards include the Florence L. Denmark Psi Chi National Faculty Advisor Award (2007) and the Gary Poole Distinguished Reviewer Award (2021).

Co-creator John Draeger is the Director of the Scholarship of Teaching and Learning (SoTL) Program and Professor of Philosophy at SUNY Buffalo State. He earned his Ph.D. in philosophy from Syracuse University. He teaches courses in the history of moral and political philosophy, contemporary ethical issues, and philosophy of law. He divides his scholarly energies between work in social philosophy (e.g., moral critiques of racism, sexism, and homophobia) and work in SoTL (e.g., higher-order thinking, general education, and academic rigor).

Co-creator Aaron S. Richmond earned his Ph.D. in educational psychology at the University of Nevada, Reno and is a Professor of Educational Psychology at Metropolitan State University of Denver. He teaches courses in educational psychology, research methods, statistics, and cognitive development. He has published over 35 journal articles and book chapters on investigations of pedagogical practices in higher education and psychology instruction, metacognitive development in children and adults, and applications of cognitive and memory strategies in science and higher education.

Managing Editor (2023-present) Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham teaches a range of courses across undergraduate levels with specialization in dynamic systems, measurement, and control. In his teaching he seeks to apply what he has learned from his research, spurring student reflection and metacognitive growth, so that they may become more skillful learners – capable, independent, and adaptable thinkers who are able to succeed wherever their career paths lead. He holds B.S., M.S., and Ph.D. degrees in Mechanical Engineering from Purdue University.

Managing Editor (2022) Melissa “Missy” Terlecki received her BA in Psychology from the College of New Jersey and her PhD in Cognitive Psychology and Neuroscience from Temple University. Missy is currently a Professor and Chair of the Psychology Department at Cabrini University, PA and Co-Director of the Nerney Leadership Institute. As a researcher and scholar, Missy has numerous publications and presentations on metacognitive pedagogy. Her specialty is offering national and local workshops to educators in metacognitive tools and design. Missy expands the self-awareness domain to first-year experience, leadership, psychology, and beyond. Likewise, she has over a decade of longitudinal, empirical data from studies on metacognitive intervention across all levels of college students and is working on revising popular metacognitive assessments. Missy is passionate about metacognition and committed to providing resources to all educators to improve student learning, retention and success.

* Disclaimer: The views expressed in this document are those of the authors and do not reflect the official policy or position of the U. S. Air Force, Department of Defense, or the U. S. Govt.