There are two categories within this Issue 2 collection:
- Applying metacognition practices beyond the classroom (e.g. to other student-interaction aspects of the teaching profession such as academic advising, research mentoring, social activity or club advising, etc.)
- Developing metacognition skills in our students (e.g., promoting self-monitoring and self regulation when developing reading skills, study habits, test taking, etc. in our students).
Category I. Applying metacognition practices beyond the classroom
| Academic Advising Tools through a Metacognitive Lens (Academic Advising)* Heather Mitchell (hmitchell33@webster.edu), Kim Kleinman (kleinman@webster.edu), & Ronald Daniel (ronalddaniel93@webster.edu) Webster University |
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| Facilitating Student Success through Awareness of One’s Own Study Habits (Academic Advising)* Randi Shedlosky-Shoemaker (rshedlos@ycp.edu) York College of Pennsylvania |
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| Improving Metacognition with Pre- and Post-Exam Reflection Exercises (Academic Advising) * Kyle E. Conlon (conlonke@sfasu.edu) & Lauren E. Brewer (brewerle@sfasu.edu) Stephen F. Austin State University |
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Category II. Developing metacognition skills in our students
| Thinking like a Sociologist, but how? Using Reflective Worksheets to Enhance Metacognition in a Classroom with Diverse Learners * Mabel Ho, Katherine Lyon, Jennifer Lightfoot, Amber Shaw University of British Columbia |
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| Prompted Written Reflection as a Tool for Metacognition: Applying Theory in Feedback * Phani Radhakrishnan (phani.radhakrishnan@utoronto.ca) & Emma Kerr (emma.kerr@mail.utoronto.ca) University of Toronto |
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| Practicing Metacognitive Awareness with Guided Lecture Notes * Terrell Hooper (thooper@aus.edu) American University of Sharjah |
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* These items were part of the collection posted June 2018. Others were received as part of the rolling submissions in 2018.