“What Am I Doing? Is It Getting Me Anywhere?” Scaffolding Student Metacognition

Steven Volk, Director, Center for Teaching Innovation and Excellence (CTIE) and Professor of History Emeritus, Oberlin College Contact at: svolk@oberlin.edu Hands up those of you who have had students come to your office hours anguishing over the poor grades they received on an exam. I’m not talking about the student… Read More


Note: This essay originated from the GLCA Rubrics for Liberal Arts Learning Workshop, March 17-18, 2017. It was written by the following: Carrie Delapp-Culver, cculver@wooster.edu, Music, The College of Wooster Laura Furge, Laura.Furge@kzoo.edu, Chemistry, Kalamazoo College Dianne Guenin-Lelle, dgueninlelle@albion.edu, French, Albion College Steven Scogin, scogin@hope.edu, Biology and Education, Hope College… Read More

Establishing Parameters for Self-Evaluation and Metacognition as an Extension of Critique in a Studio Art Course (Sheilah Wilson, Denison)

Sheilah Wilson, Studio Art Department, Denison University For the full report contact Sheilah Wilson at wilsons@denison.edu QUESTION: Can a written reflection, following oral critique, help art students take greater responsibility over their work and their learning? In Introduction to Photography (Arts 117), a course I teach each semester, students work… Read More