Naomi Silver Matthew Kaplan Kaplan is CRLT’s managing director. He focuses on university-wide initiatives (e.g., Provost’s Seminars on Teaching, assessment and re-accreditation, evaluation of teaching) and external projects, such as a Teagle Foundation grant to improve writing and critical thinking. He also co-directs the LSA Teaching Academy and oversees the Thurnau competition, the University’s highest undergraduate teaching award. He received his Ph.D. in comparative literature from the University of North Carolina at Chapel Hill, where he worked at UNC’s Center for Teaching and Learning for three years before joining CRLT in 1994. Matt has published articles on the academic hiring process, the use of interactive theatre as a faculty development tool, and the evaluation of teaching, and he co-authored a chapter of McKeachie’s Teaching Tips on technology and teaching. He has co-edited a volume of New Directions for Teaching and Learning on The Scholarship of Multicultural Teaching and Learning (Jossey Bass, 2007) and edited two volumes of To Improve the Academy (New Forums Press, 1998, 1999). He was a member of POD’s Core Committee from 1998-2001. Danielle LaVaque-Manty Deborah Meizlish James Rhem

• Acknowledgments Foreword—James Rhem 1. Reflective Pedagogies and the Metacognitive Turn in College Teaching—Naomi Silver 2. Make Exams Worth More than the Grade. Using Exam Wrappers to Promote Metacognition—Marsha C. Lovett 3. Improving Critical-Thinking Skills in Introductory Biology Through Quality Practice and Metacognition—Paula P. Lemons, Julie A. Reynolds, Amanda J. Curtin-Soydan, and Ahrash N. Bissell 4. Reflection and Metacognition in Engineering Practice—Denny Davis, Michael Trevisan, Paul Leiffer, Jay McCormack, Steven Beyerlein, M. Javed Khan, and Patricia Brackin 5. “The steps of the ladder keep going up”. A Case Study of Hevruta as Reflective Pedagogy in Two Universities—Mary C. Wright, Jeffrey L. Bernstein, and Ralph Williams 6. Implementing Metacognitive Interventions in Disciplinary Writing Classes—Mika LaVaque-Manty and E. Margaret Evans 7. Designs for Writing. A Metacognitive Strategy for Iterative Drafting and Revising—E. Ashley Hall, Jane Danielewicz, and Jennifer Ware 8. Reflection, ePortfolios, and WEPO. A Reflective Account of New Practices in a New Curriculum—Kathleen Blake Yancey, Leigh Graziano, Rory Lee, and Jennifer O’Malley Contributors Index

Naomi Silver Matthew Kaplan Kaplan is CRLT’s managing director. He focuses on university-wide initiatives (e.g., Provost’s Seminars on Teaching, assessment and re-accreditation, evaluation of teaching) and external projects, such as a Teagle Foundation grant to improve writing and critical thinking. He also co-directs the LSA Teaching Academy and oversees the Thurnau competition, the University’s highest undergraduate teaching award. He received his Ph.D. in comparative literature from the University of North Carolina at Chapel Hill, where he worked at UNC’s Center for Teaching and Learning for three years before joining CRLT in 1994. Matt has published articles on the academic hiring process, the use of interactive theatre as a faculty development tool, and the evaluation of teaching, and he co-authored a chapter of McKeachie’s Teaching Tips on technology and teaching. He has co-edited a volume of New Directions for Teaching and Learning on The Scholarship of Multicultural Teaching and Learning (Jossey Bass, 2007) and edited two volumes of To Improve the Academy (New Forums Press, 1998, 1999). He was a member of POD’s Core Committee from 1998-2001. Danielle LaVaque-Manty Deborah Meizlish James Rhem

• Acknowledgments Foreword—James Rhem 1. Reflective Pedagogies and the Metacognitive Turn in College Teaching—Naomi Silver 2. Make Exams Worth More than the Grade. Using Exam Wrappers to Promote Metacognition—Marsha C. Lovett 3. Improving Critical-Thinking Skills in Introductory Biology Through Quality Practice and Metacognition—Paula P. Lemons, Julie A. Reynolds, Amanda J. Curtin-Soydan, and Ahrash N. Bissell 4. Reflection and Metacognition in Engineering Practice—Denny Davis, Michael Trevisan, Paul Leiffer, Jay McCormack, Steven Beyerlein, M. Javed Khan, and Patricia Brackin 5. “The steps of the ladder keep going up”. A Case Study of Hevruta as Reflective Pedagogy in Two Universities—Mary C. Wright, Jeffrey L. Bernstein, and Ralph Williams 6. Implementing Metacognitive Interventions in Disciplinary Writing Classes—Mika LaVaque-Manty and E. Margaret Evans 7. Designs for Writing. A Metacognitive Strategy for Iterative Drafting and Revising—E. Ashley Hall, Jane Danielewicz, and Jennifer Ware 8. Reflection, ePortfolios, and WEPO. A Reflective Account of New Practices in a New Curriculum—Kathleen Blake Yancey, Leigh Graziano, Rory Lee, and Jennifer O’Malley Contributors Index

Naomi Silver Matthew Kaplan Kaplan is CRLT’s managing director. He focuses on university-wide initiatives (e.g., Provost’s Seminars on Teaching, assessment and re-accreditation, evaluation of teaching) and external projects, such as a Teagle Foundation grant to improve writing and critical thinking. He also co-directs the LSA Teaching Academy and oversees the Thurnau competition, the University’s highest undergraduate teaching award. He received his Ph.D. in comparative literature from the University of North Carolina at Chapel Hill, where he worked at UNC’s Center for Teaching and Learning for three years before joining CRLT in 1994. Matt has published articles on the academic hiring process, the use of interactive theatre as a faculty development tool, and the evaluation of teaching, and he co-authored a chapter of McKeachie’s Teaching Tips on technology and teaching. He has co-edited a volume of New Directions for Teaching and Learning on The Scholarship of Multicultural Teaching and Learning (Jossey Bass, 2007) and edited two volumes of To Improve the Academy (New Forums Press, 1998, 1999). He was a member of POD’s Core Committee from 1998-2001. Danielle LaVaque-Manty Deborah Meizlish James Rhem

• Acknowledgments Foreword—James Rhem 1. Reflective Pedagogies and the Metacognitive Turn in College Teaching—Naomi Silver 2. Make Exams Worth More than the Grade. Using Exam Wrappers to Promote Metacognition—Marsha C. Lovett 3. Improving Critical-Thinking Skills in Introductory Biology Through Quality Practice and Metacognition—Paula P. Lemons, Julie A. Reynolds, Amanda J. Curtin-Soydan, and Ahrash N. Bissell 4. Reflection and Metacognition in Engineering Practice—Denny Davis, Michael Trevisan, Paul Leiffer, Jay McCormack, Steven Beyerlein, M. Javed Khan, and Patricia Brackin 5. “The steps of the ladder keep going up”. A Case Study of Hevruta as Reflective Pedagogy in Two Universities—Mary C. Wright, Jeffrey L. Bernstein, and Ralph Williams 6. Implementing Metacognitive Interventions in Disciplinary Writing Classes—Mika LaVaque-Manty and E. Margaret Evans 7. Designs for Writing. A Metacognitive Strategy for Iterative Drafting and Revising—E. Ashley Hall, Jane Danielewicz, and Jennifer Ware 8. Reflection, ePortfolios, and WEPO. A Reflective Account of New Practices in a New Curriculum—Kathleen Blake Yancey, Leigh Graziano, Rory Lee, and Jennifer O’Malley Contributors Index