International Journal for the Scholarship of Teaching and Learning
Volume 3, Number 1, January 2009

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Research Article

Excerpt

Learning from Their Own Learning: How Metacognitive and Meta-affective Reflections Enhance Learning in Race-Related Courses

This interdisciplinary project examined how students think and feel about their learning in race-related diversity courses. Students in four classes (literature, psychology, geography) reflected on cognitive and affective dimensions of their own and their classmates’ learning. The Color Blind Racial Attitudes Scales (CoBRAS) confirmed qualitative analyses of learning patterns in three of the classes that resulted in moving from lack of awareness about racism to increased understanding and in the fourth class that lacked this movement. Findings include what helped students learn, cognitive and affective obstacles to learning, and the benefit of exposing students to multiple perspectives, empathy-enhancing activities, and emotional regulation skills.

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Bios

Nancy Chick
University of Wisconsin-Barron County
Rice Lake, Wisconsin, USA
nancy.chick@uwc.edu

I received a B.A. in English from the University of New Mexico and an M.A. and Ph.D. in English from the University of Georgia. I am currently an associate professor of English and director of the University of Wisconsin System Teaching Fellows and Scholars Program. I teach English, women’s studies, and ethnic studies courses, and my recent research focuses on signature practices and pedagogies in my discipline, resulting in Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (eds. Gurung, Chick, & Haynie, 2009) and now a book I’m writing on signature pedagogies in literary studies in particular. I am also on the Board of Directors for the International Society for the Scholarship of Teaching and Learning.
Website: http://www.barron.uwc.edu/discover/faculty/chick

Terri Karis
University of Wisconsin-Stout
Menomonie, Wisconsin, USA
karist@uwstout.edu

I am Associate Professor in the Marriage and Family Therapy Program and Department of Psychology at the University of Wisconsin-Stout. I received my doctorate in Family Social Science from the University of Minnesota. Licensed as a family therapist and a psychologist, I maintain a clinical practice in Minneapolis. My scholarly interests include whiteness, multiracial families, interpersonal neurobiology applications to psychotherapy and education, and investigating how to have transformative conversations about race. Currently I am developing a new interdisciplinary course on race.

Cyndi Kernahan
University of Wisconsin-River Falls
River Falls, Wisconsin, USA
cynthia.kernahan@uwrf.edu

I am an Associate Professor of Psychology at the University of Wisconsin-River Falls. I received my Ph.D. from the University of Missouri in 1999. I teach Social Psychology, History of Psychology, the Psychology of Prejudice and Racism, and Introduction to Ethnic Studies (I also serves as the Ethnic Studies Program Coordinator). My research interests are focused on how students learn best, especially with respect to courses on race and ethnicity. I regularly collaborate with students as well as other faculty on research in this area, regularly publishing and presenting. I was recently honored with the College of Arts and Sciences Outstanding Faculty Scholarship Award (2006) as well as with the College of Arts and Sciences Outstanding Teaching Award (2008).

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