Cooperative Learning: Effect on Prospective Teachers' Metacognitive Skills Development at University Level

This study was conducted while using the Quasi-Experimental design to examine the effect of Cooperative learning on prospective teachers' Meta cognitive skills. The sample for this study included two sections/ groups, each comprising 40 students (40 males 40 females=80) enrolled in the fifth Semester of the B.Ed Honors program in a public university. One of the sections was declared as the Experimental, whereas the other as the Controlled group. The understudy sections were pre-tested, and then the experimental group was exposed to the intervention (cooperative learning strategy), which lasted for one Semester. Both sections were post-tested after the completion of the intervention. Meta cognitive Skills Assessment Tool (MSAT) was used for pre and post-test. Based on the results, it is concluded that Cooperative Learning helps develop Meta cognitive skills in prospective teachers. Therefore, it is recommended that the teachers should teach while using the Cooperative learning approach.

Developing an assessment plan for information literacy learning outcomes: Process and planning

The introduction of the ACRL Framework for Information Literacy for Higher Education provided an opportunity for libraries to revisit student learning and instruction practices. At the University of Northern Colorado Libraries, we embarked on a process of revising our shared student learning outcomes (SLOs) for all 100-level information literacy credit courses. The credit courses, taught by librarians, are offered in conjunction with programs on campus, like the Honors program and Center for Human Enrichment, or as a major requirement for Criminal Justice, History or Audiology and Speech Language majors.

Remaking Relationships

How should we teach a class on family in the twenty-first century, when the meaning and makeup of “family” are under attack from all political angles? This article relates an attempt to rethink the family course as interdisciplinary, thematically arranged, heavily dependent on student engagement, and collaborative. From course conception to pitfalls and retrospection, this article provides an overview of a course implemented by the authors and their students as part of the honors program at the University of Portland. At the center of the course was a common curiosity for the material that emerged in hallway conversations at the intersection of different disciplines, at the intersection of ecocriticism and feminist theory, and at the intersection of popular media and personal life. The authors argue that collaborative teaching and intersectionality led to more productive classroom discussions and destabilized assumptions for all the course participants, instructors included.

Success of Honors Program in Azerbaijan: Do Honors Students Perform Better Than Nonhonors Students?

The purpose of launching honors programs in Azerbaijan was not only to introduce advanced academic programs but also to change the culture in the universities: to make students more socially active, to encourage them to participate in international competitions, and continue their education. Keeping these goals in mind, we evaluate honors programs by comparing honors students and nonhonors students in respective universities by (a) academic performance, (b) future academic goals, and (c) participation in extracurricular activities. We showed that when we look at academic performance, future academic goals, and some of the extracurricular activities, honors students clearly outperform nonhonors students.

Perfectionism and the Imposter Phenomenon in Academically Talented Undergraduates

The imposter phenomenon is characterized as difficulty internalizing success due to feelings of inauthenticity or phoniness despite contrary evidence of competence. Academically talented students in undergraduate honors programs could be more vulnerable to the imposter phenomenon as compared with other undergraduates because of experiences surrounding perfectionism and participation in highly selective programs. In this study, researchers examined the relationship between gender, honors program participation, perfectionism, and the imposter phenomenon among undergraduates. Results of a hierarchical regression analysis indicate that socially prescribed perfectionism and honors program participation relate to higher levels of imposter feelings in an undergraduate sample. Implications and practical recommendations for researchers, educators, school counselors, and college administrators are discussed.

Perfectionism and the Imposter Phenomenon in Academically Talented Undergraduates

The imposter phenomenon is characterized as difficulty internalizing success due to feelings of inauthenticity or phoniness despite contrary evidence of competence. Academically talented students in undergraduate honors programs could be more vulnerable to the imposter phenomenon as compared to other undergraduates because of experiences surrounding perfectionism and participation in highly selective programs. In this study, researchers examined the relationship among gender, honors program participation, perfectionism, and the imposter phenomenon among undergraduates. Results of a hierarchical regression analysis indicate that socially prescribed perfectionism and honors program participation relate to higher levels of imposter feelings in an undergraduate sample. Implications and practical recommendations for researchers, educators, school counselors, and college administrators are discussed.