The main purpose of this study was to look at how we used specific writing assignments in our courses to encourage metacognitive reflection in order to increase the learning that takes place. The study also aimed to aid in the development of higher order processing skills through the development of student reflection. The students involved in the study come from a cross-cultural base: urban residential college with a diverse student population, suburban residential college with traditional age students, and state college graduate and undergraduate students. Students were enrolled in a mathematics, history and philosophy of education, or community health and research courses. In addition, the researchers represent both African American and white faculty and teach courses in mathematics, teacher education, and professional entry-level occupational therapy. The research methodology used in this study is educational action research and classroom research which provide a rationale for studying our own teaching and learning as well as the students' learning. Students were given writing prompts that encouraged self-system thinking, metacognition and made use of the cognitive system described by Marzano. The results indicate that students were able to reflect upon their work in the various courses. They developed a level of consciousness that they used to deepen their knowledge within the disciplines. The study shows that students are able to develop, through reflective thinking, higher order thinking skills. They showed the ability to analyze their own learning and start the metacognitive thinking that is necessary to be effective learners. The ability to think critically is an important trait of all members of society. With today's multinational, multicultural, complex issues, citizens must be able to sift through large amounts of various data to make intelligent decisions. Higher education must provide the intellectual training for its students to participate in this world. The following are appended: (1) Writing # 1 - Mathematical Autobiography, Writing #2 - Reflection Post First Test, Writing # 3 - Letter Home, Writing # 4 - Semester End Preparation; (2) Learning Survey; and (3) Group Autobiography. (Contains 1 figure.)