During their college years, students undergo momentous changes, which affect their own learning experience. In this workshop, we will review theories of student development, focusing on intellectual and social identity development, and brainstorm instructional strategies for students at different levels of maturity.
In any class students will have different levels and types of motivation, which influence their behavior in our courses. In this workshop, we will discuss the levers faculty have at their disposal to activate motivation and engage students more fully in learning.
Research shows that the popular saying "Practice makes perfect" is not always true. Sometimes practice only reinforces bad habits. Research has identified the features of productive practice, including the kinds of feedback that must accompany it. In this workshop, we will review this research, and generate strategies for embedding deliberate practice into our courses.
A growing body of literature emphasizes the subtle but profound impact of the intellectual, social, and emotional classroom climate on learning and performance. Research shows that climate affects all students in the classroom, but in particular certain minority groups. In this seminar we will explore the main findings from climate research, and we will brainstorm concrete strategies to foster a productive and welcoming learning environment.
People who are experts in their domains are not automatically able to teach all the skills needed in that domain. Precisely because of our own expertise, we are victims of the phenomenon called expert blind spot. In this workshop, we will review the research on expert blind spot, juxtapose it with the research on skill acquisition, and brainstorm strategies to guide students toward mastery.
As educators, we want our students to become lifelong learners, but many students simply lack the metacognitive skills necessary to take charge of their own learning and problem-solving. In this workshop, we will review the research on self-directed learning, understand what some of the roadblocks are for our students, and generate strategies to promote the development of metacognitive skills.
This workshop will provide an introduction to psychological models of how students process information in their brain. Research shows that these mental processes are intimately connected to retention of information, meaning-making, and transfer to new contexts. Equipped with this knowledge, we will brainstorm pedagogical strategies that promote deep learning.
Students are not empty slates. They enter our classrooms with experiences and beliefs that shape their readiness to learn. Most of the time prior knowledge is the foundation for new learning, but sometimes prior knowledge can actually impede it. In this workshop, we will review the research on prior knowledge, beliefs and misconceptions, and we will generate strategies to capitalize on relevant prior knowledge and productively challenge student misconceptions.
Associate Director for the Scholarship of Teaching & Learning and Professor of Psychology