Science of Learning

Improving Student Learning: Lessons from U-M Professor Bill Gehring

“I studied really hard for the exam and felt like I knew the material, but I did poorly.” 

Have you ever heard something like this from your students? Do you wonder how you might prevent such experiences? In a November Student Learning and Analytics at Michigan (SLAM) series lecture, Thurnau Professor of Psychology Bill Gehring explains how he has integrated key findings from the science of learning into his teaching in order to help students study more effectively and improve their course performance. 

If you haven't been able to attend the SLAM series talks but want to learn more about the ongoing conversation at U-M about using student data to enhance learning, this video is a great place to start. Professor Gehring's topics in this hour-long talk include: Read more »

Submitted by tbraun on Fri, 12/07/2012 - 9:42am
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Winter 2011 Provost’s Seminar on Teaching: Connecting College Teaching with the Science of Learning

Connecting College Teaching with the Science of Learning

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Colloquium Topics

Novice vs. Expert Learners

Lecture Learning and Recall

Mood and Cognitive Performance

VisuoSpatial Learning

Developmental Aspects of Learning

Drawing on Student Diversity

Investigating Student Learning

Identity, Affect, and Learning

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Scholars of the Science of Learning

Pat Gurin Patricia Gurin
Arthur F. Thurnau Professor, Nancy Cantor Distinguished University Professor Emerita
Psychology & Women's Studies

 

Patricia Gurin directs the research program of the Program on Intergroup Relations, a curricular program co-sponsored by the College of LS&A and the Division of Student Affairs. She is also a Faculty Associate of the Research Center for Group Dynamics at the Institute for Social Research and of the Center for African and Afro-American Studies. A social psychologist, Dr. Gurin’s work has focused on social identity, the role of social identity in political attitudes and behavior, motivation and cognition in achievement settings, and the role of social structure in intergroup relations. She is the author of eight books and monographs and numerous articles on these topics. She is an expert witness in the University of Michigan’s defense of its undergraduate and law school admissions policies. In collaboration with Sylvia Hurtado, Eric Dey, and Gerald Gurin, all of the Center for Post-Secondary and Higher Education at the University of Michigan, she provided the expert report on the Educational Value of Diversity for these lawsuits.

Pat KingPatricia King
Professor Higher and Post-Secondary Education
School of Education Read more »

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Welcome

The Teagle-CRLT Colloquium on the Science of Learning  seeks “to help faculty members and postdoctoral students in a wide variety of fields in the arts and sciences take full advantage of …new developments in cognitive psychology, assessment and other fields concerned with student learning,” through programs designed “to explore this knowledge and test its applicability by putting it to use in improving student learning at the undergraduate level” (from the Teagle Foundation Request for Proposals). http://www.teaglefoundation.org/learning/resources.aspx

Our Focus

This colloquium brought together two cohorts of University of Michigan faculty whose disciplinary expertise are outside of sciences of learning, yet who are dedicated teachers. We recruited faculty from a wide range of disciplines in the sciences, social sciences, and humanities. We used readings, assignments, presentations from scholars of the sciences of learning, and seminar structures designed to engage faculty in unfamiliar literature, and encourage them to apply the information to their teaching. Finally, we sought to develop a community of faculty who would promote and disseminate what they learned among colleagues.

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