Twenty-first Century students come to college with widely varying academic skills, approaches to learning, and motivation levels. Faculty often lament that students are focused on achieving high grades but are not willing to invest much time or effort in learning. This session will focus on the importance of helping students acquire simple but effective learning strategies based on cognitive science principles. We will engage in interactive reflection activities that will allow attendees to experience strategies that significantly improve learning while transforming student attitudes about the meaning of learning. Details
Graduate and professional school students often face challenges adjusting to a new set of demands – acing coursework, preparing for cumulative examinations, assuming teaching duties, and producing research results. This session will present metacognitive learning strategies and time management tools that graduate students can teach their students and that they themselves can use to “step up their game” so that their success in graduate school will equal or exceed their success in undergraduate school. Details
All students who are admitted to college have the ability to ace their courses. However, most students did not acquire effective learning strategies in high school and resort to memorizing information just before tests. This strategy usually yields poor results, with students earning grades much lower than their ability. This interactive session will introduce students to cognitive science based learning strategies that help all students experience meaningful, transferable learning, resulting in A’s in their courses! Details
Classroom discussion in higher education is often considered the gold standard for engaging students. Creating an environment conducive to discussion, deliberation, and dialogue is sometimes challenging for even the most experienced teachers. This workshop will explore various discussion strategies by modeling research-based techniques for increased student participation via discussion.
Research comparing the effectiveness of active learning strategies and more passive learning strategies (such as lecturing, watching demonstrations, etc.) has been conducted for over 40 years, and we now believe, based on this rich set of evidence, that active learning approaches result in greater learning gains, regardless of discipline, for our students (Doyle, 2008; Freeman et al., 2014; Hake, 1998; Prince, 2004). Terry Doyle sums it up this way: “the one who does the work, does the learning” (2008, p. 25), and it is in that spirit that this workshop will be presented. Details