Student motivation is probably the single most important element of learning. Learning is inherently hard work; it is pushing the brain to its limits, and thus can only happen with motivation. Fortunately, research shows that there is a lot an instructor can do to motivate their students to learn. (2 pages)
A look at research relevant to optimizing learning (Carl Wieman, 2008)
A short summary of topics in teaching and learning that all instructors should be (or become) familiar with, as prepared by UBC CWSEI.
Two-page summary of key points and factors from the review paper "Conditions Under Which Assessment Supports Student Learning," including CWSEI suggestions on implementing good assessment and feedback without spending excessive time marking.
The purpose of this series is to develop knowledge and skills in new STLFs so that they can effectively apply relevant research in cognitive psychology and education to improve teaching and learning in higher education. The series is 12 sessions, ~1 per week, with 1.5 hour meetings. The document gives the preparation required for each session, the tasks at the meetings, and a list of resources with links.
Carl Wieman ran a workshop at Stanford in the summer of 2017 that replicated-in 6 intensive days-the STLF training program developed and refined in the CWSEI at UBC and Carl's 10 week graduate course in science learning and teaching at Stanford. Details of the workshop are in the document below.
Research has shown that students don't necessarily learn what professors think they are teaching, producing significant gaps in student understanding. This workshop is designed to help you bridge this gap. In the workshop, you will define conceptual learning goals for your courses, design assessment questions that specifically address core concepts, and learn how to use assessment techniques during class to gauge student learning. You will also learn how to connect your exam questions to the broader goals of the class.
This built on the first session and explored what studies say as to the effectiveness of various teaching practices and how these results connect to basic research on learning. (ppt version)
This built on the first session and explored what studies say as to the effectiveness of various teaching practices and how these results connect to basic research on learning. (pdf version)
This session covered some basics of research on learning, and the implications of this work for being an effective teacher. This includes what is known about how the brain learns, its limitations and strengths, and what enhances and inhibits learning and retention. (ppt version)
