It has long been known that physics experts categorize physics problems based on the underlying physics principles involved and physics novices tend to categorize physics problems based on surface-features. This current ...

Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large class. Research has shown, though, that the metacognitive skills that students utilize ...

This research was undertaken to develop a better understanding of how students think about their study abroad experiences. What meaning do students attribute to their international experiences? How can the benefits of ...

The desire for our students to develop inquiring minds is a common theme among teachers. Making that goal a reality often seems especially challenging. During the fall 2007 semester, as part of a joint Distinguished ...

The traditional presentation of academic content, or knowledge transfer from teacher to student, is a largely passive and uni-directional process that only sporadically leads to durable learning. Meaningful knowledge ...

In our Introductory Psychology (Psych 100) program, 30 graduate TAs/faculty teach 2,700 undergraduates annually. While the program has received many accolades and TAs are often recognized for their teaching skills, we have ...

29 graduate TAs and 1 faculty member teach 2700 Introductory Psychology students annually. This year we developed an assessment program to improve student learning and graduate teaching training (Shigeto et al., 2010). We ...

Two studies in Introductory Psychology classes explored whether repeated low-stakes testing can augment learning. In Experiment 1, answering more in-class questions with student response systems (SRSs) predicted better ...

The purpose of this course is to support the academic performance and social acclimation of first year undergraduate students in the School of Music by providing greater access to academic and advising resources through ...