Leveraging the science of learning in your courses

– Tuesdays from 1:00-2:00pm
– Seven group meetings (see dates with * below)
– Dedicated independent work on remaining weeks.

Why is this important?
Students often make choices about studying, preparation, collaboration and AI use that undermine their learning not because they lack motivation, but because they misunderstand how learning actually works. Without an understanding of learning, students often rely on ineffective strategies, make poor decisions about their academic work or misinterpret expectations.

Research backs that when students understand the processes that support learning, they are more likely to engage productively and approach academic tools (such as AI) with greater responsibility.

This program is designed to help faculty both understand the science of learning and make it visible to students to address persistent challenges around learning, engagement and decision-making.

This CoP will combine shared learning with course design. Participants will build a foundational understanding of how learning works and then translate that understanding to student-facing course materials for their specific course context. By the end of this program participants will:

  • Recognize fundamental concepts of how people learn
  • Identify how and where these concepts would most benefit their students
  • Create concrete resources for their own courses to help students
  • Explore ways to assess impact on students
register here

Spring Meeting Schedule

Part One: Building your Knowledge

Read about and discuss important concepts related to learning, identify what you hope to achieve by including science of learning content in your course, and brainstorming authentic ways to achieve your objectives.

*January 27th: Orientation, goal setting and roadmap
*February 3nd: Learning is active and requires effort
*February 10th: Prior knowledge shapes learning
*February 17th: Learning develops over time with practice and retrieval
*March 3rd: Strong learners monitor and adapt their learning

Part Two: Building your Course Content

During this time, faculty will work with instructional designers to translate these ideas into practice. These materials may take many forms, including short modules, low-stakes quizzes, brief videos, or structured reminders throughout the term.

One touchpoint meeting will bring the group together to share ideas, gather feedback and reflect. We will celebrate your progress and next steps at our closing meeting.

March 10, 17, 24: Guided work with instructional designers
*April 7th: Meet together for a progress showcase and feedback
April 14, 21: Guided work with instructional designers
*April 27th: Meet together to share your work to date and next steps

This is an in-person program. (Accommodations for remote faculty can be arranged.)