CEITL Invited Talks

Victor A. Benassi Annual Colloquium
Thursday, April 25th from 3:40 to 5:00 pm
Location: Memorial Union Building, Theater II
CEITL Participation: 1 point
Please register by April 22, 2019

A Contextual Approach to Connecting the Research, Theory and Practice of Teaching

Teaching practices change often, but teaching effectiveness rarely advances. I argue that this is the case because of the current state of pedagogical research, theory, and practice. Specifically, learning scientists and practitioners of the scholarship of teaching and learning often talk past each other, and neither group does a good job in translating research into teaching practice. Meanwhile, academic institutions base teaching policies on factors such as economics and technology that may not be directly related to student learning. I argue that the fundamental issue is systemic; different groups have different models about how students learn. Only a few researchers have been able to navigate both learning science and the scholarship and teaching and learning, and then translate research into teaching practice. To move the whole field forward, I propose a contextual framework to try to establish common, productive ground among researchers and educators. Such a framework promises to guide and organize research, and translate research into teaching innovations.

Stephen L. Chew, PhD
Professor & Chair, Department of Psychology Samford University
Chair, National Institute on the Teaching of Psychology


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