Chapter Proposal Submission Information and Link

Book Title

In their own words: What scholars and teachers want you to know about why and how to apply the science of learning in your academic setting


Catherine Overson, Christopher Hakala, Lauren Kordonowy, & Victor Benassi

Information about the book and proposal submission

We  have been commissioned to prepare an edited book for the American Psychological Association's Division 2 (Society for the Teaching of Psychology [STP]) e-book series (  ). We invite you to consider preparing a proposal to write a chapter for our book. A tentative outline of this book appears at the end of this message.

The purpose of the chapters within the context of this book is to provide teachers and others who work to promote student learning with examples of applications of science of learning in a real academic setting. Proposals for consideration will be limited to those describing cognitively supported instructional interventions, and that include one or more direct measures of student learning (other than only self-report measures). Examples might include, but are not limited to, exam scores, problem-solving accuracy, scores on a critical thinking measure.

The target audience for the book will be:

  1. college and university teachers in any field or discipline and at any type of institution
  2. secondary school teachers
  3. staff in teaching and learning centers, student success programs, and learning assistance centers
  4. other colleagues who work with students to promote students’ academic success.

Submission Details

If you have published an article in a refereed journal that describes a study in which one or more cognitively supported science of learning principles was investigated in an academic setting (e.g., course), and that includes one or more direct measures of student learning, we invite you to prepare a brief proposal for consideration. Your chapter will distill the material presented in the article you identify. You will write this piece so that teachers, most of whom are not science of learning experts, will understand what you accomplished in your project. Our goal is that teachers will understand that they can use the principles discussed in your chapter in their own academic settings in a rigorous but straightforward manner. For an example of the type of chapters will are seeking, refer to the chapter by Natalie K. Lawrence on “Examining the Benefits of Cumulative Final Exams” (starting on page 274 of our 2014 e-book:

After your proposal is reviewed, we will contact you regarding our decision on whether you are invited to submit a chapter.  Once you submit your chapter draft, we will work with you toward the goal of including it in our book.

Chapter Format

Chapters will include a concise description of the educational intervention you investigated, and will incorporate the following elements:

  1. Cite information on the article on which your chapter is based
  2. Describe the learning issue addressed in your course
  3. Provide an overview of the science of learning principle, theory, and/or method you examined in your project; include a very brief review of the relevant research related to your project
  4. Describe the academic setting (e.g., course) in which you completed your project (e.g., title, course level, number of students and student characteristics, and any other relevant features)
  5. Describe what you did in your project (methods/procedures)
  6. Present the results from your intervention—both in narrative and with graphs and tables, as appropriate (this will be a non-technical presentation)
  7. Discuss briefly what you learned from the project and how what you learned could be useful to other teachers
  8. Include some examples of other types of courses in which your instructional intervention might be applicable.

We are NOT asking you to prepare a chapter that looks like an article you would write for a scientific journal. Instead, our charge to you is that you write an engaging, informative chapter that tells a story to nonexperts who can decide whether/how your work can inform their teaching and promote their students’ learning.

If you believe that your work aligns with the focus of our book, please consider submitting a proposal. 

Chapter Proposal Deadline Has Passed

We will consider proposals until May 1, 2021. If invited to submit a chapter, you will have until August 1, 2021 to submit your chapter draft.

Book Details

  1. The book will be freely available to anyone at the STP e-book website
  2. STP e-books are accessed by thousands of interested readers
  3. The book will have an ISBN number. The book will be indexed in PsychInfo
  4. The book will be written specifically with the non-expert in mind.

 Chapter Length

Chapters for this section of the book will be relatively brief, with a clear focus on the intended audience—teachers who are unlikely to be knowledgeable about science of learning principles or their application. The main body of these chapters (excluding references, tables, etc.) will be around 2,500 to 3,000 words.


Catherine Overson, PhD (Psychology) University of New Hampshire, USA
Associate and Current Director, Center for Excellence and Innovation in Teaching and Learning
PI, Student Cognition Toolbox

Christopher Hakala, PhD (Psychology), Springfield College, USA
Professor of Psychology
Director, Center for Teaching and Learning

 Lauren Kordonowy, PhD (Genetics), University of New Hampshire, USA
Center for Excellence and Innovation in Teaching and Learning

Victor Benassi, PhD (Psychology), University of New Hampshire,USA
Professor of Psychology, Emeritus, 2018
Faculty Director, Center for Excellence and Innovation in Teaching and Learning, 2007-2018
President, Society for the Teaching of Psychology (APA, Division 2), 2013                                        

Tentative Table of Contents

  • Overview of Science of Learning in Educational Settings
  • Organization of the book
  • Several chapters by scholars who will provide their perspectives on the state of the work on applying science of learning in educational contexts
Part 1: Principles and Approaches

Chapters that address, organize, and illustrate the application of a science of learning informed principle/approach. Topics to be addressed include: retrieval practice, scheduling of study, self-explanation, peer instruction, peer led team learning, productive failure, successive relearning, and others.

Part 2: Preparing Faculty to Apply the Science of Learning

Chapters that describe approaches that prepare instructors to apply science of learning principles in their instruction.

Part 3: Preparing Students to Apply the Science of Learning

Chapters describing work focused on instructing students about science of learning principles and about how they can apply them in their own study.

Part 4. Putting the Science of Learning into Practice

Chapters that describe research conducted in real academic settings and that apply one or more science of learning principles. [Note: This is the section of the book related to the open call for chapter proposals.]

Part 5. Summary, Integration, Moving Forward

This section, written by the editors, will provide a summary and integration of the work presented in the book.