CEITL advances and promotes scholarship on the science of learning and its application in educational settings. Below are publications that focus on research that can, and has been, applied by teachers in formal educational settings.
In Their Own Words: What Scholars and Teachers Want to Know About Why and How to Apply the Science of Learning in Your Academic Setting (2023)
Editors: Catherine E. Overson, Christopher M. Hakala, Lauren L. Kordonowy, and Victor A. Benassi
This edited book offers a comprehensive, although not exhaustive, examination of contemporary scholarship on the science of learning and its application in educational settings. Much of the work described in the book centers on learning in college and university settings, but some of the research was completed with high school or middle school students. The focus of the book is decidedly on research from the viewpoint of cognitive psychology, but some other perspectives are represented—for example, two chapters on discipline-based educational research (in chemistry and physics).
The book is organized into five parts. In Part 1, authors provide their views on the “Past, Present, and Future of Applying the Science of Learning in Education.” In Part 2, “Principles and Approaches,” authors describe their own and related work on a wide range of topics that will be of interest to teachers who want to improve their students’ learning, retention, and transfer of academic knowledge. The chapters in Part 3 focus on “Preparing Faculty, Educational Developers, Student Success Professionals, and others to Apply the Science of Learning.” The chapters in Part 4 describe authors’ work on “Preparing Students to Apply the Science of Learning.” In Part 5, “Putting the Science of Learning into Practice,” authors discuss studies they completed in academic settings that examined one or more science of learning principles. Authors were asked to write their chapters in a way that the content is accessible to instructors and others from any field or discipline—including teachers who may have limited or no formal background in science of learning or its application in educational contexts.