SOLER faculty committee member and PSSG awardee Brent Stockwell presented his work on the use of virtual reality in undergraduate biochemistry at the inaugural Schrödinger Educator's Day, a virtual event held in July 2021.
SOLER Program Director Adam Brown presented at the 2021 Pandemic Pedagogy Research Symposium virtually hosted by Duke University.
Adam highlighted SOLER's work with 2020 PSSG faculty awardee Brent Stockwell (Biological Sciences): developing a framework for enhancing student learning and engagement in undergraduate biochemistry through virtual reality. Read more about SOLER's collaboration with Columbia's Emerging Technologies Consortium (ETC) and Professor Stockwell on the Projects page.
SOLER Program Director Adam Brown and CUIT Emerging Technologies Consortium (ETC) Director Parixit Davé presented at the 2021 Beyond Zoom: Promise and Reality of XR Conference virtually hosted by Dartmouth University.
Adam and Parixit highlighted their collaboration with 2020 PSSG faculty awardee Brent Stockwell (Biological Sciences): developing a framework for enhancing student learning and engagement in undergraduate biochemistry through virtual reality. Read more about SOLER's collaboration with ETC and Professor Stockwell on the Projects page.
In 2020, SOLER launched the Provost’s SOLER Seed Grants (PSSG) program in order to support faculty-led efforts to address Scholarship of Teaching and Learning (SoTL) questions through formal research processes. In 2021, we invited Columbia faculty and administrators to attend a virtual information session about the second PSSG cycle on Thursday, April 15th.
At the information session, attendees learned about the framework through which SOLER supports Discipline-Based Education Research (DBER) efforts at Columbia. As noted above, DBER is the application of formal research methodologies to SoTL. Two 2020 PSSG faculty awardees – Brent Stockwell (Biological Sciences) and Alfredo Spagna (Psychology) – shared their insights and presented concrete examples of their PSSG-supported DBER projects.
Watch the full video recording of the presentation at the top of this page.
The Center for Teaching and Learning and the Science of Learning Research (SOLER) Initiative jointly held the inaugural Science of Learning Symposium on Thursday, October 11, 2018. The Symposium brought together Columbia faculty, staff, graduate students, and experts in the science of learning to share the research on metacognition in learning, and to translate it into strategies that maximize student learning.
The day’s agenda kicked off in the Low Library Rotunda at 9:30 AM with presentations by leading researchers and experts in the fields of cognitive psychology and metacognition.
- “Metacognition and Curiosity” by Janet Metcalfe (Columbia University)
- “Why Don’t the Trials and Errors of Everyday Living and Learning Teach Us How to Learn?” by Robert A. Bjork (University of California, Los Angeles)
- “Academic Performance under Stress” by Sian Beilock (Barnard College)
Discussion followed, led by Elizabeth Bjork, Professor of Psychology at the University of California, Los Angeles and Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London.
Later in the day, the CTL hosted two workshops in Butler Library for faculty, staff, and graduate students to explore evidence-based metacognitive strategies that can be implemented in the classroom.
Workshop 1 | Turning Tests into Desirable Difficulties: How to Assess Learning in Ways that Enhance Learning
From 1:00 PM – 2:45 PM, Professor Elizabeth Ligon Bjork (University of California, Los Angeles) led a workshop on turning tests into Desirable Difficulties that enhance learning, with commentary by Professor Metcalfe and participation from faculty, staff, and students.
Workshop 2 | Activating students as owners of their own learning: Metacognition in the classroom
From 3:00 PM – 4:45 PM, Professor Dylan Wiliam led a workshop on how to make students become more active in their own learning, with commentary and participation by interested faculty, staff, and students as well as by Professor Robert A. Bjork.
9:00 – 11:45 AM | Location: Low Library Rotunda
9:00 – 9:30 AM Light breakfast
9:30 – 9:45 AM Opening remarks
9:45 – 11:45 AM Research Presentations by Janet Metcalfe, Robert A. Bjork, and Sian Beilock.
1:00 – 2:45 PM | Location: 203 Butler Library
Workshop 1 facilitated by Elizabeth Ligon Bjork, commentary by Janet Metacalfe.
3:00 – 4:45 PM | Location: 203 Butler Library
Workshop 2 facilitated by Dylan Wiliam, commentary by Robert A. Bjork.
4:45 – 6 PM | Butler Library
This 2018 speakers were Janet Metcalfe, Professor of Psychology at Columbia University; Robert A. Bjork, Distinguished Research Professor at the University of California, Los Angeles; and Sian Beilock, President of Barnard College.
Janet Metcalfe is Professor of Psychology and of Neurobiology and Behavior at Columbia University. Her current research focuses on understanding the consequences of metacognition for attention, memory, learning, and neural processing.
Robert A. Bjork is Distinguished Research Professor in the Department of Psychology at the University of California, Los Angeles. His research focuses on human learning and memory and on the implications of the science of learning for instruction and training.
Sian Beilock is the 8th President of Barnard College. Her work as a cognitive scientist has revolved around performance anxiety, with a focus on success in math and science for women and girls.
Their talks were commented by Elizabeth Ligon Bjork, Professor of Psychology at University of California, Los Angeles; and Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London.
Elizabeth Ligon Bjork is Professor of Psychology and Past Senior Vice Chair in the Department of Psychology at the University of California, Los Angeles. Main themes of her research have been the role of inhibitory processes in creating an adaptive memory system and how principles of learning discovered in the laboratory can be applied to enhance instructional practices and self-directed learning.
Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London. His academic work has focused on the use of assessment to support learning (sometimes called formative assessment).
Learn more about them here.