Deeper Learning by Design: Seven Key Lessons from a Quarter Century of Research
Thomas Angelo is Assistant Provost, Founding Director of the Center for the Advancement of Faculty Excellence, and Professor of Higher Education at Queens University of Charlotte, NC. During the past 25 years, he has served, often concurrently, as a faculty member, faculty developer, academic administrator and/or researcher at several institutions, including Harvard University, the University of California-Berkeley, California State University, Long Beach, Boston College, the University of Miami, the American Association for Higher Education, Victoria University of Wellington and La Trobe University. He has directed six university teaching and learning centers, four of which he also designed and founded. Throughout, he has continued to teach undergraduate courses in political science, freshman composition, teacher education and introductory statistic, as well as postgraduate courses in applied linguistics, assessment and evaluation, and higher education.
Angelo’s research interests focus on formative assessment, curriculum renewal and redesign, and research-led teaching. His best-known publication is Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition (with K. Patricia Cross, 1993), with more than 100,000 copies in print. A substantially revised 3rd edition will be published later this year. Other publications include Classroom Research: Early Lessons from Success, Classroom Assessment and Classroom Research: An Update on Uses, Approaches, and Research Findings, and more than thirty-five articles and chapters.
This Provost’s Lecture, which will be held on Thursday, August 8, at 4 pm in the Charles B. Wang Center, Lecture Hall 2, is co-sponsored by Teaching, Learning & Technology Faculty Center; College of Arts and Sciences; Program in Undergraduate Biology; Center for Science and Mathematics Education; and Center for Inclusive Education.
Abstract: During the past 25 years, research in cognitive science, psychology and higher education has advanced dramatically. Yet other than new technological tools in use, and some changes to teaching practice, how significantly has the design of most courses and programs changed as a result? In this highly interactive lecture, we’ll consider seven potentially transformative “lessons” and their implications for promoting deeper learning through research-informed curriculum design. Topics will include metacognition, critical thinking, distraction/multi-tasking, self-assessment, stereotype threat, studying and feedback. In each case, we’ll identify relevant, practical applications to curriculum design and teaching and even try out a few ourselves. Whatever your discipline, you can expect to take away at least three research-based strategies/techniques to apply to your own work, as well as resources and references for future use.
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