Designing a Curriculum for Deep Learning

Room: West Club: Lounge 2

Studies show that engaged, active students are more likely to succeed in achieving deep learning in their science courses. However, designing engaging STEM courses that provide basic content can be challenging. This session will focus on what is known about learning through evidence-based studies conducted by the National Research Council/ National Academies of Sciences, Science Education for New Civic Engagement and Responsibilities (SENCER), as well as the emerging field of neurobiology of learning.  We use this evidence to discuss how one can design a curriculum which fosters deep meaningful learning for our students. This will be an interactive session, modeling active learning techniques.

  • Monica N. Joslin, Ph.D.  -  Dean of Academic Affairs, Massachusetts College of Liberal Arts

  • Tara Mann, Ph.D.  -  Director of Operations, Office of the Dean of Arts & Sciences, Worcester Polytechnic Institute
  • Adrienne Wootters, Ph.D.  -  Professor of Physics, Massachusetts College of Libel Arts
  • Robert Milner, Ph.D.  -  Associate Vice Provost for Professional Development and Professor of Neurology, University of Massachusetts Medical School