Objectives
Employment
Course Work
Research
Preliminary Examinations
Professional Development Programs
Faculty
Graduate Courses
OBJECTIVES OF GRADUATE TRAINING
Learning sciences takes a broad approach to principles of learning. Compared with other areas of Educational Psychology, the application of learning sciences is a relatively new, yet rapidly developing field. The area emphasizes the application of contemporary learning sciences principles to classroom teaching and learning, for example, principles related to memory and the effective representation of knowledge, several forms of computer-based education, as well as processes in reading, writing, problem solving, and reasoning, including mathematical and scientific reasoning.
This area also encompasses traditional topics in human learning, such as motivation, intelligence and other individual difference variables, education of the gifted and talented, and the study of effective schools and teachers.
This graduate program emphasizes four major goals:
1. To develop a strong foundation in research, principles, and theory in learning sciences as the basis for growth over a professional career.
2. To develop capacities and skills for applying cognitive science to problems and issues in classroom instruction and the acquisition of knowledge and skills.
3. To develop the capability to conduct high quality educational research.
4. To develop the skills necessary to study cognitive processes.
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EMPLOYMENT
Most students in this area pursue a PhD degree and plan a career in college teaching and research. Federally sponsored and private research organizations and software firms provide additional employment opportunities.
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COURSE WORK
Course work is designed to develop a broad-based foundation and an interdisciplinary approach to issues in learning sciences. Although a core sequence of courses establishes this foundation, most course work is tailored to individual interests and needs. Students are thus encouraged to take courses in the Departments of Psychology, Computer Sciences, Curriculum and Instruction, Linguistics, Anthropology, and Philosophy. These departments, as well as others, are involved in interdisciplinary efforts that define learning sciences.
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RESEARCH
Students are encouraged to become involved in research activities early in their graduate program. Some students work closely with faculty members on research grants as a research or project assistant. Others work on a project of their own design, with assistance from their advisor and other faculty members. Publications frequently result from these efforts.
As part of the MS degree requirements students conduct a research project, often as apprentice to a member of the faculty. Students who enter the program with an MS degree that did not involve empirical research also are asked, with faculty guidance, to conduct an empirical study before beginning their PhD dissertation research.
The PhD dissertation involves a larger-scale study of a topic of the student's choice, with guidance from a five-member faculty committee.
Several facilities across campus provide excellent resources that aid research. For example, the School of Education maintains a large microcomputer facility with an extensive library of software. The School of Educational Center for Instructional Materials & Computing (CIMC) offers several national information retrieval systems, such as ERIC and PSYCH LIT.
Many projects that concern effective schooling, including several that address cognition and instruction, are located within the School of Education, for example, the National Center for Effective Schools, the National Center for Effective Secondary Schools, and the Center on Organization and Restructuring of Schools.
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PRELIMINARY EXAMINATIONS
Prior to conducting dissertation research, students prepare for a qualifying examination. Learning sciences students prepare an in-depth critical and constructive literature review on an agreed-upon topic, followed by an oral defense of the paper before a 3-person faculty committee.
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PROFESSIONAL DEVELOPMENT PROGRAMS
The Learning Sciences area participates in the Department's Professional Development Programs, which are designed for teachers who plan to remain in the school setting. These programs involve study toward a non-thesis M.S. degree.
Students may concentrate in a particular interest area within Learning Sciences, such as cognitive development, accommodating learning needs of individual students, classroom computer applications, teaching problem solving and reasoning, teaching mathematical problem solving, and others.
The Professional Development Programs have separate admission procedures and degree requirements. Information on this program is available from the Educational Psychology Graduate Admissions Coordinator.
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FACULTY OF THE LEARNING SCIENCES AREA
SHARON J. DERRY (PhD 1982, University of Illinois)
Teaching interests: Cognition and classroom learning, theoretical aspects of computer-based learning
Research and writing interests: Computer-assisted instruction, artificial intelligence, problem solving, decision-making
ERICA HALVERSON (PhD 2005, Northwestern University)
Teaching interests: Cognitive and sociocultural aspects of learning, design of learning environments, qualitative research methods
Research interests: literacy practices and media literacy, adolescent identity development and interaction with learning
CHARLES KALISH (PhD 1993, University of Michigan)
Teaching interests: Cognitive development; culture and cognition
Research interests: Concepts; reasoning; knowledge of causal relationships
Mitch Nathan (PhD)
Teaching interests: Cognitive Development, Mathematical reasoning
Research interests: Quantitative reasoning, mathematical learning
Sadhana Puntambekar (PhD, 1996, University of Sussex, UK)
Teaching interests:
Research interests: Design and use of interactive technology
DAVID WILLIAMSON SHAFFER (PhD 1998, Massachusetts Institute of Technology)
Teaching interests: Technology and cognition
Research and writing interests: technology-based learning systems, technology and society, cognitive impacts of computation
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GRADUATE COURSES
EP 502 Cognitive Abilities and Instruction
EP 705 Theory and Practice of Learning
EP 706 Study of Classical and Contemporary Theorists in Educational Psychology
EP 711 Current Topics in Educational Psychology
- Topics for EP 711 vary each semester and may include the following:
Artificial Intelligence and Education
Categorization and Conceptual Development
Cognitive Development and Learning
Cognitive Modeling
Culture and Cognitive Development
Designing Learning Environments
Development of Social Cognition
Judgement, Decision Making, Probabilistic Reasoning
Learning in Context
Model Based Reasoning in Math and Science
New Directions in Cognitive Instructional Psychology
Problem Solving
Psychology and History of Science & Invention
Seminar in Knowledge Representation
Theories of Problem Solving
EP 795 Introduction to Learning Sciences I
EP 796 Introduction to Learning Sciences II
EP 797 Text Processes and Strategies
EP 890 Theoretical Aspects of Computer-Based Instruction
EP 991 Seminar in Educational Computer Technology
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