Faculty Development Luncheon
Hosted by the Center for Excellence in Teaching and Learning
The Science of Learning and Why it Matters
Dr. Josh Eyler (Rice University)
There is a lot of discussion in higher education these days about the science of learning but not a lot of consensus on what kind of science we are talking about or how it can benefit our students. In this talk, I will explore intersections between anthropology, psychology, cognitive neuroscience, and educational research that can yield important insights into student learning. Along the way, we will discuss how this approach to thinking about our teaching can inoculate us from educational fads, can play a role in institutional student success initiatives, and can provide a framework for us to design and test new pedagogies.
Date: Tuesday, March 5, 2019 | Location: Student Union Ballroom
Lunch begins at 11:45 a.m.; presentation begins promptly at 12:00 p.m.
Please RSVP online by Friday, March 1, 2019.
If you have questions or require assistance, please email CETL at firstname.lastname@example.org or call 662-915-1391.
Josh Eyler is the director of the Center for Teaching Excellence and adjunct associate professor of humanities at Rice University. After receiving his Ph.D. in Medieval Studies from the University of Connecticut in 2006, Josh moved to a position as assistant professor in the English department at Columbus State University in Georgia. Although he was approved for tenure at CSU, his love for teaching and his desire to work with instructors from many different disciplines led him to the field of faculty development and to George Mason University, where he served as an associate director of the Center for Teaching and Faculty Excellence from 2011-2013. In August of 2013, he came to Rice to take the position of director of the CTE. His book How Humans Learn: The Science and Stories behind Effective College Teaching was published by West Virginia University Press in 2018, and his eclectic research interests include the biological basis of learning, evidence-based pedagogy, and disability studies.