Making assumptions about teaching - my journey toward understanding how people learn. Barry R. Hill

When I began teaching twenty years ago, I had no background in education, teaching, or learning concepts. So I did what most new faculty do - I replicated my own experiences growing up. Lots of lectures to explain content. Lab assignments to apply what they were learning. And of course written exams to make sure they were getting it. The bell-curve grade results conveyed the impression that all was as expected.

Gradually, though, I began to dig deeper and found inconsistencies in their performance. Good exam scores did not always translate to accurate conceptualizations of underlying principles and applications. Even though I had lectured to no end on certain concepts, students’ mental models were inaccurate and incomplete. Since I had always done well in school (probably like most faculty who, surprise, end up in academic careers), I assumed my teaching model was appropriate. But something wasn’t clicking, and I didn’t understand the dynamic at work here.

I decided to see what was going on. I immersed myself in education literature, digging into learning psychology, instructional design, teaching concepts, and even earning a doctorate in this field along the way. It took a lot of time and experimentation, but a clear picture began to emerge from the research and classroom experiences - one that was very different from what I believed early on. 

We now know much more about how people learn than we did just 10-20 years ago. In light of this knowledge, we know that educators must let go of some beliefs and practices that we have clung to for decades. It’s also clear that changes in technology, society, and how the world operates demands a rethinking of how we “do” education. All of the resources, articles, and tips provided by CETL (me) are a product of current research, trends in the field as proposed by leading cognitive psychologists and education experts, and experience in the classroom. You will see these ideas repeatedly in journals, education websites, books, and at conferences. These are the ideas CETL will sift through, digest, summarize, and share. Most faculty don’t have time to dig deeply into these issues, so the Center’s purpose is to provide the bottom line for faculty to consider as they work to improve students’ experiences and outcomes in their classes. 

Feel free to ask for more information on ideas or issues that you want to pursue further. The goal is to spark a conversation that focuses on teaching and learning. Students deserve the best learning environment we can provide - every idea you implement in the classroom affects countless numbers of students over the years.

Don’t wait. Try something...it won’t hurt.