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Inaugural Science of Learning and 3rd Annual GSI Excellence in Teaching and Learning in the Sciences Symposium 

The university held its third annual Symposium on Excellence in Teaching and Learning in the Sciences on January 13th and 14th, 2014. This year, the event was part of a two-day symposium co-sponsored by the Science of Learning Institute and the Gateway Sciences Initiative. The first day highlighted cognitive learning research; the second day examined the practical application of techniques, programs, tools, and strategies that promote gateway science learning. Over the course of the symposium, participants explored recent findings about how humans learn and paired those findings with the latest thinking on effective and innovative teaching strategies.

Speakers for the symposium included:

Sian Beilock, Psychology, University of Chicago 
Luca Bonatti, Social & Behavioral Sciences, University of Pompeu Fabra
Lisa Feigenson, Psychological & Brain Sciences, Johns Hopkins University
Regina Frey, Florence Moog Professor of STEM Education, Washington University of St. Louis
Sharon Goldwater, Language, Cognition, & Computation, University of Edinburgh
Greg Hager, Computer Science, Johns Hopkins University 
Takao Hensch, Molecular & Cellular Biology & Neurology, Harvard University
Jim Knierim, Neuroscience, Johns Hopkins University
Sarah-Jane Leslie,  Philosophy & Psychology, Princeton University
Margaret Livingstone, Neurobiology, Harvard University
Michael McCloskey, Cognitive Science, Johns Hopkins University 
Hal Pashler, Psychology, University of California, San Diego   

View event program.

To view the webcast videos from this event:

  1. Visit the webcast program website to review available presentation sessions and speaker details.
  2. Click on the session(s) you wish to view. Please note that all but two sessions are currently available for viewing (the two sessions will be posted at a later time).

Information on and recordings of the keynote speakers from the 2013 Symposium on Excellence in Teaching and Learning in the Sciences and the 2012 Symposium  have been archived.