By JENNIFER COOPER

Engaging in research that advances learning is one of the central elements of the mission and vision of the University of Pittsburgh. One center that is leading the research on the science of learning and education is the Learning Research & Development Center (LRDC).

Researchers in this interdisciplinary field study learning as it happens in labs and in real-world situations to shed light on how the learning process works. This type of research can have very real and immediate impacts on what happens in classrooms to improve learning and engagement. As faculty continue to research the science behind learning, it is important to share this insight to evolve what happens in the classroom.

To highlight this work in taking educational research directly into practice, the LRDC worked with the University Center for Teaching and Learning to create, “From Research to Practice, the LRDC Learning Sciences Video Series.”

This collaboration draws on the Teaching Center’s strengths of excellence and innovation in teaching, learning and scholarly activities, and LRDC’s cutting-edge learning sciences research. Through this project, LRDC faculty volunteered to share their evidence-based research in videos which examine how to improve learning and engagement. The main goal of the video series is to create and curate a set of resources that are accessible to faculty based on the expertise of the LRDC researchers.

The videos present the “basics” from research that can be translated into practices and used in the classroom. The initial series has launched with several videos for faculty and students, each providing an overview of the research, application in the classroom, and potential outcomes.

Through this shared knowledge, faculty may look at what happens inside their own classes and students may examine their own learning. There is value in assessing and evaluating what has worked and what can work better.

As an example, faculty teaching a very large lecture-based course may see it as impossible to integrate written assignments into their assessment strategy. In the video, “Using Peer Review as a Transformation Learning Tool,” LRDC senior scientist Christian Schunn shares the impact of peer feedback in classroom instruction, specifically in large-scale educational settings. Faculty and students share their experience using an online peer review tool to incorporate classroom writing and ultimately improve learning outcomes for students.

Another video in the series, “Study Strategies and Self-Regulated Learning,” spotlights the research of Scott Fraundorf, a research scientist focused on the process of choosing and implementing ideal study strategies and how the best study methods are not as obvious as students or faculty think. Imagine the impact that improving study effectiveness can have on student outcomes. The tips in the video provide insight into how students can examine their own study practices and adjust based on what might work best. Faculty can use this information to recommend students utilize different study strategies to maximize their results.

Many teachers may have often wondered if their students are engaged during class and what that might look like for different students. Research scientist Angela Stewart shares her insight and expertise in the video “Engaging Strengths in a More Equitable Way,” where she discusses the varying ways that students express their engagement in the classroom. She shares strategies that can help faculty support an inclusive and equitable classroom by implementing different tools to engage diverse learners.

This project was inspired by videos created by two researchers at the LRDC — Kevin Binning and Omid Fotuhi. Their research studies and videos on “Fostering a Sense of Belonging in the Classroom” and “Fostering a Growth Mindset Among Students” helped guide the way in the completion of the subsequent videos. The research shared through these videos has been instrumental in guiding the student success strategy at Pitt.

Translating research into practice holds immense potential for the benefit of both faculty and students. The hope is to continue this partnership and further extend the video series, sharing an increasing wealth of evidence-based research in the field of learning sciences. If you are interested in learning more or getting involved, please reach out to Elizabeth Rangel, LRDC director of communications, at lrangel@pitt.edu. 

Jennifer Cooper is instructional designer for academic success initiatives in the University Center for Teaching and Learning.