Dear Friends of Rossier,
For much of my life, I鈥檝e been either a student or a teacher. But I鈥檝e always been a learner.
As a young student, I didn鈥檛 give much thought to the process of learning. Like many of my classmates, I just loved school. And when I was excited by a teacher or a particular subject, things clicked. I was motivated to go deeper. But now we are learning more about the cognitive principles at play in these 鈥渁ha鈥 moments.
In this issue, we bring you stories that illustrate the science of learning 鈥 and by that, I mean how students come to understand new ideas and what motivates them to become more engaged.
Our faculty are using MRI brain scans and EKG readings to investigate those 鈥渁ha鈥 moments, and their research shows that positive emotions activate brain mechanisms that can lead to deeper learning.
We know now that learning requires head and heart, bolstered by mindful practices that emphasize students鈥 physical and psychological well-being. Students can鈥檛 learn if they do not feel emotionally supported. And this presents important implications for how we teach.
When this research in cognitive science is translated into everyday practices in teaching and learning, the outcomes 鈥 as described in these pages 鈥 range from higher math and English scores for high school students to greater persistence in STEM subjects for girls to an increase in confidence and self-worth among students facing severe hardship in their home lives.
Understanding and implementing advances in learning science can make us better students, teachers and lifelong learners. By changing our ways of thinking as educators, we are advancing the field and transforming the lives of students.
Fight On!
KAREN SYMMS GALLAGHER, PHD
Emery Stoops and Joyce King Stoops Dean
海角论坛 School of Education
