Articles by CETL

Understanding how we learn (both as students and in other contexts) informs many aspects of teaching and mentoring. Paired with learning-centered teaching practices such as backward course design or collaborative learning, we can leverage how learning works to create robust opportunities to help those we teach and mentor to advance their knowledge and skills.

Our teaching is only as good as the learning it produces. As experts in our respective fields, we already possess deep content knowledge, but that is only half of the story. What we try to pass on to students has to be interpreted and processed through their filters, often with unpredictable and surprising results. Therefore, the biggest investment we can make to enhance our teaching is to understand the learning process in order to tailor our efforts to produce maximal learning. Learning science is a very interdisciplinary field, drawing from cognitive, motivational, and developmental psychology; education; organizational and group learning; and several other disciplinary perspectives. Lovett, Bridges, DiPietro, Ambrose, and Norman (2023) reviewed the literature on learning published over the course of the past 60+ years and organized it into eight principles that can guide us in our teaching. Learn more about the eight principles 

 This collective features evidence-based articles addressing teaching and learning pedagogies by Kennesaw State University’s Center for Excellence in Teaching and Learning (CETL). These articles describe principles for teaching and learning and offer numerous strategies to employ in face-to-face, blended, and fully online classrooms.

View the list of articles