About this site
The Eberly Center for Teaching Excellence and the Office of Technology for Education strive to enhance the quality of education at Carnegie Mellon. We collaborate with our colleagues to improve courses and learning environments by broadening their understanding of the science of learning and how new pedagogical approaches and technologies can enhance student performance.
Hilary Schuldt to join Eberly full time as Associate Director
We are pleased to announce that Hilary Schuldt will be joining the Eberly Center full time as an Associate Director and Coordinator of Graduate Programs on July 1. Hilary is currently a Ph.D. candidate in Rhetoric and will defend her dissertation this spring. She has been working with us for five years supporting graduate programs, and will now be involved in faculty programs as well. While she will be consulting and conducting workshops on a variety of learning and teaching topics, her expertise in the teaching and assessment of writing will be a special dimension of her work.
New to our site
- Call for Graduate Student Teaching Award Nominations for 2012
- Quick Links for teaching
- Solve a teaching problem (more problems-strategies added)
- Digitally evaluating written work
Eberly staff invited to speak at various events nationally
Interest in our book has led to a number of speaking invitations this past spring. In recent months, Ambrose spoke at Harvard, the United States Naval Academy and Penn State; Norman at an accounting educators meeting in Toronto and the University of Houston; and Lovett at the annual Scholarship of Teaching and Learning Commons and the Global Good Fund Meeting.
New Book!
How Learning Works: 7 Research-Based Principles for Smart Teaching
Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman
We are happy to announce the publication of our book, How Learning Works. It introduces seven research-based principles of learning and addresses issues such as prior knowledge, knowledge organization, motivation, and metacognition. Written to be accessible and practically useful, this book helps to explain why certain teaching approaches do or do not support student learning and provides faculty with a framework for generating effective approaches and strategies in their own teaching contexts.