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Social Psychology of Learning

CRAFT Certificate in Social Psychology of Learning

We tend to think of academic learning as a product of time and effort spent on effective thinking about, and acting on, course subject matter. But those efforts can be shaped and interfered-with by deep-level beliefs and social identities that can limit learning. Faculty, however, can take measures to modify their language, instruction and course resources to create an environment where those negative effects are mitigated. This sequence explores several social-psychological factors in learning.

No classes currently scheduled for the summer semester. For an update on faculty development programming, contact Tom Erney, 287-2532.

Belonging and The First Generation Student

To foster student success we have had to learn more about our first generation college students’ backgrounds and challenges that potentially interfere with academic success. This class discusses what we know about first gen students and what we’re doing on campus to support them through the Generation One Trailblazers (GOT) Network - a group of faculty, staff, and administrators joined in encouraging first-generation students to connect with faculty and campus resources. Included in this workshop are practical strategies and activities that you can implement in your class to help first generation students.

How to Reduce Stereotype Threat Effects in the Classroom

Stereotype threat is the concern that one’s performance might be evaluated based on a negative stereotype that belongs to their social group (e.g., Black vs. White, female vs. male, old vs. young, etc.). Research has shown that stereotype threat effects can impair classroom performance and thwart achievement. In this workshop we will outline the stereotype threat research and the mechanisms behind it, and will then discuss ways in which we can counter its effects in the classroom. 

Motivation to Learn

Deep learning is associated with strong intrinsic motivation to learn. Students may not appear to be as intrinsically motivated as we think they need to be. What are the conditions that foster the drive to learn and how might extrinsic or strategic motivations be a bridge to deeper learning?  In this workshop we will discuss the different theories of motivation, and how we can apply those theories in the classroom to enhance learning.

Other Resources:

Social-Psychological Interventions in Education: They’re Not Magic (PDF)
"When social-psychological interventions have lasting effects, it can seem surprising and even “magical,” leading people either to think of them as quick fixes to complicated problems or to consider them unworthy of serious consideration. The present article discourages both responses. It reviews the theoretical basis of several prominent social-psychological interventions and emphasizes that they have lasting effects because they target students’ subjective experiences in school, because they use persuasive yet stealthy methods for conveying psychological ideas, and because they tap into recursive processes present in educational environments." (p.1)

Teaching a lay theory before college narrows achievement gaps at scale (PDF)
"We test a method for preventing some of those gaps by providing individuals with a lay theory about the meaning of commonplace difficulties before college matriculation. Across three experiments, lay theory interventions delivered to over 90% of students increased full-time enrollment rates, improved grade point averages, and reduced the overrepresentation of socially disadvantaged students among the bottom 20% of class rank." (p.1)

Empirically Validates Strategies to Reduce Steretypoe Threat (PDF)
A collection of strategies compiled by Stanford University

Stereotype threat in organizations: Implications for equity and performance (PDF)
First, we describe the processes by which stereotype threat can impair outcomes among people in the workplace. Next, we delineate the situational cues in organizational settings that can exacerbate stereotype threat, and explain how and why these cues affect stereotyped individuals. Finally, we discuss rel-atively simple empirically based strategies that organizations can im-plement to reduce stereotype threat and create conditions in which employees and applicants from all groups can succeed." (Walton, Murphy, & Ryan, 2015, Annual Review of Organizational Psychology and Organizational Behavior)
A comprehensive summary of stereotype research, interventions, consequences and unresolved questions about the phenomenon of stereotype threat. (Site not functioning as of May 2017)

Generation One Trailblazers (GOT)
The Generation One Trailblazers (GOT) is a Columbus State organization that supports first generation students – those who are among the first in their family to earn a college degree.

Current Schedule

No classes currently scheduled for the summer semester. For an update on faculty development programming, contact Tom Erney, 287-2532.