Helping university students learn how to learn

Ecole polytechnique fédérale de Lausanne (EPFL)

14th February 2017

Self-regulation of learning by students has been found to be strongly associated with academic attainment. This self-regulation can be aided by using assessment rubrics, formative assessment, encouraging students to “think out loud”, or by explicitly teaching students problem-solving and study skills strategies.

This one-day conference will host presentations from teachers, faculty developers and researchers, addressing a range of strategies currently being developed to help university students learn how to learn. Presentations will include:

  • examples of university-level study skills programmes using both on-site and on-line approaches,
  • strategies to develop students’ ability to think within their disciplines,
  • examples of teacher development workshops, courses and programmes aimed at student self-regulation.

The conference programme can be downloaded here.


Morning Plenary Session

Pierre Vandergheynst is Vice President for Education in the Ecole polytechnique fédérale de lausanne (EPFL).  He is a Full Professor of Electrical Engineering and, by courtesy, of Computer and Communication Sciences. Prior to becoming Vice President, he was Vice Provost for Education, and Director of the Electrical Engineering section in EPFL.

His presentation, entitled “Restructuring Education to Help Students Learn How to Learn” can be accessed here.


Keynote Speakerdr-kate-wall

Kate Wall is Professor of Education in the University of Strathclyde in Scotland. Her work focuses on the development of innovative pedagogy and research methodologies that facilitate effective talking about learning. She is also interested in methodologies for supporting the development of innovative pedagogy in higher education.  Kate has published dozens of papers and chapters on visual research methods in education, assessing and developing student metacognition, and on supporting innovation through practitioner inquiry. Recent publications include (2016) “Teachers as metacognitive role models”, and (2013) “Raising the profile of innovative teaching in higher education? Reflections on the EquATE Project”.

Her presentation entitled “Closing the Feedback Loop – the value of student participation in teaching and learning” can be accessed here