Presentation Abstract: 

Students engage in self-regulated learning when they have some control over and are active participants in the learning process. From a constructivist perspective learning is almost always self-regulated, which is particularly evident when students complete homework, organize and engage with course projects, and study for course assessments. From this perspective, success within Science, Technology, Engineering, and Math (STEM) courses is due largely to the effectiveness with which students engage in self-regulated learning. With this framework in mind, how do we design learning environments and learning technology to maximize long-term learning, facilitate transfer, teach students how to learn when the scaffolding is removed, and individualize instruction at scale? In this talk, I will present the four-phase model of self-regulated learning that grounds my research. I will then present my research examining design of learning environments and learning technology from a self-regulated and embodied cognition perspectives.

Bio Sketch:  

Dr. Jason Morphew is currently an assistant professor at Purdue University in Engineering Education and is affiliated with the INSPIRE research institute for Pre-College Engineering and the Center for Advancing the Teaching and Learning of STEM (CATALYST). Dr. Morphew's research focuses on the application of principles of learning derived from cognitive science and the learning sciences to the design and evaluation of learning environments and technologies that enhance learning, interest, and engagement in STEM. Dr. Morphew's expertise in self-regulated learning has resulted in several publications in top-tier journals such as the Journal of Educational Psychology, Metacognition and Learning, Applied Cognitive Psychology, and Physical Review: Physics Education Research. Professor Morphew has been recognized for his teaching in the First Year Engineering program and is a currently serving as a course curator for Transforming Ideas Into Innovation I. Dr. Morphew has also recently taught courses focused on integrated STEM, quantitative methods, and assessment.

Dr. Morphew earned his Ph.D. from the University of Illinois Urbana-Champaign in Educational Psychology from the Cognitive Science of Teaching and Learning Division. His dissertation examined self-regulated learning of engineering students enrolled in introductory physics courses. While at Illinois, he collaborated on research with colleagues in engineering education, mechanical engineering, computer science, physics education, human and computer interactions, as well as educational psychology, the learning sciences, and curriculum and instruction. Prior to pursing his doctorate, Professor Morphew earned his master's degree in Educational Psychology from Wichita State University where he also served as an instructor at Wichita Area Technical College in the math and chemistry departments. Dr. Morphew has also taught math and science in middle school and high school where he combined scientific inquiry and engineering design to teach math and science.