Keynote Presentation

Building Powerful Learning: Strategies for Transforming Your Students into Self-Regulated, Self-Directed Learners

Why is it that students have difficulty retaining what they read and hear, find it challenging to complete basic tasks, and often don’t seem to learn from their mistakes? And why aren’t they more self-directed in their learning?

The answer? They aren’t self-regulated learners.

That is, many students don’t know how to plan, monitor, control and evaluate their learning. In other words, they don’t know how to learn and, until they do, they cannot be self-directed learners.

Research has demonstrated that you can improve your students’ exam performance, the quality of their written and designed products, and their problem-solving skills by incorporating even a few of the many forms of self-regulated learning activities into your teaching. These modest additions can also enhance student motivation and reduce the overconfidence that students may feel about their level of content mastery.

Join Dr. Linda B. Nilson as she explains what self-regulated learning is, how it goes beyond metacognition, how students benefit from practicing it, and how to induce them to do it. Dr. Nilson will also share proven self-regulated learning assignments and activities that you can adapt and integrate into your own teaching context.

Presentation Resources

View Dr. Nilson's presentation here.

Download the presentation slides. [PPT]

The Top Ten Reasons We Have to Teach Our Students How to Learn by Dr. Linda B. Nilson

About Linda B. Nilson

Linda Nilson Keynote Speaker

Linda B. Nilson is founding director of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University and author of Teaching at Its Best: A Research-Based Resource for College Instructors, now in its third edition (Jossey-Bass, 2010; fourth edition in planning stages), The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey-Bass, 2007), and Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills (Stylus, 2013). Her next book, Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time, is due out shortly (Stylus, 2015). She also co-edited Enhancing Learning with Laptops in the Classroom (Jossey-Bass, 2005) and Volumes 25 through 28 of To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (Anker, 2007, 2008; Jossey-Bass, 2009, 2010). To Improve the Academy is the major publication of the Professional and Organizational Development (POD) Network in Higher Education.

Dr. Nilson’s career as a full-time faculty development director spans 25 years. In this time, she has published many articles and book chapters and has given well over 500 keynotes, webinars, and live workshops at conferences, colleges, and universities both nationally and internationally. She has spoken on dozens of topics related to course design, best teaching practices, assessment, scholarly productivity, and academic career matters. In her recent articles, she documents the instability of faculty development careers, raises provocative questions about the validity of student ratings, and describes instructor-friendly ways to measure learning at the course level.

Before coming to Clemson University, Dr. Nilson directed teaching centers at Vanderbilt University and the University of California, Riverside. She has also taught graduate seminars on college teaching. She entered the area of educational development while she was on the sociology faculty at UCLA. After distinguishing herself as an excellent instructor, her department selected her to establish and supervise its Teaching Assistant Training Program. In sociology, her research focused on occupations and work, social stratification, political sociology, and disaster behavior.

Dr. Nilson has held leadership positions in the POD Network, Toastmasters International, Mensa, and the Southern Regional Faculty and Instructional Development Consortium. She was a National Science Foundation Fellow at the University of Wisconsin, Madison, where she received her Ph.D. and M.S. degrees in sociology. She completed her undergraduate work in three years at the University of California, Berkeley, where she was elected to Phi Beta Kappa.

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