The ultimate goal of Push is to create a unified approach to learning that is based on known principles of memory formation and skill development. To accomplish this, we aim to eliminate demonstrably unproductive practices from classrooms, discussion sections, and individual study time, and implement practices that are grounded in our current understanding of the psychology of learning.
Push is based on two fundamental ideas.
- In order to learn effectively, students must generate something on their own every day.1,2
- In order to influence the structure and implementation of instruction, students must initiate interactions with faculty both in and outside of class that prompt activities known to facilitate learning.3
The Role of the Sanger Learning Center
To facilitate Push on the UT Austin campus, the Sanger Learning Center will focus on students as the initiators of change in undergraduate learning experiences. The SLC must help identify and address weaknesses in instructional delivery, while helping students take an active role in confronting those weaknesses.
1 S. Bertsch, B. J. Pesta, R. Wiscott, M. A. McDaniel, The generation effect: A meta-analytic review. Mem. Cognit. 35, 201–210 (2007).
2 N. J. Slamecka, P. Graf, The generation effect: Delineation of a phenomenon. J. Exp. Psychol. [Hum. Learn.]. 4, 592–604 (1978).
3 J. Dunlosky, K. A. Rawson, E. J. Marsh, M. J. Nathan, D. T. Willingham, Improving Students’ Learning With Effective Learning Techniques Promising Directions From Cognitive and Educational Psychology. Psychol. Sci. Public Interest. 14, 4–58 (2013).