Educational Systems Don’t Care About Students’ Motivations and Emotions, So Why Should Educators?
The systems we’ve designed for learning rarely consider what drives individual growth or how learners might feel in the classroom; yet decades of educational research show that motivations and emotions have powerful influences on engagement, persistence, performance and, ultimately, the well-being of learners. In this talk, we will explore the fundamental tension between what we label “academic performance” and the affective conditions that promote deep learning.
Dr. Jonathan Stolk is executive director of the Caruth Institute for Engineering Education and professor in the Simmons School of Education and Human Development. He also holds an appointment as the Texas Instruments Distinguished Chair in Engineering Education and a courtesy appointment in the Mechanical Engineering Department.
Jon Stolk strives to design and facilitate extraordinary learning experiences. He creates project-based and interdisciplinary courses and programs that invite students to take control of their learning; grapple with complex systems; engage with each other and the world in new ways; and emerge as confident, agile, self-directed learners. His research aims to understand how students develop growth-oriented motivations and mindsets and how learning culture, instructor interactions, and pedagogy influence these developmental processes
Stolk strives to translate education research into practice and to assist other instructors in creating innovative student experiences and driving educational change. A core aspect of his professional work involves equipping instructors with design tools and conceptual frameworks, enabling them to understand their classrooms in new ways and to gain confidence in trying new approaches and deploying course prototypes. Stolk consults with a wide range of academic institutions on the design of unconventional curricula, and he offers hands-on workshops to faculty around the world.