August 15th, 2018, 8:45 a.m. - 12:00 p.m., Located in the UCO Forensic Science Institute

The Annual Collegium on College Teaching Practice represents the “kick off” event for our new academic year’s faculty enhancement activities. Here you will discover the learning environment for you to explore, expand your professional curiosity and to change your student’s lives. This year's theme is "How to enhance your teaching using brain-based research on learning".



Catherine Marienau, PhD

Catherine Marienau is a member of the SNL Resident Faculty. She earned a PhD in Curriculum & Instruction, with emphasis in Adult Higher Education from the University of Minnesota. She writes, teaches and consults in areas concerning higher education for adults (competence-based, assessment, curriculum design, program development, practice-based inquiry) and in women's development. She is coordinator of the Master of Arts in Educating Adults (MAEA) program, and chairs the graduate student program review committee (GSPRC).



Kathleen Taylor, PhD

A professor in the Doctorate in Educational Leadership Program at Saint Mary's, Kathleen Taylor is an internationally recognized writer and researcher on adult learning. Taylor's award winning book, "Developing Adult Learners," describes best practices in teaching adults. Taylor consults widely on topics related to positive adult development and the neurophysiology of adult learning. She was interviewed for a 2009 article in New York Times on learning and the adult brain, particularly on learning approaches that help adults respond more effectively in their families, workplaces, and society at large. 




Move Over Descartes! “We Feel, Therefore We Learn”

The purpose of higher learning, especially with regard to adult learners, has shifted from knowledge acquisition to developing capacities to meet the urgent demands of local and global citizenship. Meanwhile, the field of neuroscience has challenged Descartes’ cognitive maxim, “I think, therefore I am,” and purports that “we feel, therefore we learn.” How does this new understanding of brain function relate to developing adults’ capacities to learn and know in more complex ways? How can we best help adult learners not just know more but see and act differently? Understanding more about how adult brains learn may affirm many practitioners’ approaches and also encourage them to be more intentional about their facilitation methods.


Afternoon Workshop


The "Upside-Down" Brain: You Don't Learn the way You Think You Do

In the afternoon workshop, we will synthesize trends in neuroscience and illuminate brain function with regard to developing adults’ capacities to learn and engage in more complex ways. Participants will enlarge their repertoire in brain-aware approaches to facilitating adults’ learning. Embodied and metaphorical approaches will be emphasized, using engaging illuminations and hands-on activities.

Registration is required for workshop attendance. Click on the link at the top of the page to register.


Their Book

Practical "brain-aware" facilitation tailored to the adult brain

Facilitating Learning with the Adult Brain in Mind explains how the brain works, and how to help adults learn, develop, and perform more effectively in various settings. Recent neurobiological discoveries have challenged long-held assumptions that logical, rational thought is the preeminent approach to knowing. Rather, feelings and emotions are essential for meaningful learning to occur in the embodied brain. Using stories, metaphors, and engaging illustrations to illuminate technical ideas, Taylor and Marienau synthesize relevant trends in neuroscience, cognitive science, and philosophy of mind. Readers unfamiliar with current brain discoveries will enjoy an informative, easy-to-read book. Neuroscience fans will find additional material designed to supplement their knowledge.