The PSLC Graduate Student Body is comprised of students from a variety of departments at both Carnegie Mellon University and the University of Pittsburgh, including (but not limited to) Psychology, Human Computer Interaction Institute, Education, Computer Science, Robotics, Statistics, and Linguisitics. Our mission is to fundamentally transform both how laboratory-based research is applied in real world courses, and also to make use of field-based findings to generate new learning science theory. We accomplish these goals in part through utilizing a variety of methodological approaches, including randomized control trials, think aloud protocol, data-mining studies, and in-vivo experiments.

Our Student Body offers a number of different opportunities for participating students, including a Learning Science Certificate Program, a Professional Development seminar, and an Early Career Speaker Series. The details of these are provided below.

Our current sitting Student Body Members are:

'''President''': Bryan Matlen

'''Vice President''': Daniel Belenky

'''Wiki Master''': Colleen Davy

'''iSLC Organizers''': Martina Rau & April Gaylhardt

'''Professional Development Series Organizer:'''

'''Recruitment Officer''':

== Announcements==

PSLC grads are now responsible for keeping the [http://www.learnlab.org/research/wiki/index.php/PSLC_People#Graduate_Students List of PSLC Grads] up to date.

* If you know of someone who should be added (or deleted) from this list please e-mail the webmaster at cdavy1@andrew.cmu.edu. Alternatively, feel free to go in and update the list yourself!

* If you can think of information that you would like listed on the Wiki page, or have suggestions on how to improve it, please e-mail Colleen Davy at cdavy1@andrew.cmu.edu and let her know.

== LearnLab Graduate Certificate in the Learning Sciences ==

Goals of the Learning Sciences Certificate
The overarching goal of a LearnLab Learning Sciences certificate is to enhance the competitiveness of LearnLab graduates when they go on the job market, especially for individuals applying to work in Dept’s of Education and/or Learning Sciences. To this end, the certificate aims to promote competence in four broad categories of the Learning Sciences that are likely to be valued by hiring committees:
1) Coursework
2) Teaching
3) Professional Development
4) Research
In addition to completing requirements in each of these four categories (detailed below), the student is required to write a short summary on his/her LearnLab experiences. This certificate application in its entirety will serve as the basis for a recommendation letter to be written for that student by the LearnLab Executive Committee.

1) Coursework
To fulfill coursework requirement, students will pass one course in each of three categories: statistics, methodology, and learning science elective. The student is required to receive grade of at least a B in each of these courses, and the student may not receive a B or less in more than one of the courses. The courses listed below are already approved by the EC as satisfying this requirement.

Statistics:
___ Basic Applied Statistics or Applied Statistical Methods (Pitt Psych)
___ Experimental Design for the Behavorial and Social Sciences (CMU Statistics)
___ Language and Statistics (CMU LTI)

Research Methods:
___ Educational Research Methods (CMU Psych & HCII)
___ Design of Educational Systems (Pitt LSAP)
___ Educational Goals, Instruction, & Assessment (CMU Psych)
___ Research Methods in Applied Linguistics (Pitt Linguistics)

Elective:
___ Transfer of Knowledge (Pitt Psych)
___ Second Language Acquisition (Psych Linguistics)
___ Scientific Research in Education (CMU Psych)
___ Cognitive Modeling and Intelligent Tutoring Systems (CMU HCII)
___ Applications of Cognitive Science (CMU Psych)
___ Learning in Humans and Machines (CMU Psych)
___ Applied Machine Learning (CMU HCII)
___ Human Expertise (CMU Psych)
___ The Role of Technology in Learning in the 21st century (CMU HCII)
___ Information Processing and Learning (CMU Machine Learning)
___ Learning and Motivation (CMU HCII)
___ Educational Game Design (CMU HCII)
___ Machine Learning (CMU Machine Learning)

2) Teaching Requirement1
To fulfill the teaching requirement, students will TA or teach one of the courses listed in the Coursework Requirement section (the course can be in any category). Additionally, the following undergraduate courses would be acceptable to TA or teach. NOTE: The TA position must include a substantial teaching component in the form of giving a lecture or leading a recitation; it cannot be comprised solely of grading duties.
___ Cognitive Psychology (CMU or Pitt Psych)
___ Developmental Psychology (CMU or Pitt Psych)
___ Principles of Child Development (CMU Psych)
___ Cognitive Development (CMU Psych)
___ Intro to Psychology
___ Applications of Linguistics (Pitt Psych)
___ Complex Learning (Pitt Psych)
___ Learning and Problem Solving (Pitt Psych)
___ Human Cogn: Learning & Memory (Pitt Psych)
___ Human Cogn: Skill Acquisition (Pitt Psych)
___ An ESL course at the ELI

3) Professional Development
A student is also required to engage in professional development activities that relate to the learning sciences in three categories.

Mentorship (one of the following)
___ Mentor a LEARNLAB intern
___ Mentor at the LEARNLAB Summer School
___ Directly supervise a research or teaching assistant (for a minimum of one semester)

Participation (two of the following)
___ Serve as a graduate student host to an invited speaker
___ Present research at LEARNLAB events (all-hands, thrust meeting, or present
poster at AB / Site visit)
___ Attend an SLC event (conference or annual meeting)
___ Serve as a member on the grad student body (President, Vice President, Wiki
Master, iSLC organizer, Speaker organizer, Recruitment Officer)

Field-based Experience
In order to gain experience working in the “real-world” of education, the student will complete a field-based requirement that consists of working with educators, administrators, or others in applied educational settings. This experience could be relevant to education at any age level (K – 12, college, etc.) and in any subject, but the student must document how their experiences working on this experience both a) assist in developing a broader understanding of the challenges and issues faced by educators, and b) how the experience can inform the students’ future program of research. The student will submit a one-page proposal to the EC outlining their field-based experience idea, and upon approval and successful implementation of the field-based experience, they will write up a short reflection that will accompany the students’ Learning Sciences Summary (see section 5). The proposal should include a plan for at least 25 hours of time working directly with and on educationally-relevant activities (i.e., meeting with stakeholders, not analyzing data you get from an in-vivo study).

If a student is unsure of what sorts of field-based experiences are available (e.g., how they would get to observe a classroom, or do research in vivo, etc.), they should contact Michael Bett (mbett@cs.cmu.edu).

N.B. If a student wants to go into real schools, clearances are necessary. These can take some time to get, so students should plan accordingly. For additional information, contact Judith Hallinen (jh4p@andrew.cmu.edu).

4) Research1
In order to satisfy the research requirement, the student’s dissertation must address a practical question relevant to education and the learning sciences. Additionally, the student’s dissertation committee must include one member who is learning science faculty member, as defined as any faculty that is currently a member of LearnLab, the Learning Research and Development Center (LRDC), or the Program in Interdisciplinary Education Research (PIER) Steering Committee.

5) Experiences in the Learning Sciences Summary
The student will complete a short report summarizing all his/her learning science experiences. The report will include a short (max. 1,000 words) section on how his/her research is relevant to - and can inform - the field of the learning sciences, as well as a short reflection on the significance of his/her field-based experience (max. 1,000 words) – this latter reflection should detail how the student will use their field-based experiences to inform their future research. Finally, included in this report should be a listing of all the relevant coursework, teaching, and professional development activities the student has completed to fulfill the LearnLab Certificate requirements. This report will be submitted to the EC for final approval of the Certificate.

== Meeting Notes==

== FAQs==

'''1. What does it take to be a PSLC grad student?'''

Well, there are basically three ways you can be considered a PSLC grad student.

a. You work on a project that receives funding from the PSLC.

b. Your advisor or collaborator receives funding from the PSLC and asks you to be involved.

c. You want to be a PSLC grad student.

'''2. What types of opportunities does the PSLC have for a grad student like me?'''

There are a variety of different levels of involvement and types of activities that the PSLC offers.

For the casual grad student, the PSLC organizes a speaker series with talks that may be of interest to students interested in the learning sciences. These are open to whomever wishes to go. There are also monthly lunch meetings where people associated with the PSLC can give a talk on their work.

The grad student community also hopes to organize events catered toward grad students, with topics like applying for grants, finding jobs, collaboration with people at other universities, etc. These are also open to the public.

For those who wish to get more involved, the grad student community also has monthly meetings to discuss center-wide issues, read and discuss articles we believe are relevant, plan future events, etc. Again, these are open to the public.

Finally, each thrust has regular or semi-regular meetings to discuss the thrust's theoretical framework, set the research agenda, and discuss the progress of projects within that thrust. While these are open to anyone, they're probably of limited interest unless you currently have or have had a project affiliated with the thrust.

'''3. What is expected of me as a PSLC grad student?'''

If you receive funding from the PSLC, you are expected, to the extent it is possible, to attend the thrust meetings for your relevant thrust, and attend the monthly PSLC lunches. The grad student community also encourages you to come to the grad student monthly meetings, of course.

If you don't receive funding from the PSLC, but still wish to be a part of the grad student community, your level of involvement is up to you.

'''How do I find out about upcoming talks/meetings/events?'''

One option is to check the Announcements section of this page. A possibly better option would be to get on our mailing list. To do that, e-mail Jo Bodnar at jobodnar AT cs.cmu.edu and ask to be put on the PSLC general mailing list and grad student mailing list.

There is also a regularly updated calendar at our [http://www.learnlab.org main webpage] that gives a fairly complete account of most PSLC events.

4. '''I already consider myself a PSLC grad, and want to be included on this page! What do I have to do?'''

Well the great thing about the wiki page is that anybody can update it whenever they want! So, if you have an account here, and you know how to edit tables, you can just log in and add yourself!

The table formatting is a bit weird and hard to follow, so if you want to add yourself, the easiest thing to do is just copy this text:

<pre>
|-
| Name || University || Advisor || e-mail address || Bio || Personal Webpage || Link to PSLC project page [Project page URL Project page title]
</pre>

and paste it into the appropriate place on the table. With your own information, of course.

If you don't have an account already, you can easily request one by clicking the "login/create account" button on the top right hand corner of the screen and following the instructions. Once you have an account, you can just click "Edit" above the table, and you can add yourself.

5. '''But that's such a pain! Isn't there an easier way?!'''

There sure is! If you don't want to make all that effort just to have your name and e-mail address on a page, just send your info (you could even put it in the format given above!) to our Wikimaster (yep, we made that word up!), Ben Friedline, at bef25 AT pitt.edu, and he'll put it on here.

== Who Do I Ask About _______? ==

This is often cited as being the most frustrating part of being a new grad student wanting to get involved, and by far "the" most frequently asked question, so we created a separate section for it.

''Getting on the mailing lists''

To get on the mailing lists, the best thing to do is e-mail Jo Bodnar at bodnar AT CMU.edu. She is going to need to know which mailing lists you want to be on. You have several options.

1. The PSLC-PIER Distribution List
Signing up for this one is going to get you the most e-mails, but if you want to be involved in the learning sciences community, this is a good one to be on.

This will give you emails about talks and meetings of general interest to people in the learning sciences community- the PIER Speaker Series, the PIER student EdBags, PSLC All Hands meetings and Speaker Series, Dissertation Proposals and Defenses, etc. You will also get e-mails about more specific meetings, like the course committee meetings and thrust meetings, which may not be of interest to you unless you are involved in those thrusts.

Oh. And you'll get a billion job posting e-mails from David Klahr as well.

2. The Graduate Student Distribution List
If you're a grad student, definitely ask to put on this list. This is the list where we plan and announce our events.

3. The Thrust Distribution Lists
If you should be on any of these lists, you'll know it. I'm also not entirely sure Jo can get you on these lists, but at the very least she will know who to talk to to get you on it.

But really, if no one has instructed you to get on this list, you probably don't need to.

''Getting Involved With Research''

Unfortunately, there is just no easy answer for this. You'll need to do some research- our suggestion would be going to the Thrust pages (on the left side of the page) and reading up on them and trying to find a project you might be interested in, and talking to the PI. Or, if there's a thrust you're interested in, start showing up to the meetings.

''Getting My Name On the Wiki Page'

You can check out the FAQs section for instructions on how to add yourself, or you can just e-mail Colleen Davy at cdavy1@andrew.cmu.edu and give her your Name, Institution/Department, Advisor, E-mail, a short Bio, and your personal webpage and/or Wiki page, and she'll add it for you.

== Who are the PSLC grads? ==

{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
|-
! Grad Student Name
! University/Department
! Advisor
! E-mail
! Research Interests
! Personal Webpage
! PSLC Projects
|-
| Turadg Aleahmad || Carnegie Mellon, HCII || Ken Koedinger & John Zimmerman || turadg@cmu.edu || My research is in design methods for theory-driven educational technology. || [http://www.cs.cmu.edu/~taleahma] ||
|-
| Daniel Belenky || University of Pittsburgh || Timothy Nokes || dmb83@pitt.edu || I am interesting in issues of motivation and cognition. Specifically, I have been studying how achievement goals influence transfer. || N/A || [http://www.learnlab.org/research/wiki/index.php/Nokes_-_Dialectical_Interaction_and_Robust_Learning Dialectical Interaction and Robust Learning]
|-
| Colleen Davy || Carnegie Mellon/Psychology || Brian MacWhinney || cdavy1@andrew.cmu.edu || I am interested in how adult second language learners develop fluent speaking skills in their second language. || N/A || [http://www.learnlab.org/research/wiki/index.php/Davy_%26_MacWhinney_-_Spanish_Sentence_Production Spanish Sentence Production]
|-
| Susan Dunlap || University of Pittsburgh || Charles Perfetti || sud4@pitt.edu || My research areas include second language learning, reading, and spelling || n/a || [http://www.learnlab.org]
|-
| Benjamin Friedline || University of Pittsburgh || Alan Juffs || bef25@pitt.edu || I am interested in how adult second language learners acquire morphology in a second language. || N/A || [http://www.learnlab.org/research/wiki/index.php/Juffs_-_Feature_Focus_in_Word_Learning Feature Focus in Word Learning]
|-
| Katherine I. Martin || University of Pittsburgh, Linguistics || Alan Juffs || kim20@pitt.edu || My interests center on the adult second language acquisition of vocabulary and grammar, cognitive individual differences in language learning, language aptitude, second language reading, word recognition, and bilingualism. My methodologies include laboratory experiments (behavioral
measures and eye-tracking), classroom interventions, and corpus analysis. || N/A || N/A ]
|-
| Nora Presson || Carnegie Mellon, Psychology || Brian MacWhinney || presson@cmu.edu || I am studying how practice conditions can improve learning of second language grammar, especially testing the effects of explicit instruction. || || [http://www.learnlab.org/research/wiki/index.php/Presson_%26_MacWhinney_-_Second_Language_Grammar Second Language Grammar Instruction]
|-
| Mary Lou Vercellotti || University of Pittsburgh || Dr. Nel de Jong || marylou.vercellotti@gmail.com || My research looks at complexity, accuracy, and fluency in the oral production of English as a second language. || N/A || [http://www.learnlab.org/research/wiki/index.php/Fostering_fluency_in_second_language_learning Refinement and Fluency]
|-
| Ruth Wylie || Carnegie Mellon, HCII || Ken Koedinger & Teruko Mitamura || rwylie@cs.cmu.edu || I'm interested in second language learning and self-explanation. || [http://ruthwylie.wordpress.com/ http://www.cs.cmu.edu/~rwylie] || [http://www.learnlab.org/research/wiki/index.php/Wylie_-_Intelligent_Writing_Tutor Self-Explanation and ESL]
|}

== Science of Learning Relevant Courses ==
The PIER program offers three courses -- see the [http://www.cmu.edu/pier PIER Web page]

See also the courses taught be any of the PSLC faculty.

(Please add the names of relevant courses and web pointers if possible!)

<pre>
05832 / 05432 Cognitive Modeling & Intelligent Tutoring Systems
3:00pm-4:20pm, Tuesdays and Thursdays, Fall 2010
Room 3002, Newell-Simon Hall, Carnegie Mellon University
9 units
Dr. Vincent Aleven, aleven@cs.cmu.edu
</pre>

Students in this course will learn about the Cognitive Tutor technology that has been demonstrated to dramatically enhance student learning in domains like math, science, and computer programming. This type of tutoring software is currently in use in 2,700 schools around the country and is used extensively as platform for learning sciences research. The technology is grounded in artificial intelligence, cognitive psychology, and cognitive task analysis. Students will learn data-driven and theoretical methods for analyzing human problem solving and will learn to use such data to inform the design of intelligent tutoring systems. Course projects will focus on the development of an intelligent tutor using CTAT, the Cognitive Tutor Authoring Tools (see http://ctat.pact.cs.cmu.edu). Some assignments will focus on creating cognitive models in the Jess production rule modeling language.

Students should either have programming skills, or experience in the cognitive psychology of human problem solving, or HCI / design skills, or permission from the instructor.

PSLC GradStudents

2012-05-31T18:44:30Z

Bmatlen:

PSLC GradStudents

2012-05-31T15:48:34Z

Bmatlen:

PSLC GradStudents

2012-05-31T15:47:22Z

Bmatlen:

PSLC GradStudents

2012-05-31T15:45:33Z

Bmatlen:

PSLC People

2012-04-14T20:27:04Z

Bmatlen: /* Liasons */

== '''The Executive Committee''' ==

=== Directors ===
{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
| [http://pact.cs.cmu.edu/koedinger.html '''Ken Koedinger'''] || Carnegie Mellon University || Human-Computer Interaction Institute
|-
| '''Charles Perfetti''' || University of Pittsburgh || Psychology, LRDC Director
|}

=== Managing Director ===
{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
| '''Michael Bett''' || Carnegie Mellon University || Human-Computer Interaction Institute
|}

=== Members ===
{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
| Aleven, Vincent || Carnegie Mellon University || Human-Computer Interaction
|-
| Eskenazi, Maxine || Carnegie Mellon University || Language Technologies Institute
|-
| Fiez, Julie || University of Pittsburgh || Psychology
|-
| Gordon, Geoff || Carnegie Mellon University || Machine Learning
|-
| Klahr, David || Carnegie Mellon University || Psychology
|-
| Lovett, Marsha || Carnegie Mellon University || Psychology
|-
| Nokes, Tim || University of Pittsburgh || LRDC
|-
| Resnick, Lauren || University of Pittsburgh || Learning Research and Development Center
|-
| Rose, Carolyn || Carnegie Mellon University || Human-Computer Interaction Institute/Language Technologies Institute
|}

=== Liasons ===

{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
| Stamper, John || Junior Faculty
|-
| Saz, Oscar || Post-docs
|-
| Matlen, Bryan || Graduate Students
|-
| Ritter, Steve || Carnegie Learning
|}

== Advisory Board ==
{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
| Aronson, Joshua || New York University || Applied Psychology
|-
| Azevedo, Roger || McGill University || Educational and Counselling Psychology
|-
| Biswas, Gautam || Vanderbilt University || Computer Science and Computer Engineering
|-
| Collins, Allan || Northwestern University || Education and Social Policy
|-
| Feuer, Michael || George Washington University || Graduate School of Education and Human Development
|-
| Goldman, Susan || University of Illinois || Psychology
|-
| Goldstone, Rob || Indiana University || Psychology
|-
| Griffiths, Tom || Berkeley || Psychology
|-
| Isbell, Charles || Georgia Tech || School of Interactive Computing
|-
| Kamwangamalu, Nkonko || Howard University || English
|-
| Lesgold, Alan || University of Pittsburgh || School of Education
|-
| McNamara, Danielle || University of Memphis || Psychology
|-
| Li, Ping || Penn State University || Psychology
|-
| Smith, Marshall (Mike) S.|| ||
|}

== Graduate Students ==
{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"

| Adam Skory || Carnegie Mellon ||
|-
| Benjamin Friedline || University of Pittsburgh || Linguistics
|-
| Colleen Davy || Carnegie Mellon || Psychology
|-
| Garbiel Parent || Carnegie Mellon || Language Technologies Institute
|-
| (Derek) Ho Leung Chan || University of Pittsburgh || Linguistics
|-
| Leida Tolentino || University of Pittsburgh || Psychology
|-
| Nora Presson || Carnegie Mellon || Psychology
|-
| Ruth Wylie || Carnegie Mellon || Human Computer Interaction Institute
|-
| Susan Dunlap || University of Pittsburgh || Psychology
|-
| Yun (Helen) Zhao || Carnegie Mellon || Second Language Acquisition
|-
| Benjamin Shih || Carnegie Mellon ||
|-
| Collin Lynch || University of Pittsburgh ||
|-
| Erik Zawadzki || Carnegie Mellon ||
|-
| Nan Li || Carnegie Mellon ||
|-
| Amy Ogan || Carnegie Mellon ||
|-
| Dan Belenky || University of Pittsburgh || Psychology
|-
| Matthew Easterday || Carnegie Mellon ||
|-
| Soniya Gadgil || University of Pittsburgh || Psychology
|-
| Yanhui Zhang || Carnegie Mellon ||
|-
| Dejana Diziol || Freiburg ||
|-
| Elizabeth Ayers || Carnegie Mellon ||
|-
| Elsa Golden || Carnegie Mellon ||
|-
| April Galyardt || Carnegie Mellon || Statistics
|-
| Jamie Jirout || Carnegie Mellon || Psychology
|-
| Martina Rau || Carnegie Mellon || Human Computer Interaction Institute
|-
| Tom Lauwers || Carnegie Mellon ||
|-
| Tracy Sweet || Carnegie Mellon || Statistics
|-
| Kevin Del Rosa || Carnegie Mellon ||
|-
| Turadg Aleahmad || Carnegie Mellon || Human Computer Interaction Institute
|-
| Gahgene Gweon || Carnegie Mellon ||
|-
| Anagha Kulkarni (Joshi) || Carnegie Mellon ||
|-
| Bryan Matlen || Carnegie Mellon || Psychology
|-
| Sung-Young Jung || University of Pittsburgh ||
|-
| Gustavo Santos || Carnegie Mellon ||
|-
| Hao-Chuan Wang || Carnegie Mellon ||
|-
| Indrayana Rustandi || Carnegie Mellon ||
|-
| Jessica Nelson || University of Pittsburgh || Psychology
|-
| Rohit Kumar || Carnegie Mellon ||
|-
| Roxana Gheorghiu || University of Pittsburgh ||
|-
| Tamar Degani || University of Pittsburgh || Psychology
|-
| Yan Mu || Carnegie Mellon || Psychology
|-
| Elijah Mayfield || Carnegie Mellon ||
|-
| Erin Walker || Carnegie Mellon ||
|-
| Iris Howley || Carnegie Mellon || Human Computer Interaction Institute
|-
| Tracy Clark || Univeristy of Pennslyvania ||
|-
| Laurens Feestra || Netherlands ||
|-
| Maaike Waalkens || Netherlands ||
|-
| Mary Lou Vercellotti || University of Pittsburgh || Linguistics
|-
| Nozomi Tanaka || University of Pittsburgh || Linguistics
|-
| Eliane Stampfer || Carnegie Mellon || Human Computer Interaction Institute
|-
| Katherine Martin || University of Pittsburgh || Linguistics
|}

== Post Docs ==
{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
| Matthew Bernacki || University of Pittsburgh || LRDC
|-
| Gregory Dyke || Carnegie Mellon University || LTI
|-
| Sherice Clarke || University of Pittsburgh || LRDC
|-
| Oscar Saz || Carnegie Mellon University || LTI
|-
| Michael Yudelson || Carnegie Mellon University || HCII
|-
| Gaowei Chen || The University of Pittsbugh || LRDC
|-
| Catherine Chase || Carnegie Mellon University || Psychology
|-
| Amy Ogan || Carnegie Mellon University || HCII
|-
| Laura Halderman || Educational Testing Services ||
|-
| Seiji Isotani || The University of Sao Paulo ||
|-
| Min Chi || Stanford University ||
|-
| John Connelly || Carnegie Learning ||
|-
| Amy Crosson || University of Pittsburgh || LRDC
|-
| Ido Roll || University of British Columbia ||
|-
| Stephanie Siler || Carnegie Mellon || Psychology
|-
| Zelha Tunc-Pekkan || Carnegie Mellon || HCII
|-
| Fan Cao || University of Pittsburgh ||
|-
| Suzanne Adlof || University of Pittsburgh ||
|-
| Candace Walkington || University of Wisconson ||
|}

More information about the PSLC post-docs at the [[PSLC_Postdocs]] wiki page

== Former Post Docs ==
{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"

| Hua Ai || Georgia Institute of Technology || LTI
|-
| Alicia Chang || University of Delaware || Postdoctoral Researcher
|-
| Connie Guan Qun || University of Pittsburgh ||
|-
| Chin-LungYang || University of Pittsburgh ||
|-
| Scotty Craig || University of Memphis|| Research Assistant Professor, Institute for Intelligent Systems
|-
|}

== Faculty ==
{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
| Al Corbett || Carnegie Mellon || HCII
|-
| Alan Juffs || University of Pittsburgh || Linguistics
|-
| Brian Junker || Carnegie Mellon || Statisics
|-
| Brian MacWhinney || Carnegie Mellon || Psychology
|-
| Bruce McLaren || Carnegie Mellon || HCII
|-
| Carolyn Rosé || Carnegie Mellon || LTI/HCII
|-
| Charles Perfetti || University of Pittsburgh || LRDC
|-
| Christa Asterhan || Hebrew University ||
|-
| David Klahr || Carnegie Mellon || Psychology
|-
| David Yaron || Carnegie Mellon || Chemistry
|-
| Geoff Gordon || Carnegie Mellon || Machine Learning
|-
| Jack Mostow || Carnegie Mellon || Robotics
|-
| Jim Greeno || University of Pittsburgh || Instruction and Learning
|-
| John Stamper || Carnegie Mellon || HCII
|-
| Ken Koedinger || Carnegie Mellon || HCII
|-
| Kirsten Butcher || University of Utah || Instructional Design & Educational Technology
|-
| Kurt VanLehn || Arizona State University || Computer Science and Engineering
|-
| Lauren Resnick || University of Pittsburgh || LRDC
|-
| Louis Gomez || University of Pittsburgh || School of Education
|-
| Marsha Lovett || Carnegie Mellon || Eberly Center
|-
| Mary Catherine O'Connor || Boston University || School of Education
|-
| Matthew Kam || Carnegie Mellon || HCII
|-
| Maxine Eskenazi || Carnegie Mellon || LTI
|-
| Nel de Jong || Vrije Universiteit Amsterdam ||
|-
| Niels Pinkwart || Clausthal University of Technology ||
|-
| Nikol Rummel || Ruhr-Universität Bochum || Psychology
|-
| Noboru Matsuda || Carnegie Mellon || HCII
|-
| Phil Pavlik || Carnegie Mellon || HCII
|-
| Richard Scheines || Carnegie Mellon || Philosphy
|-
| Ryan Baker || WPI ||
|-
| Sandy Katz || University of Pittsburgh || LRDC
|-
| Sarah Michaels || Clark University || Education
|-
| Teruko Matamura || Carnegie Mellon || LTI
|-
| Tim Nokes || University of Pittsburgh ||
|-
| Vincent Aleven || Carnegie Mellon || LTI
|-
| William Cohen || Carnegie Mellon || ML
|-
| Ma. Mercedes T. Rodrigo || Ateneo de Manila University
|| Information Systems and Computer Science

|}

== Staff ==
{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
| [[User:Alida|Alida Skogsholm]] || Carnegie Mellon University || DataShop Manager
|-
| Bob Hausmann || Carnegie Learning ||
|-
| Brett Leber || Carnegie Mellon University || DataShop/CTAT
|-
| Christy McGuire || Edalytics ||
|-
| Cressida Magaro || Carnegie Mellon University ||
|-
| Dorolyn Smith || University of Pittsburgh ||
|-
| Duncan Spencer || Carnegie Mellon University || DataShop
|-
| Gail Kusbit || Carnegie Mellon University || Research Manager
|-
| Jo Bodnar || Carnegie Mellon University ||
|-
| John Kowalski || Carnegie Mellon University ||
|-
| Jonathan Sewall || Carnegie Mellon University ||
|-
| Kevin Willows || Carnegie Mellon University ||
|-
| Mark Haney || University of Pittsburgh ||
|-
| Martin van Velsen || Carnegie Mellon University ||
|-
| Michael Bett || Carnegie Mellon University || Managing Director
|-
| Mike Karabinos|| Carnegie Mellon University ||
|-
| Ross Strader || Carnegie Mellon University ||
|-
| Sandy Demi || Carnegie Mellon University || DataShop/CTAT
|-
| Scott Silliman || University of Pittsburgh || OLI
|-
| Shanwen Yu || Carnegie Mellon University || DataShop
|-
| Steve Ritter || Carnegie Learning || Founder
|-
| Thomas Harris || Edalytics ||
|-
| Tristan Nixon || Carnegie Learning ||
|}

PSLC GradStudents

2010-09-01T23:21:39Z

Bmatlen: /* Who are the PSLC grads? */

The purpose of this page is to serve as a repository of information relevant for grad students. We hope to maintain this page as a repository of current and relevant information for graduate students currently affiliated with the PSLC, as well as grad students who hope to be in the PSLC.

== Announcements==

1) PSLC grads are now responsible for keeping the [http://www.learnlab.org/research/wiki/index.php/PSLC_People#Graduate_Students List of PSLC Grads] up to date.

* If you know of someone who should be added (or deleted) from this list please e-mail the webmaster at bef25@pitt.edu. Alternatively, feel free to go in and update the list yourself!

2) Please e-mail Mary Lou Vercellotti ASAP if you are interested in attending the iSLC conference in Washington, D.C. on October 13-15. Up to three graduate students may attend.

3) Ultimate Block Party in Central Park, NY.

* Description: This is an outreach event for PSLC research. Faculty and graduate students are invited to attend to serve as "experts" as families visit the workshops in the park. (You will receive a brightly colored lab coat if you decide to help out.)

* How to sign up: E-mail Michael Bett at mbett@cs.cmu.edu if you are interested.

4) PSLC Graduate Student Meetings are scheduled for the following days/times:

* Monday, September 20 in 408 LRDC - topic: grad student wiki pages
* Monday, October 18 at CMU (location tba) - topic what is the PSLC and why should you care
* Monday, November 15 in 408 LRDC - topic ?
* Monday, December 6 at CMU topic ?

== Meeting Notes==

== FAQs==

'''1. What does it take to be a PSLC grad student?'''

Well, there are basically three ways you can be considered a PSLC grad student.
a. You work on a project that receives funding from the PSLC.
b. Your advisor or collaborator receives funding from the PSLC and asks you to be involved.
c. You want to be a PSLC grad student.

'''2. What types of opportunities does the PSLC have for a grad student like me?'''

There are a variety of different levels of involvement and types of activities that the PSLC offers.

For the casual grad student, the PSLC organizes a speaker series with talks that may be of interest to students interested in the learning sciences. These are open to whomever wishes to go. There are also monthly lunch meetings where people associated with the PSLC can give a talk on their work.

The grad student community also hopes to organize events catered toward grad students, with topics like applying for grants, finding jobs, collaboration with people at other universities, etc. These are also open to the public.

For those who wish to get more involved, the grad student community also has monthly meetings to discuss center-wide issues, read and discuss articles we believe are relevant, plan future events, etc. Again, these are open to the public.

Finally, each thrust has regular or semi-regular meetings to discuss the thrust's theoretical framework, set the research agenda, and discuss the progress of projects within that thrust. While these are open to anyone, they're probably of limited interest unless you currently have or have had a project affiliated with the thrust.

'''3. What is expected of me as a PSLC grad student?'''

If you receive funding from the PSLC, you are expected, to the extent it is possible, to attend the thrust meetings for your relevant thrust, and attend the monthly PSLC lunches. The grad student community also encourages you to come to the grad student monthly meetings, of course.

If you don't receive funding from the PSLC, but still wish to be a part of the grad student community, your level of involvement is up to you.

'''How do I find out about upcoming talks/meetings/events?'''

One option is to check the Announcements section of this page. A possibly better option would be to get on our mailing list. To do that, e-mail Jo Bodnar at jobodnar AT cs.cmu.edu and ask to be put on the PSLC general mailing list and grad student mailing list.

There is also a regularly updated calendar at our main webpage (learnlab.org) that is updated regularly and gives a fairly complete account of most PSLC events.

4. '''I already consider myself a PSLC grad, and want to be included on this page! What do I have to do?'''

Well the great thing about the wiki page is that anybody can update it whenever they want! So, if you have an account here, and you know how to edit tables, you can just log in and add yourself!

If you don't have an account already, you can easily request one (NOTE: I forget how to do it- I'll need to add that). Once you have an account, you can just click "Edit" above the table, and you can add yourself.

5. '''But that's such a pain! Isn't there an easier way?!'''

There sure is! If you don't want to make all that effort just to have your name and e-mail address on a page, just send your info to our Wikimaster (yep, we made that word up!), Ben Friedline, at bef25 AT pitt.edu, and he'll put it on here.

== Who are the PSLC grads? ==

{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
|-
! Grad Student Name
! University/Department
! Advisor
! E-mail
! Bio
! Personal Webpage
! PSLC Projects
|-
| Colleen Davy || Carnegie Mellon/Psychology || Brian MacWhinney || cdavy1@andrew.cmu.edu || I am interested in how adult second language learners develop fluent speaking skills in their second language. || N/A || [http://www.learnlab.org/research/wiki/index.php/Davy_%26_MacWhinney_-_Spanish_Sentence_Production Spanish Sentence Production]
|-
| Benjamin Friedline || University of Pittsburgh || Alan Juffs || bef25@pitt.edu || I am interested in how adult second language learners acquire morphology in a second language. || N/A || [http://www.learnlab.org/research/wiki/index.php/Juffs_-_Feature_Focus_in_Word_Learning Feature Focus in Word Learning]

== Science of Learning Relevant Courses ==
The PIER program offers three courses -- see the [www.cmu.edu/pier/ PIER web site].

See also the courses taught be any of the PSLC faculty.

(Please add the names of relevant courses and web pointers if possible!)

<pre>
05832 / 05432 Cognitive Modeling & Intelligent Tutoring Systems
3:00pm-4:20pm, Tuesdays and Thursdays, Fall 2010
Room 3002, Newell-Simon Hall, Carnegie Mellon University
9 units
Dr. Vincent Aleven, aleven@cs.cmu.edu
</pre>

Students in this course will learn about the Cognitive Tutor technology that has been demonstrated to dramatically enhance student learning in domains like math, science, and computer programming. This type of tutoring software is currently in use in 2,700 schools around the country and is used extensively as platform for learning sciences research. The technology is grounded in artificial intelligence, cognitive psychology, and cognitive task analysis. Students will learn data-driven and theoretical methods for analyzing human problem solving and will learn to use such data to inform the design of intelligent tutoring systems. Course projects will focus on the development of an intelligent tutor using CTAT, the Cognitive Tutor Authoring Tools (see http://ctat.pact.cs.cmu.edu). Some assignments will focus on creating cognitive models in the Jess production rule modeling language.

Students should either have programming skills, or experience in the cognitive psychology of human problem solving, or HCI / design skills, or permission from the instructor.

PSLC GradStudents

2010-09-01T23:20:28Z

Bmatlen: /* Who are the PSLC grads? */

The purpose of this page is to serve as a repository of information relevant for grad students. We hope to maintain this page as a repository of current and relevant information for graduate students currently affiliated with the PSLC, as well as grad students who hope to be in the PSLC.

== Announcements==

1) PSLC grads are now responsible for keeping the [http://www.learnlab.org/research/wiki/index.php/PSLC_People#Graduate_Students List of PSLC Grads] up to date.

* If you know of someone who should be added (or deleted) from this list please e-mail the webmaster at bef25@pitt.edu. Alternatively, feel free to go in and update the list yourself!

2) Please e-mail Mary Lou Vercellotti ASAP if you are interested in attending the iSLC conference in Washington, D.C. on October 13-15. Up to three graduate students may attend.

3) Ultimate Block Party in Central Park, NY.

* Description: This is an outreach event for PSLC research. Faculty and graduate students are invited to attend to serve as "experts" as families visit the workshops in the park. (You will receive a brightly colored lab coat if you decide to help out.)

* How to sign up: E-mail Michael Bett at mbett@cs.cmu.edu if you are interested.

4) PSLC Graduate Student Meetings are scheduled for the following days/times:

* Monday, September 20 in 408 LRDC - topic: grad student wiki pages
* Monday, October 18 at CMU (location tba) - topic what is the PSLC and why should you care
* Monday, November 15 in 408 LRDC - topic ?
* Monday, December 6 at CMU topic ?

== Meeting Notes==

== FAQs==

'''1. What does it take to be a PSLC grad student?'''

Well, there are basically three ways you can be considered a PSLC grad student.
a. You work on a project that receives funding from the PSLC.
b. Your advisor or collaborator receives funding from the PSLC and asks you to be involved.
c. You want to be a PSLC grad student.

'''2. What types of opportunities does the PSLC have for a grad student like me?'''

There are a variety of different levels of involvement and types of activities that the PSLC offers.

For the casual grad student, the PSLC organizes a speaker series with talks that may be of interest to students interested in the learning sciences. These are open to whomever wishes to go. There are also monthly lunch meetings where people associated with the PSLC can give a talk on their work.

The grad student community also hopes to organize events catered toward grad students, with topics like applying for grants, finding jobs, collaboration with people at other universities, etc. These are also open to the public.

For those who wish to get more involved, the grad student community also has monthly meetings to discuss center-wide issues, read and discuss articles we believe are relevant, plan future events, etc. Again, these are open to the public.

Finally, each thrust has regular or semi-regular meetings to discuss the thrust's theoretical framework, set the research agenda, and discuss the progress of projects within that thrust. While these are open to anyone, they're probably of limited interest unless you currently have or have had a project affiliated with the thrust.

'''3. What is expected of me as a PSLC grad student?'''

If you receive funding from the PSLC, you are expected, to the extent it is possible, to attend the thrust meetings for your relevant thrust, and attend the monthly PSLC lunches. The grad student community also encourages you to come to the grad student monthly meetings, of course.

If you don't receive funding from the PSLC, but still wish to be a part of the grad student community, your level of involvement is up to you.

'''How do I find out about upcoming talks/meetings/events?'''

One option is to check the Announcements section of this page. A possibly better option would be to get on our mailing list. To do that, e-mail Jo Bodnar at jobodnar AT cs.cmu.edu and ask to be put on the PSLC general mailing list and grad student mailing list.

There is also a regularly updated calendar at our main webpage (learnlab.org) that is updated regularly and gives a fairly complete account of most PSLC events.

4. '''I already consider myself a PSLC grad, and want to be included on this page! What do I have to do?'''

Well the great thing about the wiki page is that anybody can update it whenever they want! So, if you have an account here, and you know how to edit tables, you can just log in and add yourself!

If you don't have an account already, you can easily request one (NOTE: I forget how to do it- I'll need to add that). Once you have an account, you can just click "Edit" above the table, and you can add yourself.

5. '''But that's such a pain! Isn't there an easier way?!'''

There sure is! If you don't want to make all that effort just to have your name and e-mail address on a page, just send your info to our Wikimaster (yep, we made that word up!), Ben Friedline, at bef25 AT pitt.edu, and he'll put it on here.

== Who are the PSLC grads? ==

{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
|-
! Grad Student Name
! University/Department
! Advisor
! E-mail
! Bio
! Personal Webpage
! PSLC Projects
|-
| Colleen Davy || Carnegie Mellon/Psychology || Brian MacWhinney || cdavy1@andrew.cmu.edu || I am interested in how adult second language learners develop fluent speaking skills in their second language. || N/A || [http://www.learnlab.org/research/wiki/index.php/Davy_%26_MacWhinney_-_Spanish_Sentence_Production Spanish Sentence Production]
|-
| Benjamin Friedline || University of Pittsburgh || Alan Juffs || bef25@pitt.edu || I am interested in how adult second language learners acquire morphology in a second language. || N/A || [http://www.learnlab.org/research/wiki/index.php/Juffs_-_Feature_Focus_in_Word_Learning Feature Focus in Word Learning]
|-

== Science of Learning Relevant Courses ==
The PIER program offers three courses -- see the [www.cmu.edu/pier/ PIER web site].

See also the courses taught be any of the PSLC faculty.

(Please add the names of relevant courses and web pointers if possible!)

<pre>
05832 / 05432 Cognitive Modeling & Intelligent Tutoring Systems
3:00pm-4:20pm, Tuesdays and Thursdays, Fall 2010
Room 3002, Newell-Simon Hall, Carnegie Mellon University
9 units
Dr. Vincent Aleven, aleven@cs.cmu.edu
</pre>

Students in this course will learn about the Cognitive Tutor technology that has been demonstrated to dramatically enhance student learning in domains like math, science, and computer programming. This type of tutoring software is currently in use in 2,700 schools around the country and is used extensively as platform for learning sciences research. The technology is grounded in artificial intelligence, cognitive psychology, and cognitive task analysis. Students will learn data-driven and theoretical methods for analyzing human problem solving and will learn to use such data to inform the design of intelligent tutoring systems. Course projects will focus on the development of an intelligent tutor using CTAT, the Cognitive Tutor Authoring Tools (see http://ctat.pact.cs.cmu.edu). Some assignments will focus on creating cognitive models in the Jess production rule modeling language.

Students should either have programming skills, or experience in the cognitive psychology of human problem solving, or HCI / design skills, or permission from the instructor.

PSLC GradStudents

2010-09-01T23:19:44Z

Bmatlen: /* Who are the PSLC grads? */

The purpose of this page is to serve as a repository of information relevant for grad students. We hope to maintain this page as a repository of current and relevant information for graduate students currently affiliated with the PSLC, as well as grad students who hope to be in the PSLC.

== Announcements==

1) PSLC grads are now responsible for keeping the [http://www.learnlab.org/research/wiki/index.php/PSLC_People#Graduate_Students List of PSLC Grads] up to date.

* If you know of someone who should be added (or deleted) from this list please e-mail the webmaster at bef25@pitt.edu. Alternatively, feel free to go in and update the list yourself!

2) Please e-mail Mary Lou Vercellotti ASAP if you are interested in attending the iSLC conference in Washington, D.C. on October 13-15. Up to three graduate students may attend.

3) Ultimate Block Party in Central Park, NY.

* Description: This is an outreach event for PSLC research. Faculty and graduate students are invited to attend to serve as "experts" as families visit the workshops in the park. (You will receive a brightly colored lab coat if you decide to help out.)

* How to sign up: E-mail Michael Bett at mbett@cs.cmu.edu if you are interested.

4) PSLC Graduate Student Meetings are scheduled for the following days/times:

* Monday, September 20 in 408 LRDC - topic: grad student wiki pages
* Monday, October 18 at CMU (location tba) - topic what is the PSLC and why should you care
* Monday, November 15 in 408 LRDC - topic ?
* Monday, December 6 at CMU topic ?

== Meeting Notes==

== FAQs==

'''1. What does it take to be a PSLC grad student?'''

Well, there are basically three ways you can be considered a PSLC grad student.
a. You work on a project that receives funding from the PSLC.
b. Your advisor or collaborator receives funding from the PSLC and asks you to be involved.
c. You want to be a PSLC grad student.

'''2. What types of opportunities does the PSLC have for a grad student like me?'''

There are a variety of different levels of involvement and types of activities that the PSLC offers.

For the casual grad student, the PSLC organizes a speaker series with talks that may be of interest to students interested in the learning sciences. These are open to whomever wishes to go. There are also monthly lunch meetings where people associated with the PSLC can give a talk on their work.

The grad student community also hopes to organize events catered toward grad students, with topics like applying for grants, finding jobs, collaboration with people at other universities, etc. These are also open to the public.

For those who wish to get more involved, the grad student community also has monthly meetings to discuss center-wide issues, read and discuss articles we believe are relevant, plan future events, etc. Again, these are open to the public.

Finally, each thrust has regular or semi-regular meetings to discuss the thrust's theoretical framework, set the research agenda, and discuss the progress of projects within that thrust. While these are open to anyone, they're probably of limited interest unless you currently have or have had a project affiliated with the thrust.

'''3. What is expected of me as a PSLC grad student?'''

If you receive funding from the PSLC, you are expected, to the extent it is possible, to attend the thrust meetings for your relevant thrust, and attend the monthly PSLC lunches. The grad student community also encourages you to come to the grad student monthly meetings, of course.

If you don't receive funding from the PSLC, but still wish to be a part of the grad student community, your level of involvement is up to you.

'''How do I find out about upcoming talks/meetings/events?'''

One option is to check the Announcements section of this page. A possibly better option would be to get on our mailing list. To do that, e-mail Jo Bodnar at jobodnar AT cs.cmu.edu and ask to be put on the PSLC general mailing list and grad student mailing list.

There is also a regularly updated calendar at our main webpage (learnlab.org) that is updated regularly and gives a fairly complete account of most PSLC events.

4. '''I already consider myself a PSLC grad, and want to be included on this page! What do I have to do?'''

Well the great thing about the wiki page is that anybody can update it whenever they want! So, if you have an account here, and you know how to edit tables, you can just log in and add yourself!

If you don't have an account already, you can easily request one (NOTE: I forget how to do it- I'll need to add that). Once you have an account, you can just click "Edit" above the table, and you can add yourself.

5. '''But that's such a pain! Isn't there an easier way?!'''

There sure is! If you don't want to make all that effort just to have your name and e-mail address on a page, just send your info to our Wikimaster (yep, we made that word up!), Ben Friedline, at bef25 AT pitt.edu, and he'll put it on here.

== Who are the PSLC grads? ==

{| border=1 cellspacing="0" cellpadding="5" style="text-align: left;"
|-
! Grad Student Name
! University/Department
! Advisor
! E-mail
! Bio
! Personal Webpage
! PSLC Projects
|-
| Colleen Davy || Carnegie Mellon/Psychology || Brian MacWhinney || cdavy1@andrew.cmu.edu || I am interested in how adult second language learners develop fluent speaking skills in their second language. || N/A || [http://www.learnlab.org/research/wiki/index.php/Davy_%26_MacWhinney_-_Spanish_Sentence_Production Spanish Sentence Production]
|-
| Benjamin Friedline || University of Pittsburgh || Alan Juffs || bef25@pitt.edu || I am interested in how adult second language learners acquire morphology in a second language. || N/A || [http://www.learnlab.org/research/wiki/index.php/Juffs_-_Feature_Focus_in_Word_Learning Feature Focus in Word Learning]
|-
| Bryan Matlen || Carnegie Mellon/Psychology || David Klahr || bmatlen@cmu.edu || What amount of instructional guidance facilitates children's acquisition of basic science concepts? || N/A || [http://www.learnlab.org/research/wiki/index.php/Klahr_-_TED]

== Science of Learning Relevant Courses ==
The PIER program offers three courses -- see the [www.cmu.edu/pier/ PIER web site].

See also the courses taught be any of the PSLC faculty.

(Please add the names of relevant courses and web pointers if possible!)

<pre>
05832 / 05432 Cognitive Modeling & Intelligent Tutoring Systems
3:00pm-4:20pm, Tuesdays and Thursdays, Fall 2010
Room 3002, Newell-Simon Hall, Carnegie Mellon University
9 units
Dr. Vincent Aleven, aleven@cs.cmu.edu
</pre>

Students in this course will learn about the Cognitive Tutor technology that has been demonstrated to dramatically enhance student learning in domains like math, science, and computer programming. This type of tutoring software is currently in use in 2,700 schools around the country and is used extensively as platform for learning sciences research. The technology is grounded in artificial intelligence, cognitive psychology, and cognitive task analysis. Students will learn data-driven and theoretical methods for analyzing human problem solving and will learn to use such data to inform the design of intelligent tutoring systems. Course projects will focus on the development of an intelligent tutor using CTAT, the Cognitive Tutor Authoring Tools (see http://ctat.pact.cs.cmu.edu). Some assignments will focus on creating cognitive models in the Jess production rule modeling language.

Students should either have programming skills, or experience in the cognitive psychology of human problem solving, or HCI / design skills, or permission from the instructor.

Instructional events

2010-04-15T16:52:55Z

Bmatlen:

=== Instructional Events ===

Studying robust learning means hypothesizing the point at which learning occurs. Unfortunately, there is no way to directly observe these [[learning events]], or the points in time and shifts in knowledge state when students are said to learn.

As researchers, however, we do have the ability to observe '''instructional events''', which are external to the student and involve the presentation of information or elicitation of a behavioral response.

The instructional event, therefore, is used as evidence to infer student learning, or to presume the existence of an unobservable learning event.

=== References ===

[[Category:Glossary]] [[Category:PSLC_General]]