September 4, 2001
Levine to lecture on learning at Law School
By Michael Terrazas firstname.lastname@example.org
Noted educator and scholar Mel Levine, pediatrician and director of the
Center for the Study of Development and Learning at University of North
Carolina at Chapel Hill, will give a public lecture on How Learning
Works When Its Working, Sept. 10 at 8 p.m. in the law schools
Levines visit, sponsored jointly by the University Advisory Council
on Teaching (UACT), the Center for Teaching and Curriculum and the Office
of Faculty Resources for Inclusive Instruction, affords Emory faculty
the opportunity to learn about the different ways individual students
learn in modern education.
Emory has placed a strong emphasis on teaching in past years, developing
many sources of support for faculty to develop their methods and materials,
said Wendy Newby, director of faculty resources for inclusive instruction.
This year we are starting with a conversation (and workshop) on
learning and how this interacts with teaching. Dr. Levine is a nationally
known expert in this area.
The half-day workshop to which Newby referredand which Levine will
lead Sept. 11 from 8:30 a.m. to 1 p.m.has already reached capacity,
but his lecture the night before is free and open to the public.
Levine is the founder of All Kinds of Minds, a nonprofit institute for
the study of differences in learning. Before moving to UNC, he served
for 14 years as chief of ambulatory pediatrics at The Childrens
Hospital in Boston while he was an associate professor of pediatrics at
Harvard Medical School. His concepts of learning are based on neuropsychological
research, with an emphasis on applying knowledge about learners and learning
to different educational settings.
Approximately 89 percent of the Emory student population
in recent years have documented disabilities, most of them nonvisible,
Newby said. These learning, attention and psychological differences
have a great impact on the learning needs of these students. Many others
are diverse in their learning styles, particular preferences for learning
in a specific way but not so much as to call them disabled.
Whatever our discipline is, the more we understand about how people
learn, the more effective we can be as teachers, said Gary Smith,
professor of law and chair of UACT. Our efforts should be directed
toward maximizing the learning of all students. By understanding learning
styles and preferences, we can better accomplish this goal.
For more information on Levines lecture, please call 404-727-6410.