传记
Laurel brings to 哥伦比亚大学 15 years of experience as a librarian, nearly 10 years of experience in academic support, and 2 years of administrative experience at the dean level. She has worked in a variety of institutions: Bristol Community College, 克莱姆森大学, 康奈尔大学, Southern Wesleyan University, 弗曼大学, 和汉诺威学院. Supporting students to become agile, independent learners is a passion, particularly in the context of peer-to-peer learning. Her work with colleague Paul Treuer on Entangled Learning, a framework for self-directed peer learning is an outgrowth of that passion (http://www.EntangledLearning.org). 劳雷尔拿着一个M.L.S. from Indiana University, an M.A. in Music from the Pennsylvania State University, and B.A. in Music from Earlham College. She has participated in numerous workshops with social learning theorists Etienne and Beverly Wenger-Trayner and has published and given presentations on 21st Century learning capabilities and peer-to-peer learning. A native Hoosier, Laurel has lived in the Upstate for most of the last 25 years. 她的丈夫, 布鲁斯, is Director of Audio Technology at 克莱姆森大学, 还有她的女儿, 凯瑟琳, is a nursing student at the University of South Carolina. Hobbies include biking, gardening, quilting, and photography. Laurel's spiritual home is with the Quakers though she is a member of a Presbyterian (USA) congregation.
奖 & 成就
- Paper selected to compete as one of top five in the First Year Programs Division, ASEE Annual Conference: Whisler, 斯蒂芬, & 斯蒂芬. (2020年6月24日). Continuing to promote metacognitive awareness in a first-year learning strategies course.
- Invited participant for the Developing a National Research Agenda for STEM 学术 Support Conference, funded by the National Science Foundation under Grant No. DUE-1836657, Evanson, IL, May 30-31, 2019.
- 博伊德基金会(1美元.25 million) award to support General Engineering Learning Community, 2019-2020, a program I supported with program, 课程, and faculty development.
出版物
- 斯蒂芬, Harcum, Whisler, & 斯蒂芬(2021). Using the Learning and Study Strategies Inventory (LASSI) to track students’ growth and evaluate the effectiveness of a learning strategies course. Proceedings of the ASEE Annual Conference.
- 有,我.史蒂芬，A., & 斯蒂芬,E. A. (2020). Continuing to promote metacognitive awareness in a first-year learning strategies course. Proceedings of the ASEE Annual Conference.
- 斯蒂芬,. T.斯蒂芬,E. A.惠斯勒，L.海王星，A. I. (2020). Peer sharing presentations in a first-year engineering learning strategies course. Proceedings of the ASEE Annual Conference.
- 斯蒂芬,.惠斯勒，L.斯蒂芬,E. A., & Trogden B. (2019). Using exam wrappers in a self-directed first-year learning strategies course. Proceedings of the ASEE Annual Conference.
- 有,我.史蒂芬，A., & 斯蒂芬,E. A. (2019). Promoting metacognitive awareness in a first-year learning strategies course for cohorted general engineering students. Proceedings of the ASEE Annual Conference.
- 有,我.马科斯，M., & 安德森,R. K. (2019): Engendering learning: Experiences of peer educators trained as Entangled Learners, Journal of College Reading and Learning, 49(1), 19-34.
- 斯蒂芬,E. A.惠斯勒，L., & 斯蒂芬,. (2018). Work in progress: Strategic, translational retention initiatives to promote engineering success. Proceedings of the ASEE Annual Conference.
- 布朗,J. K.斯金格，N.安德森，R。. K. & 有,我. (2018). Supporting student learning through peer-led course support initiatives. Proceedings of the ASEE Annual Conference.
- 有,我.安德森，R。., & 布朗,J. (2017). Planning for program design and assessment using value creation frameworks. The Learning Assistance Review 22(2), 59-74.
- 有,我. & 的忠诚,. (2017). How to entangle peer educators. 协同10.
- 有,我. A. (2004). 简历, 的简历, and cover letters for music librarians: Suggestions for librarians in job searches or compiling annual review documents. Music Reference Services Quarterly 8(4), 1-48.
- 卡特,我. A. (1998). Building a better reference interface. Internet Reference Services Quarterly 3(4), 57-85.