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My educational background is in experimental cognitive psychology, where my research focused on how people establish and determine shared knowledge in conversation. During my postdoc at the University of Michigan’s Center for Research on Learning and Teaching (CRLT), I gained a background in providing support to faculty and graduate students through one-on-one consulting, workshops and other programming. I also worked on a variety of assessment projects, aiding departments in evaluating broad curricular changes.
I currently focus on supporting faculty and TAs in STEM disciplines, where I am particularly interested in using evidence about how students learn to inform teaching practice. Other areas of interest include:
Gorman, K.S., Gegg-Harrison, W., Marsh, C.R. and Tanenhaus M.K. (2013). What’s learned together stays together: Speakers’ choice of referring expressions reflects shared experience. Journal of Experimental Psychology: Learning, Memory and Cognition, 39(3), 843-853.
Heller, D., Gorman, K.S., and Tanenhaus M.K. (2012). To name or to describe: shared knowledge affects referential form. Topics in Cognitive Science, 4(2), 290-305.
Wolter, L., Gorman, K.S., and Tanenhaus M.K. (2011). Scalar reference, contrast and discourse: Separating effects of linguistic discourse from availability of the referent. Journal of Memory and Language, 65(3), 299-317.