University of Minnesota
Office of Human Resources
http://www.umn.edu/ohr
612-625-2016

Kris Gorman

Kris Gorman

Assistant Education Specialist

  • Campus Phone: 612-625-3330
  • Email: ksgorman@umn.edu
  • Office: University Office Plaza Suite 400, Room 410

Education

  • B.S. Pomona College, Linguistics and Cognitive Science
  • Ph.D. University of Rochester, Brain and Cognitive Sciences

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.

Current Interests

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:

  • Integrating active learning into science courses
  • Course design for undergraduate education
  • Improving retention of underrepresented students in the sciences
  • Strategies for addressing varying student background knowledge
  • Blended or “flipped” courses

Selected Publications and Presentations

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.