FALCoN with Sheila Tabanli. From Perception Gaps to Empowered Learners: Research-Driven Strategies for Transforming STEM Classrooms.
Start time
January 23, 2026 04:00 PM
End time
January 23, 2026 05:00 PM
Presented By
NIST
Location
Online
Workshop Worth
1
Description
In STEM classrooms, a significant but underrecognized obstacle to student learning is the novice-to-expert perception gap — the difference between how instructors (experts) and students (novices) perceive core disciplinary concepts and tasks. This gap can unintentionally create barriers to comprehension, exacerbate anxiety, and obscure student struggles. Grounded in the 3C Pedagogical Framework—Compassionate, Connected Community through Cognitive Apprenticeship—and supported by the Rutgers Research2Practice Fellowship, this talk explores how empathy-based, learner-centered design can bridge this gap by centering student voice and equity.
Drawing on evidence-informed practices from the Guidebook for Reducing the Novice-to-Expert Perception Gap, the session highlights strategies such as modeling expert thinking, structured reflection, metacognitive coaching, and community-building practices that promote psychological safety. Together, these approaches help students engage more deeply with demanding STEM content and reframe mistakes as productive learning opportunities. The session offers both a conceptual framework and practical tools adaptable across STEM disciplines.
Participants will leave with:
1. A practical framework for bridging perception gaps
An understanding of how the 3C Framework, grounded in cognitive apprenticeship, makes expert thinking visible while centering compassion, connection, and community in STEM classrooms.
2. Research-driven strategies that support learning without lowering rigor
Concrete tools—such as modeling, worked examples, and metacognitive reflection—that help students move from novice to independent thinkers while normalizing productive struggle.
3. Design principles that elevate student voice and belonging
Approaches for fostering psychological safety, resilience, and engagement, particularly in high-stakes and introductory STEM courses, with strategies adaptable across disciplines and modalities.
Make sure you RSVP with the CLSE and the hosting unit!
Drawing on evidence-informed practices from the Guidebook for Reducing the Novice-to-Expert Perception Gap, the session highlights strategies such as modeling expert thinking, structured reflection, metacognitive coaching, and community-building practices that promote psychological safety. Together, these approaches help students engage more deeply with demanding STEM content and reframe mistakes as productive learning opportunities. The session offers both a conceptual framework and practical tools adaptable across STEM disciplines.
Participants will leave with:
1. A practical framework for bridging perception gaps
An understanding of how the 3C Framework, grounded in cognitive apprenticeship, makes expert thinking visible while centering compassion, connection, and community in STEM classrooms.
2. Research-driven strategies that support learning without lowering rigor
Concrete tools—such as modeling, worked examples, and metacognitive reflection—that help students move from novice to independent thinkers while normalizing productive struggle.
3. Design principles that elevate student voice and belonging
Approaches for fostering psychological safety, resilience, and engagement, particularly in high-stakes and introductory STEM courses, with strategies adaptable across disciplines and modalities.
Make sure you RSVP with the CLSE and the hosting unit!
· RSVP for the workshop with the CLSE here by clicking “RSVP” in the upper right corner. If you decide not to attend, please “Cancel RSVP”.
· Also RSVP with the hosting unit (if other than the CLSE) using the event webpage linked above.
Following the workshop, email Toacca Roberts (.2384) to confirm your attendance for the full event time. If you were not able to attend the full event, email Toacca Roberts to discuss the possibility of 5001 course points.
