William Cerbin

Director of CATL
Center For Adv Teach And Learn

Specialty area(s)

Cognitive and Educational Psychology; The Science of Learning; Lesson Study; The Scholarship of Teaching and Learning

Teaching history

At UWL I have taught many undergraduate and graduates psychology courses, including introductory, educational, developmental, lifespan development, language, cognitive development, advanced developmental psychology, honors seminar, research apprenticeship, teaching apprenticeship, and individual projects. 

Professional history

Director, UWL Center for Advancing Teaching & Learning (2009 - present)

Director, College Lesson Study Project (2003-present)

Carnegie Scholar, Carnegie Academy for the Scholarship of Teaching and Learning (1998 and 2003)

Co-director, Wisconsin Teaching Fellows & Scholars Program (1997-2000)

Assistant to the Provost and Vice Chancellor (1996-2008)

University Assessment Coordinator (1992-1998)

Professor of Psychology (1991-present)

Associate Professor of Psychology (1988-1991)

Assistant Professor of Psychology (1985-1988)

Research and publishing

Book:

Cerbin, W. (2011). Lesson study: Using classroom inquiry to improve teaching and learning in higher education. Sterling, VA. Stylus Publishing.

Select articles and presentations:

Marshik, T., Kortenkamp, K., Cerbin, B., Dixon, R. (2015). Students' understanding of how beliefs and context influence motivation for learning: A lesson study approach. Scholarship of Teaching and Learning in Psychology Vol. 1, No. 4, 298–311.

Cerbin, B. (2013). Emphasizing learning in the scholarship of teaching and learning, International Journal for the Scholarship of Teaching and Learning: Vol. 7: No. 1, Article 5. 

Cerbin, W. (2011, October). Using lesson study to investigate teaching & learning. International Society for the Scholarship of Teaching & Learning Annual Conference, Milwaukee, WI.

Cerbin, W. (2011, April). Introduction to lesson study. Workshop, UW System President’s Summit, Madison, WI.

Cerbin, B. (2009). Assessing how students learn, Carnegie Perspectives: A Different Way to Think about Teaching and Learning, March 2009.

Cerbin, W. & Kopp. B. (2006). Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education Volume 18, Number 3, 250-257. 

Education

Ph.D. The University of Chicago, educational psychology, emphasis in language and cognition

M.A. Columbia University, development psychology

B.S. Purdue University, psychology