Julie Sievers
Julie Sievers joined the Human Development, Culture, and Learning Sciences (HDCLS) program in Educational Psychology in Fall 2021.
Previously, she graduated with a B.A. in mathematics from Valparaiso University and then earned an M.A. and Ph.D. in English from UT-Austin. After teaching for several years, she moved into college faculty development, leading programs that brought educational research to instructors and curricula. She directed the Center for Teaching Excellence at St. Edwards University (Austin, TX) and then directed the Center for Teaching, Learning, and Scholarship at Southwestern University (Georgetown, TX). In these roles, she worked closely with college instructors, helping them learn to teach in ways that were evidence-based, inclusive, and innovative.
In HDCLS, she is part of the Learning and Motivational Beliefs (LAMB) lab directed by Dr. Katherine Muenks, the Access and Equity Lab directed by Dr. Stephanie Cawthon, and participates in joint lab meetings with the Science of Learning and Metacognition (SLAM) lab directed by Dr. Veronica Yan. In her research, her goal is to discover how we can make higher education more equitable for a wider range of students. In particular, she studies how instructors can create more motivationally and learning-supportive courses and classroom environments.
Previously, she graduated with a B.A. in mathematics from Valparaiso University and then earned an M.A. and Ph.D. in English from UT-Austin. After teaching for several years, she moved into college faculty development, leading programs that brought educational research to instructors and curricula. She directed the Center for Teaching Excellence at St. Edwards University (Austin, TX) and then directed the Center for Teaching, Learning, and Scholarship at Southwestern University (Georgetown, TX). In these roles, she worked closely with college instructors, helping them learn to teach in ways that were evidence-based, inclusive, and innovative.
In HDCLS, she is part of the Learning and Motivational Beliefs (LAMB) lab directed by Dr. Katherine Muenks, the Access and Equity Lab directed by Dr. Stephanie Cawthon, and participates in joint lab meetings with the Science of Learning and Metacognition (SLAM) lab directed by Dr. Veronica Yan. In her research, her goal is to discover how we can make higher education more equitable for a wider range of students. In particular, she studies how instructors can create more motivationally and learning-supportive courses and classroom environments.
