Daniel J. Bernstein
Ph.D., 1973, University of California at San Diego
Research Areas: Cognitive Psychology
Most recently I have been exploring and evaluating various uses of technology to promote student understanding. Conventional experimental studies have looked at the impact of multi-media presentations on student cognitive performance, and my ongoing courses are a laboratory for evaluating the impact of web-based activities on deep understanding of conceptual material. I have worked extensively on measurement of generalization of learning to new contexts, and I am actively developing new opportunities for students to demonstrate the richness of their understanding. This work includes consideration of the level of intellectual development that students demonstrate in their academic work. Current technology interests include interactive assignments that support and document preparation before class, use of in-class interactive systems to assess learning in real time, recording and giving feedback on oral fluency of understanding, and use of simulations as a tool for teaching and as a measure of understanding. I work with students on both the development and evaluation of these tools.
Bernstein, D.J. (1996) A departmental system for balancing the development and evaluation of college teaching: A commentary on Cavanagh. Innovative Higher Education, 20, 241-247.
Ward, M. C. and Bernstein, D.J. ( 1998) Promoting academic performance among students with special needs. Ethics and Behavior , 8(3), 277-281.
Bernstein, D.J. (1998) Using assessment in the peer review of effective teaching. In P. Hutchings (Ed.), The course portfolio (pp. 77-83). Washington, D.C.: AAHE.
Bernstein, D.J., Jonson, Jessica, & Smith, K.L. (2000) An examination of the implementation of peer review of teaching. New Directions for Teaching and Learning (no.83), pp 73-85.
Bernstein, D. and Edwards, R. (2001) Rigorous peer review of teaching. The Chronicle of Higher Education, 5 Jan, p. B24.
Bernstein, D. (2002) Representing the intellectual work in teaching through peer-reviewed course portfolios. In S. Davis & W. Buskist, (Eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (215-229). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Bernstein, D. and Bass. R. (2005) The scholarship of teaching and learning. Academe, 91(4), 37-43.
Bernstein, D., Burnett, A.N., Goodburn, A. and Savory, P. (2006). Making teaching and learning visible: Course portfolios and the peer review of teaching. Bolton, MA: Anker.
Bernstein, D.J. (2008). Resource Review: Peer review and evaluation of the intellectual work of teaching. Change, Mar/Apr, 48-51.
Bass. R. and Bernstein, D. (2008). The middle of open spaces: Generating knowledge about learning through multiple layers of open teaching communities. In T. Iiyoshi and V. Kumar (eds.), Opening up education: The collective advancement of education through open technology, open content and open knowledge (303-317). Cambridge, MA: MIT Press.
Bernstein, D., Addison, W., Altman, C., Hollister, D., Komarraju, M., Prieto, L.,Rocheleau, C.A., and Shore, C. (2009) Toward a scientist-educator model of teaching psychology. In D. Halpern (Ed.), Undergraduate education in psychology: A blueprint for the future of the discipline, pp 29-45. Washington, D.C.: American Psychological Association.
Bernstein, D. and Dotson, W. (2010) Promoting teaching excellence in professional education of behavior analysts. European Journal of Behavior Analysis. 11(2), 277-288.
Bernstein, D. (2010). Finding your place in the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 4(2).
Bernstein, D. and Chase, P.N. (in press). The contributions of behavior analysis to higher education. In G. Madden (Ed.), Handbook of Behavior Analysis. Washington, D.C.: American Psychological Association.
Bernstein, D. (in press). A scientist-educator perspective on psychological literacy. In J. Cranney and D.S. Dunn (Eds.), Educating the psychologically literate citizen: Global perspectives. Oxford, England, UK: Oxford University Press.