Katie Bainbridge

Undergraduate Discipline


BA, Sarah Lawrence College. MA, PhD, University of California, Santa Barbara. Postdoctoral training, The Institute of Cognitive Science at Colorado University, Boulder. Dr. Bainbridge is a cognitive psychologist with a specialty in educational psychology and learning sciences. She received her graduate training under the tutelage of Dr. Richard Mayer, who pioneered the "multimedia learning" field of research. Her research interests revolve around how video games can be ideal environments for learning and the most effective ways to incorporate technology into the classroom. SLC, 2021–

Undergraduate Courses 2021-2022


Developmental, Cognitive, Neuroscience: Varying Perspectives on the Mind

Open, Lecture—Fall

This course will serve as a broad introduction to the topics of cognitive science, cognitive development, and cognitive neuroscience. Through the lenses of these three disciplinese, we will look at the same question: How do humans think? By the end of the course, you should have an appreciation for how these three approaches differ in methods, outlook, and conclusions about the nature of the human mind.


Educational Psychology: What We Know About learning, How We Know It, and What That Means for Teaching

Open, Seminar—Fall

This one-semester course will focus on what psychology can tell us about how we learn and, in turn, what those findings tell us about how to teach. The first half of the course will cover research from a learner’s perspective; the second half of the course will cover research from a teacher’s perspective. Over the course of the class, you will learn how to read primary-source research papers and will exercise that knowledge on seminal research spanning the history of educational psychology from 1901 to today. By the end of the course, you will be proficient in many theories of learning and instruction, including cognitive load theory, multimedia learning theory, and theories of motivation in learning. Other discussion topics will include (but are not limited to): How do children of all ages learn reading, writing, mathematics, and science? How does learning differ by age and by topic? Are learners passive vesicles or active constructors of knowledge? What teaching methods do we know to be effective? Is there consensus among researchers about what is and is not effective? How do we know a student has learned, and how do we measure “learning”? What are the barriers to incorporating evidence-based best practices into real classrooms? While the readings each week will be seminal papers in the field, I invite discussions to be critical of these sources, to evaluate how generalizable or actionable the findings are, to compare how research recommendations differ from your own experience in your K-12 education, and to question whether the research methods used capture the complexity of the experience of learning. By the end of the course, you should have a greater appreciation for the Sarah Lawrence system of learning and instruction from a pedagogical point of view. This is an open-level course and should be equally interesting whether this is your first psychology class or whether you plan to pursue graduate school in this field.