Department of Educational Psychology
John Surber teaches courses in cognition, learning and memory. His research is focused on how students progress from new learners to experts within a knowledge domain. In particular Professor Surber has published research on the cognitive processes involved in learning from textbooks including work on what features of text facilitate or hinder that learning. He earned a M.A. and Ph.D. from the University of Illinois.
Teachers' strategies for coping with poorly written middle school texts.
Professional Service (Editorial Boards, Offices)
Editorial Advisory Board: Contemporary Educational Psychology, 1990-present; Reading Research and Instruction, 1993-1999; American Educational Research Journal 2007-present.