Human Learning, Memory, and Student Development

Abstract

In higher education we understand that learning and memory are symbiotic but not synonymous. Illeris (2018) noted that learning can be defined broadly as any process that leads to “change” and is not solely related to maturation or aging (p. 7). In higher education however, we are more interested in managing student education through the manipulation of learning acquisition and student-environment interactions (Illeris, 2018). Memory is an ill-defined event, which happens in our brain, and is impacted by many external factors (Roediger & Wertsch, 2008). In this paper I will explore issues of student development, human learning, human memory, and how these concepts should inform higher education’s approach to curricular issues and design. I will explore unique learning and memory concepts to provide a better understanding of the many facets of memory and learning. Additionally, I will survey ideas on curricular design that could incorporate important learning and memory concepts.