Lin, Xiaodong D. (xdl2001)

Ph.D., Purdue University, Instructional Psychology and Educational Technology

M.A., Louisiana State University, Elementary Science Education and Information Technology

B.A., Teachers College, HeNan University, Foreign Language Education (English) and Linguistics 

Dr. Xiaodong Lin is a professor of Cognitive Science in Education and the Founding Director of Education for Persistence and Innovation Center (EPIC, http://epic.tc.columbia.edu/), at Teachers College, Columbia University.   She studies how to motivate students to succeed despite of running into obstacles in their school work and personal life.   A theme that runs throughout her research is how learning about people’s processes of struggling with failures can improve students’ future learning and confidence.  For example, Professor Lin incorporates "Celebrities’ Stories from Failure to Success" into school science, technology, engineering and mathematics (STEM) curriculum, in order to improve students' ability to tackle their own struggles in life.  She finds that making explicit the struggles scientists experienced prior to success enhances students’ ability to deal with challenging STEM learning tasks.  This work was press released by the American Psychological Association and since then over 25 news media publicized her work, including NPR Morning News Edition, CBS News,  PBS Kids, PBS SciTech program, Science,  Atlantic Quartz,  BBC News, News India, China’s People Daily, etc.  Professor Lin also earned many awards throughout her career, including Career Achievement Award and Distinguished Research Award by the American Education Research Association (AERA), and she was named a Carnegie Scholar by the Carnegie Corporation of New York.  Recently, Professor Lin was elected to serve as education expert advisory board of the Organization for Economic Co-operation and Development (OECD) and has made important contributions to EDUCATION 2030 Initiative by proposing that self-enhancement should be incorporated into future education goals.

Selections of Publications

Hu, D., Ahn, J. N., Vega, M. & Lin-Siegler, X. D. (2020).  Not all scientists are equal: Role aspirants influence role modeling outcomes in STEM. Basic and Applied Social Psychology.doi: 10.1080/01973533.2020.1734006

Jax, J. Ahn. J. N. & Lin-Siegler, X. D. (2019).  Using contrasting cases to improve self-assessment in physics learning.  Educational Psychology: An International Journal of Experimental Educational Psychology, 3(4), 1-24 doi: 10.1080/01443410.2019.1577360

Lin-Siegler, X. D. (2018).  How goals affect students’ learning? Educational Researcher (impact factor, 3.12, Core journal for the Chinese Academy of Science              

Lin-Siegler, XD, Ahn, J., Chen, J. A. Feng & Lura-Lucero, M. (2017, March). Stories of struggle: Teaching the value of effort and persistence in science. American Educator, 35-44.

Wang, I.C., Ahn, J. N., Hyojin, J. K., & Lin-Siegler, X.D. (2017).  Why do international students avoid communicating with Americans?  Journal of International Students. doi:10.5281/zenodo.570023

Wang, J., & Lin-Siegler, X. D.  (2017).   Perceptions of an ideal student among ethnic minority students and their teachers. Contemporary Education and Culture, (China).

Lin-Siegler, X. D., Ahn, J., Chen, J.,  A. Feng & Luna-Lucero, M.(2016).  Even Einstein struggled:  Effects of learning about great scientists’ struggles on high school students’ motivation to learn science. Journal Of Educational Psychology, 108(3), 314-328. doi: 10.1037/edu0000092

Lin, X.D.  Dweck, C., & Cohen, G. (2016).  Instructional interventions that motivate classroom learning. Journal of Educational Psychology, 108 (3), 295-299. doi:10.1037/edu0000124

Ahn, J., Luna-Lucero, M., Lamnina, M., Nightingale, M.; Novic, D. & Lin-Siegler, X. D,  (2016).  Motivating students’ STEM learning using biographical information. The International Journal of Design for Learning, 7 (1), 71-85. doi: 10.14434/ijdl.v7i1.19409

Shi, Z.Q., Lin, X.D., & Xu, J.Y. (2016). Students’ and Teachers’ Goals When Learning Chinese Language. Studies in Chinese Learning and Teaching, 2, 1-28.

Lin-Siegler,  X. D. Shaenfield, D. & Elder, A.  (2015). Contrasting case instruction can improve self-assessment of writing. Educational Technology Research & Development, 63 (4), 517-537. doi: 10.1007/s11423-015-9390-9

Hong, H.Y. & Lin-Siegler, X. D. (2012). How learning about scientists’ struggles influences students’ interest and learning in physics. Journal of Educational Psychology, 104(2), 469-484. doi: 10.1037/a0026224

Sullivan, F. R. & Lin-Siegler, X. D. (2012).  The ideal science student: Exploring the relationship of students’ perceptions to their problem solving activities in a robotics context. Journal of Interactive Learning Research, 23(3), 273-308

Lin, X. D. & Bransford, J. D. (2010). Personal background knowledge influences cross-cultural understanding.  Teachers College Record, 12 (7), 1729-1757.

Hong, H.-Y., & Lin, X. D. (2008). Introducing people knowledge into science learning. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins (Eds.), International perspectives in the Learning Sciences: Creating a learning world. In Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Vol. 1 (pp. 366-373). Utrecht, the Netherlands: International Society of the Learning Sciences.

Lin, X.D., Schwartz, D., & Bransford, J. D. (2007).  Intercultural adaptive expertise: Explicit and implicit lessons from Dr. Giyoo Hatano. Human Development,50(1), 65-73. doi: 10.1159/000097686

Wang, Y., Dogan, E., & Lin, X. D. (2006).  Effect of multiple-perspective thinking on problem solving. In Proceedings of the 7^th International Conference on Learning Sciences, pp.812-817. Bloomington, Indiana, International Society of the Learning Sciences.

Lin, X.D., Schwartz, D., & Hatano, G. (2005). Toward teachers’ adaptive metacognition. Educational Psychologist, 40(4), 245-255.

Lin, X. D., & Schwartz, D. (2005). Re-examining teacher reflection from a cross-cultural point of view (In Chinese).  Educational Research, 4 (303), 38-48.

Lin, X.D., & Hatano, G. (2003). Technology, culture and adaptive mind. Mind, Culture & Activity. 10(1), 3-8. doi: 10.1207/S15327884MCA1001_02

Lin, X. D., & Kinzer, C. (2003). Importance of technology for making cultural values explicit. Theory In Practice, 42 (3), 234-242. doi:10.1207/s15430421tip4203_10               

Lin, X.D., &  Schwartz, D. (2003). Reflection at the crossroad of cultures. Mind, Culture & Activity, 10(1), 9-25. Doi:10.1207/S15327884MCA1001_03

Schwartz, D., Lin, X. D., & Holmes, J. (2003). Technologies for learning from intercultural reflection. Intercultural Education, 14 (3), 292-306. Doi:10.1080/1467598032000117088

Lin, X.D. (2001a). Reflective adaptation of a technology artifact: A case study of classroom change. Cognition & Instruction, 19 (4), 395-440. doi:10.1207/S1532690XCI1904_1

Lin, X.D. (2001b). Designing metacognitive activities. Educational Technology Research & Development, 49(2), 23-40. doi:10.1007/BF02504926

Schwartz, D. L., &  Lin, X. D. (2001). Computers, productive agency, and the effort after shared meaning. Journal of Computing in Higher Education, 12 (2), 3-33. doi:10.1007/BF02940954

Bransford, J. B.,  Lin, X.D., & Schwartz, D. L. (2000). Technology, learning and schools: Comments on articles by Tom Carroll & Gerald Bracey. Contemporary Issues in Technology and Teacher Education, 1 (1), 145-182.

Lin, X.D., Hmelo, C., Kinzer, C., &  Secules, T. (1999). Designing technology to support reflection. Educational Technology Research & Development.,47 (3), 43-62. doi:10.1007/BF02299633

Lin, X.D., & Lehman, J. (1999). Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking. Journal of Research in Science Teaching, 36 (7), 837-858.

Schwartz. D.L., Brophy, S., Lin, X. D., & Bransford, J. D. (1999). Software for managing complex learning: Examples from an educational psychology course. Educational Technology Research & Development, 47(2), 39-59. doi:10.1007/BF02299464

Lin, X.D., Bransford, J.D., Kantor, R., Hmelo, C., Hickey, D.T., Secules, T., Goldman, S. R., & Petrosino, T. (1995). Instructional design and the development of learning communities: An invitation to a dialogue. Educational Technology, 35 (5), 53-63.                                                                                    

Lin, X.D., & Yan, L. (1996). Uses of technology for education from a cultural perspective. Modern China Studies, 1 (52), 60-76.

Moore, J.L., Lin, X.D., Schwartz, D.L., Petrosino, A., Hickey, D.T., & Campbell, J.O. (1994). The relationship between situated cognition and anchored instruction: A response to Tripp.  Educational Technology, 8, 28-32. 

Lin, X.D. (1994).  Embedding metacognitive cues in hypermedia system to promote far transfer problem solving. In Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association of Educational Communication and Technology, pp. 463-482, Nashville, TN.

Lin, X.D. (1994).  Metacognition: Implications for design and research in hypermedia-based learning environment. In Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association of Educational Communication and Technology, pp. 483-502, Nashville, TN.

BOOK CHAPTERS      

Lin, X.d., Siegler, R., & Sullivan, F. (2010). Students’ goals influence their learning. In R. J. Sternburg & D. D. Preiss (Eds.),  Innovations in educational psychology: Perspectives on learning, teaching and human development (Chapter 4, pp. 79-105).  New York, NY: Springer

Siegler, R., & Lin, X. d. (2010).  Self-explanations promote children’s learning. In S. H. Waters  & W. Schneider (Eds.), Metacognition, strategy use and instruction (Chapter 4,  pp. 85-113). New York, NY: The Guilford Press.

Lin, X. D., & Sullivan, F. (2008). Computers as metacognitive tools. In J. Voogt & G. Knezek (Eds.), International handbook of education and technology (pp. 281-298). New York, NY:  Springer.

Lin, X.D., & Hatano, G. (2002). Cross-cultural adaptation of educational technology. In T. Koschmann, R. Hall,  & N. Miyake (Eds.), CSCL2: Carrying forward the conversation (pp. 89-99). Hillsdale, NJ: Lawrence Erlbaum Associates.

Hmelo, C. E. & Lin, X. D. (2000). Becoming self-directed learners: Strategy development in problem-based learning. In D. Evensen & C. E. Hmelo (Eds.),  Problem-based learning: Research perspectives on learning interactions (pp.227-250). Mahwah NJ: Erlbaum.

Schwartz. D.L., Lin, X.D., Brophy, S., & Bransford, J.D. (1999). Toward the development of flexibly adaptive instructional designs.  In C. M. Reigeluth (Eds.), Instructional Design Theories and Models, Vol. II. (pp. 183-213).  Mahwah, NJ: Lawrence Erlbaum Associates.

Sherwood, R. D., Petrosino, A. J., & Lin, X.D. (1998). Problem-based macro contexts in science instruction: Design issues and applications. In B. J. Fraser & K. G. Tobin (Eds.), International Handbook of Science Education. (pp.349-363). Dordrecht, the Netherlands, Kluwer Academic Publishers.

Lin, X.D., Bransford, J.D., Kantor, R., Hmelo, C.E., Hickey, D., Secules, T., Goldman, S. R., Petrosino, T., & The Cognition and Technology Group at Vanderbilt (1995). Instructional design and the development of learning communities. In B. G. Wilson (Eds.), Constructivist Learning Environments: Case Studies In Instructional Design.  (pp. 203-220). Englewood Cliffs, NJ: Educational Technology Publications.

Sherwood, R. D., Petrosino, A. J., Lin, X.D., Lamon, M. (1995). Problem based macro contexts in science instruction: theoretical basis, design issues and the development of applications.  In D.  R. Lavoie (Eds.), Toward a Cognitive-Science Perspective for Scientific Problem Solving, NARST Monograph, (Vol. 6, pp. 191-214). Manhattan, KS. National Association for Research in Science Teaching.