Ph.D. 2020 – University of Georgia, Educational Psychology;
M.A. 2018 – University of Georgia, Educational Psychology;
B.S. 2015 – University of Central Florida, Psychology
Areas of Expertise
Cognition, Self-regulated Learning
Shelbi Kuhlmann specializes in research that helps students to persist through and be successful in challenging STEM courses at the K-12 and college levels. Shelbi started her work in clinical psychology as an undergraduate student at the University of Central Florida. She became interested in educational psychology when working on a CDC-Funded project at the University of South Carolina that collected data on access to mental health resources in rural South Carolinian communities. After working in clinical psychology, Shelbi received the opportunity to work on a project exploring the efficacy of an educational computer game that used ‘Learning by Teaching’ to help middle school students learn math. Upon the completion of this project, Shelbi continued to pursue similar research throughout her graduate career in the Department of Educational Psychology at the University of Georgia. She is now continuing with educational research as a postdoctoral researcher at UNC-Chapel Hill on two projects that explore students’ self-regulatory behaviors when using online resources in large STEM courses.
Shelbi Kuhlmann’s research seeks to understand the cognitive science of learning and its implications for the design of instruction and educational technologies. In particular, her research explores the benefits of generative and self-regulatory strategies for helping students to understand complex topics in science, technology, engineering, and math (STEM) courses. Shelbi works with a range of students in K-12 and undergraduate classrooms. Ultimately, her work has implications for designing instruction that is most likely to help students persist and succeed through difficult coursework in STEM. Shelbi’s research is published in educational psychology and technology journals, including the Journal of Educational Psychology.