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Academic Excellence Philip Hulbig Senior Lecturer, PAL
PAL
Contact Philip Hulbig
- (617) 333-2250
- Email Me
- PAL Building, Office B
1071 Blue Hill Avenue Milton, MA 02186
Philip Hulbig Senior Lecturer, PAL
PAL
Author, International Speaker, Metacognition Researcher
Dr. Philip R. Hulbig is a leading expert in metacognitive pedagogy and neurodiversity education, with over two decades of experience transforming how we understand and support diverse learners. As Senior Lecturer at Curry College's Program for the Advancement of Learning (PAL), Dr. Hulbig has pioneered innovative approaches that help neurologically diverse students develop the metacognitive and self-regulatory skills essential for academic and life success. His publication of The Pedagogy of Self-Authorship: The Neurocognitive Impact of Science and Metacognition (Springer Nature, 2023), presents a comprehensive framework for understanding how metacognitive pedagogy transforms learning and promotes the development of self-authorship.
Dr. Hulbig earned his Ph.D. in Metacognition from Lesley University (2021), and holds an M.Ed. in Moderate Special Needs from Framingham State College and dual B.A. degrees in Education and English from Curry College. He has founded and led multiple educational programs, including the Therapeutic Learning Centers (TLC) in Franklin Public Schools, serving students with complex social-emotional learning differences. He has delivered keynote presentations at international conferences, including Metacognitive Problem Solving Inequalities in Copenhagen, Denmark, and Unifying Education as Problem Solving in Las Vegas.
As someone who has navigated learning differences personally, Dr. Hulbig brings unique insight to his work with neurologically diverse populations. His approach emphasizes strengths-based education and the ability for students to become expert investigators of their own learning processes.
His General Educational Theory of Metacognitive Instruction (GETMI) provides a catagorical framework for self-referential, problem-solving education.His research focuses on how metacognitive awareness can transform educational outcomes for students across the full spectrum of neurological diversity.
Currently pursuing advanced research in unifying science and neurocognitive processing with educational pedagogy and applications, Dr. Hulbig continues to push the boundaries of how we understand learning, consciousness, and human potential in educational settings.