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Full-Text Articles in Education
Because You Can't Teach It All And They Won't Read It All: Student Response Systems Do Improve Learning, Steven G. Luke, Sarah Grison, Aya Shigeto, Patrick D.K. Watson
Because You Can't Teach It All And They Won't Read It All: Student Response Systems Do Improve Learning, Steven G. Luke, Sarah Grison, Aya Shigeto, Patrick D.K. Watson
Psychology Faculty
In Introductory Psychology, 30 graduate TAs/faculty teach 2700 students annually. This year we developed an assessment program to improve student learning and graduate teaching training (Shigeto et al., 2010). Part of the program studied the pedagogical value of using student response systems to answer in-class multiple choice questions. Prior research lacks scientific rigor and provides equivocal evidence that SRSs improve learning (Caldwell, 2007).
Practice Makes Perfect: Improving Learning Of At-Risk Students, Patrick D.K. Watson, Sarah Grison, Steven G. Luke, Aya Shigeto
Practice Makes Perfect: Improving Learning Of At-Risk Students, Patrick D.K. Watson, Sarah Grison, Steven G. Luke, Aya Shigeto
Psychology Faculty
29 graduate TAs and 1 faculty member teach 2700 Introductory Psychology students annually. This year we developed an assessment program to improve student learning and graduate teaching training (Shigeto et al., 2010). We studied the value of pedagogical tools developed for students in the Educational Opportunities Program (EOP). EOP selects students based on demographics and academic vulnerabilities for a special intro psych section. This section has an extra day per week for content presentation and additional student development support. These interventions have been demonstrated to enhance learning in minority students (Treisman, 1992).
Left Behind: Despite Positive Attitudes, Learning Is Modulated By Prior Academic Achievement, Aya Shigeto, Sarah Grison, Steven G. Luke, Patrick D.K. Watson
Left Behind: Despite Positive Attitudes, Learning Is Modulated By Prior Academic Achievement, Aya Shigeto, Sarah Grison, Steven G. Luke, Patrick D.K. Watson
Psychology Faculty
In our Introductory Psychology (Psych 100) program, 30 graduate TAs/faculty teach 2,700 undergraduates annually. While the program has received many accolades and TAs are often recognized for their teaching skills, we have not systematically investigated the program’s strengths and weaknesses. Accordingly, in Fall 2009, we studied 3 questions: 1. What are students’ attitudes toward the course? 2. Do students in Psych 100 learn the core psychological concepts? 3. Are there differences in learning based on students’ characteristics?