Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Educational psychology (3)
- Memory (2)
- Plagiarism (2)
- Texting (2)
- Active learning techniques (1)
-
- Affect (1)
- Affective state (1)
- Book review (1)
- Brooks-Harris & Stock-Ward experiential learning model (1999) (1)
- Civic engagement (1)
- Digital teaching (1)
- Emotional state (1)
- Experimental psychology (1)
- General education (1)
- Graduate student supervision (1)
- IDK (1)
- Learning (1)
- Lol (1)
- Mentorship (1)
- Multi-tasking (1)
- Multiculturally inclusive teaching (1)
- Multilevel linear modeling (1)
- Research assistants (1)
- Sad mood (1)
- Student scientists (1)
- Study skills (1)
- Study tips (1)
- Studying (1)
- Teacher training (1)
- Teaching-led research (1)
Articles 1 - 11 of 11
Full-Text Articles in Education
Generating Civically-Engaged Undergraduate Student Scientists In General Education Classrooms, Tara T. Lineweaver, Tonya R. Bergeson
Generating Civically-Engaged Undergraduate Student Scientists In General Education Classrooms, Tara T. Lineweaver, Tonya R. Bergeson
Scholarship and Professional Work - Communication
No abstract provided.
Idk Lol: Text Messaging During Class Impairs Comprehension Of Lecture Material, Amanda C. Gingerich
Idk Lol: Text Messaging During Class Impairs Comprehension Of Lecture Material, Amanda C. Gingerich
Scholarship and Professional Work - LAS
After leading a PIE at NITOP 2010 on text messaging during class, I incorporated a new demonstration into my Cognitive Processes course. In this exercise, students either text message each other during lecture or they listen to the lecture without the distraction of text messaging. Everyone then takes a quiz on the material. Results suggest that text message during lecture leads to impaired comprehension of material.
Multi-Tasking = Epic Fail: Students Who Text Message During Class Show Impaired Comprehension Of Lecture Material, Amanda C. Gingerich
Multi-Tasking = Epic Fail: Students Who Text Message During Class Show Impaired Comprehension Of Lecture Material, Amanda C. Gingerich
Scholarship and Professional Work - LAS
For the unit on divided attention in my Cognitive Processes course, I created a demonstration in which half of the class is randomly assigned to text message each other while I lecture on time management strategies. The other half of the class does not text message during the lecture. Following the 10-minute lecture, all students complete a multiple-choice quiz. Results from 67 students over the past three semesters show that, in their proportion of answers correct, the Text condition performed statistically significantly worse on the quiz (M = .602, SD = .238) than did those in the No Text …
Study Smarter, Not Harder, Tara T. Lineweaver, Amanda C. Gingerich
Study Smarter, Not Harder, Tara T. Lineweaver, Amanda C. Gingerich
Scholarship and Professional Work - LAS
Provides tips for studying.
How Sweet It Is: Candy-Based Demonstrations In Introductory Psychology, Amanda C. Gingerich
How Sweet It Is: Candy-Based Demonstrations In Introductory Psychology, Amanda C. Gingerich
Scholarship and Professional Work - LAS
especially those involving candy (e.g., Cherny, 2008), I created a collection of demonstrations in introductory psychology that involve the use of candy. To test their effectiveness in helping students learn concepts introductory psychology, I asked students to provide feedback about the how enjoyable some of the activities were, how useful they were in illustrating their intended topic, and whether they made the concepts more memorable. Results suggest that the “Twizzlers” exercise was the most memorable (as measured by accuracy to question #1) and that the “Jelly Bellies” exercise was the most enjoyable (as measured by responses to question #6).
When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich
When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich
Scholarship and Professional Work - LAS
Inadvertent plagiarism was investigated in participants who had been induced into a happy or sad mood either before encoding or before retrieval of items generated in a puzzle task. Results indicate that participants in a sad mood made fewer memory errors in which they claimed as their own an idea generated by another source than did those in a happy mood. However, this effect occurred only when mood was induced before encoding.
“Have You Seen The Notebook?” “I Don’T Remember.” Using Popular Cinema To Teach Memory And Amnesia, Amanda C. Gingerich
“Have You Seen The Notebook?” “I Don’T Remember.” Using Popular Cinema To Teach Memory And Amnesia, Amanda C. Gingerich
Scholarship and Professional Work - LAS
The recent influx of films addressing different aspects of memory loss inspired the development of an upper-level undergraduate seminar that focuses on investigating amnesia through the lens of popular cinema. This discussion-based course included several written assignments and, at the end of one semester, a comprehensive take-home exam. Over the course of four semesters, a bank of student-authored discussion questions for each reading was collected and a list of topics and corresponding movies was honed.
The Effect Of Emotional State On Inadvertent Plagiarism Memory Errors, Amanda C. Gingerich
The Effect Of Emotional State On Inadvertent Plagiarism Memory Errors, Amanda C. Gingerich
Scholarship and Professional Work - LAS
We investigated inadvertent plagiarism by inducing participants into a happy or sad mood before they generated items in a puzzle task. Compared to happy mood, participants induced into a sad mood made fewer memory errors in which they claimed a previously-generated idea to be new; confidence ratings in these errors, however, was higher.
A Training Framework And Follow-Up Observations For Multiculturally Inclusive Teaching: Is Believing That We Are Emphasizing Diversity Enough?, Joelle D. Elicker, Mindi N. Thompson, Andrea F. Snell, Allison L. O'Malley
A Training Framework And Follow-Up Observations For Multiculturally Inclusive Teaching: Is Believing That We Are Emphasizing Diversity Enough?, Joelle D. Elicker, Mindi N. Thompson, Andrea F. Snell, Allison L. O'Malley
Scholarship and Professional Work - LAS
The authors present a theoretically and empirically grounded training for multiculturally inclusive teaching for new instructors. After implementing this training, qualitative data were gathered from instructors to identify their experience of the training and concerns related to incorporating issues of diversity into their classrooms (Study 1). At the end of the semester immediately following the training, quantitative data were gathered from instructors and their students to examine the interaction between students’ and instructors’ perceived diversity emphasis (Study 2). When allowed to choose the extent to which they incorporated issues of diversity in their classes, the instructors differentially reported emphasizing diversity …
Practicing Mentorship: Graduate-Student Supervision Of Undergraduate Research Assistants, O. K. Lima, Amanda C. Gingerich, J. P. Seder
Practicing Mentorship: Graduate-Student Supervision Of Undergraduate Research Assistants, O. K. Lima, Amanda C. Gingerich, J. P. Seder
Scholarship and Professional Work - LAS
Many research universities rely on graduate students to supervise undergraduate research assistants (RAs) who collect data and handle research logistics. This experience can be mutually beneficial, as RAs receive hands-on learning, and graduate students practice mentorship in preparation for assuming a faculty role. However, assistantships must be intentionally designed to meet educational (not just practical) goals. What training and support do graduate students receive to take on this mentorship role? In two surveys, RAs reported on their satisfaction, educational benefit, and desired changes; while graduate students reported on their goals, challenges, and the support they receive.
The Digital Teaching Portfolio Handbook: A How‐To Guide For Educators, Amanda C. Gingerich
The Digital Teaching Portfolio Handbook: A How‐To Guide For Educators, Amanda C. Gingerich
Scholarship and Professional Work - LAS
Book review.