Schuyler Holleman
Pronouns: she/her
Research Mentor(s): Kevin Miller
Co-Presenter:
Research Mentor School/College/Department: Psychology / LSA
Presentation Date: April 20
Presentation Type: Poster
Session: Session 5 – 3:40pm – 4:30 pm
Room: League Ballroom
Authors:
Presenter: 83
Abstract
Each year, the University releases course evaluations so that students may assess the quality of their professors’ instruction, but many of these evaluations contain ambiguous, unhelpful responses that ultimately do not change the quality of learning in future semesters. This research focuses on the intersection of psychology and education, searching for a means to assess student reactions to learning and teachers’ comprehension of the student experience. To evaluate and understand discrepancies in teacher understanding and student understanding of a lecture and the instructional features that lead to changes in student evaluation. In doing so, we sought to have the teacher step into the student perspective as a potential means of replacing seemingly useless course evaluations and improving student learning and engagement. Our subject pool was Undergraduate Students taking psychology courses at the University of Michigan. We used joystick technology to collect continuous evaluation from both students and teachers, who would assess if they thought the teacher was engaging and if the information was interesting and made sense to them. The feedback from the teachers and students was then compared, with the goal being to use this information to improve teacher comprehension of student confusion and improve the quality of instruction.
Interdisciplinary, Social Sciences
