Dr. Jessica Hehman- Schniter received her B.S. in Psychology from Northern Kentucky University (2002) and Ph.D. in Psychology from University of California, Santa Barbara (2009). Dr. Hehman- Schniter's areas of expertise are developmental psychology and evolutionary psychology including studying memory loss associated with Alzheimer's as well as ‘Theory of Mind' across the lifespan. Her current research includes developing a bio-social-cognitive model of ageism and investigating ways to foster more positive life outcomes for older adults.
Project Summary: This grant to look at the right technology and identify a sustainable student response system that I could use in my courses in SP2017 (with the ultimate goal of being able to continue to use the system in my courses beyond SP2017). I have been using the Turning Point "clickers" in my courses since 2010, and I have seen a tremendous impact on student learning. This has been especially true in my PSYC 335 - Developmental Psychology course, in which (1) there is a lot of material to cover (i.e., from conception to death) and (2) we often discuss rather sensitive topics. Without the student response system, I struggled in getting students in that course engaged in larger group discussions -- especially when the discussion involved a sensitive topic. With the student response system, I have been able to "break the ice" by giving students a chance to first answer a question anonymously. Even if they get the answer wrong (for questions that have a right or wrong answer), the students are able to see that others in the class think the same way they do and then are much more comfortable sharing their thoughts/opinions aloud to the rest of the class. The student response system also allows me to evaluate any concepts/topics in the course that I need to review as well as provide for a break in lecture, keeping students engaged with the course material and to check knowledge, understanding, and application of different concepts. The effectiveness of the "clickers" in enhancing student learning and engagement has been consistently reflected in my course evaluations as well as by word of mouth (i.e., students talking to me personally about how they appreciate the "clicker" questions and how the “clickers” have aided in their learning of the material, including providing a safe space for them to first articulate their thoughts anonymously). For these reasons, I would like to work with the Instructional Technology team to identify an appropriate student response system that I will be able to continue to use. My current thinking is to identify a BYOD system that I could use from semester to semester. Since I will be looking into a BYOD system, part of my request includes funding for devices that could be checked out to students for use in my courses.