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

Research output: Contribution to conference › Presentation

Abstract

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?

Original language	American English
State	Published - Jan 1 2010

Bibliographical note

Shigeto, Aya; Grison, Sarah; Luke, Steven G.; Watson, Patrick D.K. (2010, January). Some students are left behind: Despite positive attitudes, learning is modulated by prior academic achievement. Poster presented the National Institute on the Teaching of Psychology, St. Petersburg Beach, FL.

Disciplines

Educational Assessment, Evaluation, and Research
Scholarship of Teaching and Learning

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Cite this

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title = "Left Behind: Despite Positive Attitudes, Learning Is Modulated by Prior Academic Achievement",

abstract = " 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{\textquoteright}s strengths and weaknesses. Accordingly, in Fall 2009, we studied 3 questions: 1. What are students{\textquoteright} attitudes toward the course? 2. Do students in Psych 100 learn the core psychological concepts? 3. Are there differences in learning based on students{\textquoteright} characteristics?",

author = "Aya Shigeto and Sarah Grison and Luke, \{Steven G.\} and Watson, \{Patrick D.K.\}",

note = "Shigeto, Aya; Grison, Sarah; Luke, Steven G.; Watson, Patrick D.K. (2010, January). Some students are left behind: Despite positive attitudes, learning is modulated by prior academic achievement. Poster presented the National Institute on the Teaching of Psychology, St. Petersburg Beach, FL.",

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N1 - Shigeto, Aya; Grison, Sarah; Luke, Steven G.; Watson, Patrick D.K. (2010, January). Some students are left behind: Despite positive attitudes, learning is modulated by prior academic achievement. Poster presented the National Institute on the Teaching of Psychology, St. Petersburg Beach, FL.

PY - 2010/1/1

Y1 - 2010/1/1

N2 - 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?

AB - 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?

UR - https://spark.parkland.edu/psych_fac/8

M3 - Presentation

ER -

Left Behind: Despite Positive Attitudes, Learning Is Modulated by Prior Academic Achievement

Abstract

Bibliographical note

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