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

Research output: Contribution to conference › Presentation

Abstract

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).

Original language	American English
State	Published - Jan 1 2010

Bibliographical note

Watson, Patrick D.K.; Grison, Sarah; Luke, Steven G.; Shigeto, Aya (2010, January). Practice makes perfect: Improving learning of at-risk students. Poster presented the National Institute on the Teaching of Psychology, St. Petersburg Beach, FL.

Disciplines

Cognitive Psychology
Educational Assessment, Evaluation, and Research
Educational Methods
Scholarship of Teaching and Learning

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Cite this

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title = "Practice Makes Perfect: Improving Learning of At-risk Students",

abstract = " 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).",

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Y1 - 2010/1/1

N2 - 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).

AB - 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).

UR - https://spark.parkland.edu/psych_fac/9

M3 - Presentation

ER -

Practice Makes Perfect: Improving Learning of At-risk Students

Abstract

Bibliographical note

Disciplines

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