|Title:||Assistant Professor - Psychology|
Broad: Lifespan development, executive control, attention, oculomotor control, cognition, perception, developmental disorders, pedagogy
Specific: Eye movement methods used to investigate: developmental differences, oculomotor capture, inhibition of return, visual marking, and task switching; Oculomotor reading behavior as a measure of cognition; How current reading models must be modified to account for reading disorders; Development of more objective diagnostic criteria via oculomotor measures for Attention Deficit/Hyperactivity Disorder (ADHD); Relationship of ADHD to developmental dyslexia, specific subtypes, and related comorbidity to ADHD; Developing crossover research techniques to bridge between subfields of psychology. A recent but significant direction for my research is pedagogy as specifically applied to psychology courses and graduate teacher training.
Projects in Progress
|Evaluation of critical pedagogical skills for first time graduate instructors (several projects)||Dr. Hill, Jeremy, Jesse|
|Meta-analysis of classroom response system effectiveness||(needed)|
|Meta-analysis of the parafoveal preview effect||Brandon|
|Eye movements in paintings and photographs||Rachael|
|The effectiveness of learning objectives (several projects)||(needed)|
|Evolution of psychology degree programs||Paul|
|The gamified psychology classroom||Jesse|
|Oculomotor investigation of introductory psychology textbooks||Giovanni|
|Student entitlement in higher education (several projects)||Shea|
|A meta-analysis on the interference of music while reading||Radison|
|The effect of music on eye movements||Radison|
I generally begin recruiting teaching assistants (TAs) for PSY1010: General Psychology and PSY3420: Cognitive Psychology about 6-8 weeks before the new semester begins. To become a TA for either of these courses, students must have (1) taken the course at the college level (not AP in high school) and (2) earned a B+ or better in the course. Preferential consideration will be given to students currently serving as SCOTs. In general, I accept two students per course. For the spring 2013 semesters, I am looking for two additional TAs--one for each course.
I am also looking for a handful of students who are interested in course design, how people learn, and how best to assess learning. I'm designing a new course called principles of learning that I want to try out over the summer before I offer it seriously in Fall 2015. If you are interested, you could have a hand in designing a college course and shaping how that course is implemented.
Dr. Hill generally begins recruiting students for the Hill Pedagogy Lab (HPL) about 6-8 weeks before the new semester begins. Students may also apply during the first week of the new semester. As of this time, she is recruiting for the Research Assistant category only:
Research Assistant (RA): This is a student who is interested in helping with ongoing research because he or she (1) is only interested in helping for one semester; (2) wants to help for more than one semester (minimum of two) in order to be eligible for a letter of recommendation but does not want to initiate an individual research project; or (3) wants to be evaluated for membership in the EDGE-U team. Responsibilities for an RA include data entry, data collection, quality control, error checking, some assistance with literature reviews, and attendance at research meetings during the semester.
EDGE-U Team Member (TM): This is a student who has already completed one semester as an RA (OR who has completed a research methods course) and also wants to engage further in the research process as preparation for graduate school. TMs will be responsible for (1) initiating a research project in the area of pedagogy; (2) serving as an assistant on another TM's research project; and (3) providing leadership and direction for other TMs assisting on their independent project. TMs must commit to at least one academic year (two semesters) in the lab.
TMs are also eligible to propose topics outside of pedagogy research for an independent research project or an honors thesis project.
Expectations for Team Members
For all the expectations below, I commit to also behave in that way toward you.
You are expected to treat participation on the research team as a professional activity: you should be on time, attend meetings regularly, follow through on your commitments, and assist your teammates. Missing a meeting is unacceptable unless you have valid extenuating circumstances. You must let me, or our lab manager, know in advance if you are going to miss a meeting when possible. If you can't let us know in advance (e.g., car accident or some other horrible, unpredicitable thing), please let us now as soon as possible afterward. You do not have to disclose the nature of the emergency if it is personal in nature, but you do have to let us know you're not going to be there. It helps because we will wait for you if we are expecting you, and we will worry if we don't hear from you. After all, we are a team, and we act like it.
You are expected to be an independent learner and worker. You must be able to manage your time well, assess what commitments you can and cannot make, as well as do your best to learn quickly what you do not already know.
You are expected to read books, journal articles, and other sources to prepare for meetings. You must be able to figure out what you can on your own. (Sometimes the team tells me that they have to look up some of the words I use while speaking or in email). You must also be able to express what you don't know so that we can help you in your learning.
You are expected to be a good communicator. You must be able to check your email several times a day during the week and respond quickly. You must be able to check Canvas at least once a day for updates and information.