Cognitive and Learning Sciences News

ACSHF Forum: Grad Student Presentations

Published April 13, 2022

The Department of Cognitive and Learning Sciences will host ACSHF PhD Students Tauseef Ibne Mamun and Brittany Nelson at the next Applied Cognitive Science and Human Factors forum. Their presentations will be from 2:00 to 3:00 p.m. Monday (April 18) in Meese 109 and via Zoom.

Tauseef Ibne Mamun
“Connected Vehicle Field Study: Outcomes and Challenges“
Abstract: Poor driver decision-making continues to be a challenge at Highway-Rail Grade Crossings (HRGC). One way to improve safety has been to introduce a new, in-vehicle warning system that communicates with the external HRGC warning systems. The system gives drivers different rail-crossing-related warnings (e.g., approaching crossing, train presence) depending on the vehicle location. In a rare field study, 15 experienced drivers drove a connected vehicle (Chevy Volt) and used the warning system on a 12-mile loop, then completed a semi-structured interview and usability survey. Results from the post-drive survey and interview are reported and provide a template for future usability assessments for field studies involving new technologies.

Brittany Nelson
“Identifying Healthy Lifestyle Knowledge Gaps Among Medical and Non-medical Students“
Abstract: Across the US, chronic illnesses including cancer and cardiovascular disease are a result of poor lifestyle decisions such as diet, tobacco/alcohol use, and physical inactivity. Data suggests that previous interventions lack effectiveness for impacting lifestyle decisions, particularly long term. One reason why individuals continue to engage in unhealthy behaviors may be due to gaps in understanding that are not currently filled by previously developed interventions. To the extent individuals are informed of the risks/benefits of key health behaviors and the tools valuable for overcoming challenges associated with engaging/quitting those behaviors then people are more equipped to make decisions that are in-line with their goals and values. Little information exists on what informational gaps people hold. Therefore, the objective of this study was two-fold. First, it was designed to measure how calibrated medical and non-medical students are on the relation between lifestyle behaviors and their risk of major diseases. Second, this study was designed to identify informational gaps that impact perceived challenges of engaging in healthier lifestyle behaviors. Data from medical (N = 128) and non-medical (N = 24) students suggests they hold insufficient knowledge regarding the relation between lifestyle behaviors and risk of health outcomes. The most commonly reported barriers across non-dietary behaviors were time 39%, lack of motivation 15%, and weather 9%. The most commonly reported barriers specific to eating behaviors were cost 26%, taste 21%, and food spoiling too quickly 10%. The results from this study have implications for future intervention design.

Shruti Amre receives “Best Poster” in first Computing[MTU] Showcase

Published April 12, 2022

By Lisa Hitch

Michigan Tech’s College of Computing and the Institute of Computing and Cybersystems (ICC) co-hosted the first Computing[MTU] Showcase on April 4-6, 2022. Organizers say the showcase was intended to be a connection-maker on many levels, including undergraduate and graduate students presenting their most exciting innovations and current research.

The Department of Cognitive and Learning Sciences (CLS) was proud to have nine of the 40 entries in the Showcase’s research poster competition come from CLS students. With “Best Poster” going to Shruti Amre, ACSHF PhD student, for “Keep your hands on the wheel: the effect of driver engagement strategy on change detection, mind wandering, and gaze behavior”. Shruti is advised by Dr. Kelly Steelman.

A few details on the research

Advanced driver-assist systems (ADAS) have revolutionized traditional driving by enabling drivers to relinquish operational control of the vehicle to automation for part of the total drive. These features only work under certain pre-defined conditions and require drivers to be attentive of their surroundings. While the features are engaged, there is an increased risk associated with drivers losing awareness of their environment. Popular manufacturers like Tesla requires drivers to have their hands-on-the-wheel while Cadillac’s ADAS requires drivers to keep their eyes-on-the road. We utilized a low-fidelity simulation and eye tracking to examine the effects of hands-on-the wheel and eyes-on-the road driver engagement strategies on change detection, mind wandering, and gaze behavior in a semi-autonomous driving task.

The showcase also hosted more than 20 speakers, including counterterrorism, health informatics, machine learning and security experts from companies and institutions ranging from Adobe, Amazon and Microsoft to the National Counterterrorism Center, the National Science Foundation and the U.S. Department of Defense.

Faculty Research Talk by Kevin Trewartha

Published April 8, 2022

By Lisa Hitch

Cognitive Neuroscience of Aging

Research talk by Dr. Kevin Trewartha

Dr. Kevin Trewartha, associate professor in the Department of Cognitive and Learning Sciences (CLS) and Department of Kinesiology and Integrative Physiology (KIP), will present a talk on cognitive neuroscience of aging, Friday, April 15, 2022, at 3:00 pm, in Rekhi Hall Room G005. The lecture can also be attended virtually on Zoom. For more information on Dr. Trewartha’s research, visit his Aging Cognition Action Lab.

Dr. Hongyu An, assistant professor in the Department of Electrical and Computer Engineering, will also present. Dr. An’s research interests include neuromorphic engineering/computing, energy-efficient neuromorphic electronic circuit design for Artificial Intelligence, emerging nanoscale device design, and spiking neural networks. Visit Dr. An’s faculty webpage.

The lecture is sponsored by the Department of Computer Science.

Top Six Things to Consider when Choosing a University

Published April 4, 2022

By Lisa Hitch

Top Six Things to Consider when Choosing a University

By Beth Williams, Director of Admissions, Michigan Technological University, April 2, 2022

From Michigan Tech News. Read the original article.

The move from high school to college is a really big deal — but it doesn’t have to be overwhelming. Knowing the basics will help you get ready. To make the process of finding the right school a little less stressful, here are six key things to consider in your search.

1.) Outcomes

An education must be a smart investment in your future — and one that pays you back. Look beyond cost and consider the outcomes. Student loans are manageable (and often less costly per month than mandatory state tax withholding) when you have an outstanding resume to build on and lock in a high starting salary.

Gather data and compare placement rates within six months of graduation, median early career pay and return on investment. Ask about on-campus career fairs and the companies that visit campus to recruit students — for full-time jobs as well as co-ops and internships. How you’re able to distinguish yourself during college often adds to your success after graduation.

“Gerdau views the students of MTU as having a level of dedication and fortitude that isn’t easily found. Combine those values with the approach that MTU takes with its hands-on labs, highly educated professors, diversity initiatives and abundant leadership opportunities through project work and student organizations? Those are the reasons Gerdau is one of hundreds of employers that make the trek to the UP every year.” – Julie Soderberg, Gerdau

Amazon, IKEA, General Motors, Kimberly Clark, Los Alamos National Laboratory and more than 200 other companies and organizations make Michigan Tech a recruiting destination for our spring Career Fair. They know the talent tomorrow needs can be found at Michigan’s flagship technological university.

See how Michigan Tech pays you back.

2.) Class Size

A university’s average class size is important. Too big and you are just a number. Too small and you may not have access to the opportunities you’ll need to get ahead. Find a close-knit campus where you can learn — a place that provides opportunities to stand out on campus, so your education lets you stand out in the workplace.

You’ll have some larger lectures at Tech, but the average class size is 25 and our student-to-faculty ratio is 13 to 1. You’ll know professors and they’ll know you by name. Ask questions and engage in discussions. Get more out of your classroom experience.

3.) Support

It’s a fact. College is hard. To be successful, it’s critical that you maintain your health and overall well-being as you navigate your college experience. It’s okay to ask for help — from academic support to mental health and disability services. Be sure to review the resources and programming available on campus (or while working or taking classes remotely) to help you be well and thrive physically, mentally and academically.

Support resources to consider:

4.) Safety

On-campus safety and policy are major factors when considering a school — and so is the safety of the surrounding area. The greater community is directly connected to a university. What kinds of safety resources does a school have in place? Knowing the school’s policies and procedures concerning student safety can be useful in deciding whether or not it is the best fit.

Michigan Tech is proud be ranked as the safest public university in Michigan by Niche.com.

5.) Location

Location plays a major role in your college experience and it’s important to consider a school’s city, town and community. Do you want to see city lights or the northern lights? The way the community interacts with the college — and its students — is also important. Finally, consider the location’s opportunities to expand your interests and explore new activities and hobbies.

“The campus is located on Michigan’s most beautiful playground — the Upper Peninsula — and borders the Keweenaw Waterway, which connects to Lake Superior. Huskies spend a lot of time outside exploring, skiing, swimming, hiking, biking and even dogsledding.” – Chrissy Grotzke, Associate Director of Admissions

6.) Fit

How you feel at a school is perhaps the most important factor in your decision. The excitement of game day fades, so make sure your day-to-day experience is truly rich and rewarding.

Make time for a campus tour so you can walk around the campus. Watch how students interact with each other and consider if the atmosphere seems more collaborative or competitive. Schedule a time to talk with a professor or academic advisor for your intended major. Ask students what they like — and don’t like — about their school. Look for student organizations and activities you might like to join. Find a place where you feel a sense of belonging — where you’ll be an integral part of the community and can explore and grow with others who will support you.

“Michigan Tech is known for providing students with access to the support, care and resources they need to be successful. We’re here to support students and ensure they stay on track to graduate. That’s what we do — and we’re good at it. We work with faculty, academic advisors, academic department chairs, MTU college deans and other colleagues on campus to assist and support students through degree completion.” – Wallace Southerland III, Dean of Students

Most importantly, look for things that matter to you most and trust your gut. If it feels right, you’ll be that much happier at your new college home.

Michigan Technological University is a public research university founded in 1885 in Houghton, Michigan, and is home to more than 7,000 students from 55 countries around the world. Consistently ranked among the best universities in the country for return on investment, the University offers more than 125 undergraduate and graduate degree programs in science and technology, engineering, computing, forestry, business and economics, health professions, humanities, mathematics, social sciences, and the arts. The rural campus is situated just miles from Lake Superior in Michigan’s Upper Peninsula, offering year-round opportunities for outdoor adventure.

BASIC Computer Tutoring Resumes at Portage Lake District Library

Published April 1, 2022

By Lisa Hitch

From WLUC-TV6. Published March 26, 2022.

HOUGHTON, Mich. (WLUC) – Since 2018, Michigan Tech University senior Mitchell Eckstrand has come to the Portage Lake District Library to help people in Houghton with computers. It is something he has enjoyed doing almost every weekend.

“If I can do my part to help other people feel more comfortable with their devices or other tasks that they’re doing on their computer, {then} it’s rewarding for me,” said Eckstrand.

These tutoring sessions are part of BASIC, which stands for Building Adult Skills In Computing. For at least 11 years, MTU professors and students have helped community members understand technology.

MTU faculty members Charles Wallace (CS/ICC-HCC, CompEd) and Kelly Steelman (CLS/ICC-HCC) direct the volunteer program.

“Sometimes, it’s questions they don’t know about,” said Chuck Wallace, an Associate Professor of Computer Science. “Sometimes, it’s problems with existing technology. But, we take them on one-on-one and work together with them.”

Saturday, marked the first in-person session in two years.

Besides regular computers, people get help with their tablets, phones, and even Chromebooks.

“Having some Chromebooks here for people who don’t have those is a really great way for people to be able to try out some more portable technology,” said Kelly Steelman, an Associate Professor of Human Factors and Psychology. “So, they might consider whether they want to get something like that for themselves.”

The program also helps those who are anxious about asking technological questions.

“As the pace of technology progresses,” Steelman explained, “it’s more of a common discussion that everybody needs help and will need help at some point.”

Eckstrand says those he and his peers help are not the only ones who learn something new.

“A lot of times, I’ll get questions that I don’t know the answer to, and then we’ll work together to figure out the problem,” he stated. “I learn a lot of things, too that I probably would have never known had I not been involved in this program.”

The BASIC sessions will continue helping others gain technological knowledge until the end of April, before starting again in September. They are open to anyone in the community, and no sign-ups are necessary. The free sessions are on Saturdays from 11:00 a.m. to 1:00 p.m. at the Portage Lake District Library’s Community Room.

ACSHF Forum: Grad Student Presentation

Published March 31, 2022

By Breanne Carne

The Department of Cognitive and Learning Sciences will host ACSHF PhD Student Shruti Amre at the next Applied Cognitive Science and Human Factors forum. The presentation, “Keep Your Hands on the Wheel: The Effect of Driver Engagement Strategies on Change Detection, Mind Wandering, and Gaze Behavior”, will be from 2:00 to 3:00 p.m. Monday (April 4) in Meese 109.

Abstract: Advanced driver-assist systems (ADAS) have revolutionized traditional driving by enabling drivers to relinquish operational control of the vehicle to automation for part of the total drive. These features only work under certain pre-defined conditions and require drivers to be attentive to their surroundings. While the features are engaged, there is an increased risk associated with drivers losing awareness of their environment. Popular manufacturers like Tesla requires drivers to have their hands-on-the-wheel while Cadillac’s ADAS requires drivers to keep their eyes-on-the road. We utilized a low-fidelity simulation and eye-tracking to examine the effects of hands-on-the-wheel and eyes-on-the-road driver engagement strategies on change detection, mind wandering, and gaze behavior in a semi-autonomous driving task.

Graduate Research Colloquium, 2022

Published March 30, 2022

By Lisa Hitch

Each spring, Michigan Tech’s Graduate Student Government sponsors the Graduate Research Colloquium (GRC) Poster & Presentation Competition. The GRC is a unique opportunity for current graduate students to share their research with the University community and to gain experience in presenting that research to colleagues. During this year’s GRC a virtual mock conference will be set-up where presenters are broken down into various technical sessions, ranging from Advances in Modern Medicine and Health to Power and Energy, and everything in between.

Five Applied Cognitive Science and Human Factors (ACSHF) students will be competing in this year’s event on March 29-30.

Lamia Alam

Assessing Cognitive Empathy Elements within the Context of Diagnostic AI Chatbots

Empathy is an important element for any social relationship and it is also very important in patient-physician communication for ensuring the quality of care. There are many aspects and dimensions of empathy applicable in such communication. As Artificial Intelligence is being heavily deployed in healthcare, it is critical that there is a shared understanding between patients and the AI systems if patients are directly interacting with those systems. But many of the emotional aspects of empathy may not be achievable by AI systems at present and cognitive empathy is the one that can genuinely be implemented through artificial intelligence in healthcare. We need a better understanding of the elements of cognitive empathy and how these elements can be utilized effectively. In this research, the goal was to investigate whether empathy elements actually make a difference to improve user perception of AI empathy. We developed a scale “AI Cognitive Empathy Scale (AICES)” for that purpose and conducted a study where the experimental condition had both emotional and cognitive empathy elements together. The AICES scale demonstrated reasonable consistency, reliability, and validity, and overall, empathy elements improve the perceived empathy concern within diagnostic AI chatbots.

Betsy Lehman

Easy Does It: Ease of Generating Alternative Explanations As A Mediator Of Counterfactual Reasoning In Ambiguous Social Judgments

According to sensemaking theory (Klein et al., 2007), people must first question their theory of a situation before they can shift their perspective. Questioning one’s perspective may be critical in many situations, such as taking action against climate change, improving diversity and equity at work, or promoting vaccine adoption. However, research on how people question their theories is limited. Using counterfactual theory (Roese & Olson, 1995), we examined several factors and strategies affecting this part of the sensemaking process. Eighty participants generated explanations and predicted outcomes in five ambiguous social situations. Likelihood of an alternative outcome was the measure for questioning one’s frame. Two models of the data were created. Using path analysis, we compared fit between a base model (i.e., ease, malleable factors, and missing information) and a model based on counterfactual generation theory with ease as a mediator. Results indicated that the counterfactual theory model fit was better, indicating that ease of generation may be a critical mediator in the sensemaking process. This work contributes to research focused on understanding of the mechanisms of perspective shifts to support applications for system design and training, such as programs to reduce implicit bias.

Anne Linja

Examining Explicit Rule Learning in Cognitive Tutorials: Training learners to predict machine classification

Artificial Intelligence (AI)/Machine Learning (ML) systems are becoming more commonplace and relied upon in our daily lives. Decisions made by AI/ML systems guide our lives. For example, these systems might decide whether we get a loan, and the full-self driving car we’re sharing the road with even makes decisions. However, we may not be able to predict, or even know whether, or when these systems might make a mistake. Many Explainable AI (XAI) approaches have developed algorithms to give users a glimpse of the logic a system uses to come up with its output. However, increasing the transparency alone may not help users to predict the system’s decisions even though users are aware of the underlying mechanisms. One possible approach is Cognitive Tutorials for AI (CTAI; Mueller et al., 2021), which is an experiential method used to teach conditions under which the AI/ML system will succeed or fail. One specific CTAI technique involved teaching simple rules that could be used to predict performance; this was referred to as Rule Learning. This technique aims to identify rules that can help the user learn when the AI/ML system succeeds, the system’s boundary conditions, and what types of differences change the output of the AI system. To evaluate this method, I will report on a series of experiments in which we compared different rule learning approaches to find the most effective way to train users on these systems. Using the MNIST data set, this includes showing positive and negative examples in comparison to providing explicit descriptions of rules that can be used to predict the system’s output. Results suggest that although examples help people learn the rules, tutorials that provided explicit rule learning and provided direct example-based practice with feedback led people to best predict correct and incorrect classifications of an AI/ML system.

Tauseef Ibne Mamun

Connected Crossings: Examining Human Factors in a Field Study

Poor driver decision-making continues to be a challenge at Highway-Rail Grade Crossings (HRGC). One way to improve safety has been to introduce a new, in-vehicle warning system that communicates with the external HRGC warning systems. The system gives drivers different rail-crossing-related warnings (e.g., approaching crossing, train presence) depending on the vehicle location. In a rare field study, 15 experienced drivers drove a connected vehicle (Chevy Volt) and used the warning system on a 12-mile loop, then completed a semi-structured interview and usability survey. Results from the post-drive survey and interview are reported and provide a template for future usability assessments for field studies involving new technologies.

Lauren Monroe

Don’t throw a tempo tantrum: the effects of varying music tempo on vigilance performance and effective state

Vigilance tasks, or sustained attention tasks, involve an operator monitoring an environment for infrequent and random critical signals buried among more frequent neutral signals for an extended period of time. In addition to an observable decline in task engagement, task performance, and arousal over time, these tasks are also related to an increased subjective workload. Previously, music has been shown to have a positive impact on operator engagement and reaction times during sustained attention, however the differences between fast and slow tempo music on vigilance performance and subjective mood measures have not been studied. The present study (N=50) examined the effects of music played at different tempos on a selection of performance metrics and subjective measures of mood, engagement, and workload. Results indicated that varying the tempo of music did not have an effect on the decline in the correct detection of critical signals. There also was not a significant impact on measures of arousal and stress, but the fast tempo condition had a slightly positive impact on worry and engagement from pre to post task subjective measures.

For more information on our student and faculty research see: https://www.mtu.edu/cls/research/

Undergraduate Research Symposium, 2022

Published March 28, 2022

By Lisa Hitch

Emilie Jacques

Hunter Malinowski

The tenth annual Undergraduate Research Symposium (URS) took place on Friday, March 25, 2022, in the Rozsa Lobby. The Symposium highlighted the cutting-edge research conducted on Michigan Tech’s campus by some of our best and brightest undergraduates. The students represented a wide array of scientific and engineering disciplines from across campus and highlighted the diversity of research areas being explored.

UG psychology students Hunter Malinowski (CS dual major) and Emilie Jacques were among this year’s URS participants. Hunter presented her research with advisor Dr. Shane Mueller in “Assessing the Effectiveness of the XAI Discovery Platform and Visual Explanations on User Understanding of AI Systems”. Emilie presented her research with advisor Dr. Susie Amato-Henderson in “The Immediate Effects of Mindfulness on Test Anxiety”. Both students were recipients of a Summer Undergraduate Research Fellowship (SURF).

Congratulations to all participants!

Human Factors in Healthcare Keynote: Dr. Rupa Valdez presents “Creating Systems That Promote Equity: A Journey Across Disciplines”

Published March 17, 2022

By Breanne Carne

Please join us Friday (Mar 25) in ATDC conference room 101 (and via Zoom); talk from 3:30-4:30, with interactive discussion to follow from 4:30-5:00.

Dr. Rupa Valdez is an associate professor at the University of Virginia with joint appointments in the School of Medicine and the School of Engineering and Applied Sciences. She is also a core faculty member of Global Studies and the Disability Studies Initiative. Dr. Valdez merges the disciplines of human factors engineering, health informatics, and cultural anthropology to understand and support the ways in which people manage health at home and in the community.

We encourage faculty and graduate students with any overlap in research, interest in collaboration, or just interest in learning more about Dr. Valdez’s work/journey/activism to join us!

This event is co-sponsored by CLS, KIP, and CSA, and is sponsored in part by the Michigan Tech Visiting Professor Program, which is funded by a grant to the Office of the Provost from the State of Michigan’s King-Chavez-Parks Initiative. Michigan Technological University is an Equal Opportunity Educational Institution/Equal Opportunity Employer that provides equal opportunity for all, including protected veterans and individuals with disabilities.

Abstract:
Catalyzed by the pandemic and by the killings of George Floyd, Breonna Taylor, and many
others, there is rapidly growing interest in determining how we can create sociotechnical
systems that promote equity rather than perpetuate disparity and injustice. In this talk, I share
and critically reflect on my journey toward this goal over the last decade. I begin with earlier
efforts to merge approaches from cultural anthropology and engineering to inform the design
of patient-facing health information technologies. I end with more recent community-based
participatory research and policy-based efforts to reimagine public health education, accessible
healthcare, and the role of community in shaping the research process. My engagement with
historically marginalized communities has pushed my efforts from a primary focus on creating
technologies aligned with the contexts in which such communities are embedded to a broader
focus on working with communities to shift these contexts. In concluding remarks, I reflect on
how encouraging such work requires, at minimum, embracing a broader conceptualization of
engineering and, more ambitiously, work that may be considered a-disciplinary.

BIOGRAPHY
Dr. Rupa Valdez is an associate professor at the University of Virginia with
joint appointments in the School of Medicine and the School of Engineering
and Applied Sciences. She is also a core faculty member of Global Studies and the Disability
Studies Initiative. Dr. Valdez merges the disciplines of human factors engineering, health
informatics, and cultural anthropology to understand and support the ways in which people
manage health at home and in the community. Her research and teaching focuses on
underserved populations, including populations that are racial/ethnic minorities, are of low
socioeconomic status, or are living with physical, sensory, or cognitive disabilities. Her work
draws heavily on community engagement and has been supported by the National Institutes of
Health (NIH), Agency for Healthcare Research and Quality (AHRQ), the National Science
Foundation (NSF), and the US Department of Agriculture (USDA), among others. She recently
testified before Congress on the topic of health equity for the disability community and
received the Jack A. Kraft Innovator Award from the Human Factors and Ergonomics Society
(HFES) for her pioneering work in creating and developing the subdiscipline of patient
ergonomics.
Dr. Valdez currently serves as an Associate Editor for Ergonomics, the Journal of American
Medical Informatics Association (JAMIA) Open, and Human Factors in Healthcare. Among other
appointments, she serves on the Board of Directors for the American Association of People with
Disabilities and on PCORI’s Patient Engagement Advisory Panel. She is further the
founder and president of Blue Trunk Foundation, a nonprofit dedicated to
making it easier for people with chronic health conditions, disabilities, and
age-related conditions to travel. Dr. Valdez herself lives with multiple chronic health
conditions and disabilities, which have and continue to influence her work and advocacy.

Samantha Smith Selected for Deans’ Teaching Showcase

Published March 4, 2022

By Lisa Hitch

Samantha Smith, assistant professor in the Department of Cognitive and Learning Sciences (CLS), is this week’s Dean’s Teaching Showcase member.

Smith will be recognized at an end-of-term event with other showcase members and is also a candidate for the CTL Instructional Award Series.

Dean David Hemmer selected Smith for her innovative course design that takes full advantage of the beautiful Keweenaw.

Smith’s new course, Nature Psychology, centers experiential learning and takes an innovative approach to helping students explore how our mental experience is connected to the natural environment. The course was selected for an IDEA Hub pilot project grant because of its innovative approach to making the subject meaningful to students and because it provides students with an interdisciplinary perspective on the subject matter by connecting them with faculty from a variety of disciplines that engage with the natural world.

Smith’s course features a significant service learning component. After a meeting with Jill Fisher, outreach coordinator from the Keweenaw Land Trust (KLT), the students have designed a pamphlet that will be placed at various KLT trailheads. The pamphlet will explain many of the ways that spending time in nature is good for mental health, physical health and cognitive performance — which should be a good way for them to share the things they are learning about in class. The class is also creating a family-oriented activity with the aim of getting more people out exploring and learning about the KLT and the land they protect.

The course culminates with a nature retreat in the Porcupine Mountains, allowing students to directly experience and reflect on concepts they’ve discussed throughout the semester. To prepare for this retreat, Smith completed an intensive five-day wilderness first responder course over the winter break.

Nature Psychology is not Smith’s first experience with experiential learning. In her Environmental Psychology class, she also takes students outside the classroom to observe psychological principles and practices at play in real-world settings. For example, she brings students on a walkability tour of Houghton and conducts a scavenger hunt at the A. E. Seaman Mineral Museum to explore the design of educational environments. Student and peer evaluations of these courses have highlighted their excellent organization and pacing through a combination of demonstrations, discussions, individual and small-group activities, and lecture.

CLS Chair Kelly Steelman says: “Since joining the department in 2019, Dr. Smith has developed a reputation as a high-quality, innovative instructor at the introductory, upper-division and graduate level … and one that excites students enough that they seek out opportunities to provide glowing feedback. In fact, last semester, I had two different students from two different classes stop me on campus to rave about her courses.”

Hemmer includes similar praise in his nomination: “Hiring faculty is one of the best parts of my job. When newer faculty like Dr. Smith quickly make such a positive impact in (and out!) of the classroom, it is truly heartening.”