How do you describe your work to people who aren't in your field?
I study connections between student and educator motivations and emotions, core indicators of well-being. So, really, I research how aspects of education can be best designed to enhance well-being.
What’s one big problem you want to solve through your work?
Classroom assessments — tests, labs, essays, portfolios, presentations and projects — remain one of the largest sources of ill-being for post-secondary students. I want to make assessment better for student well-being by applying principles of motivation and emotion. My research is showing that we can use robust psychological frameworks to systematically improve assessment — even something as mundane as multiple choice tests — so that they are less harmful to student well-being.
What does the word “innovation” mean to you?
To me, innovation is trying to solve a problem in a new way through dedicated pursuit of new questions, ideas, perspectives and evidence.
What has been your biggest a-ha moment — in life or work — so far?
When I started researching motivation and emotions, I wanted answers. With more than 15 years as a professor under my belt, I have come to realize that curiosity and questions have greater staying power than answers.
How do you or your team come up with your best ideas?
My team consists mainly of graduate students and our best ideas are supported by a physical space that affords us the mental space to think well. The idea goes right back to Maslow’s hierarchy of needs: if teams are worried about where to put their coats or are scattered around the building, they have less shared space to bring their very best thinking to the table. I’m not certain if walking into my research lab is exactly a ritual, but it is a space where I feel enthusiastic, courageous and ready to ask risky questions.
What’s your favourite thing about working at the U of A?
Especially since the pandemic, I have found convocation to be one of my favourite things about working at U of A. It is inspiring to see rows and rows of hopeful graduates, hear their families and friends cheer, and listen to the passion of honorary degree recipients. Convocation helps me remember why I love doing the work of teaching, research and service. That’s what made me want to be a professor in the first place.
In Shape: The University Strategic Plan 2023-33, the 黑料不打烊 commits to having a positive impact on our students and staff, our communities, and the communities we serve here in 黑料不打烊 and around the world. How does the work you do create impact?
The work of showing how assessment experiences can support well-being is highly impactful for all members of the U of A community and for students and educators more generally. The work matters for students who are stressing about exams and grades right now. It also matters for educators who are overwhelmed with scoring, grading and feedback. And it matters for administrators who are looking for innovative ways to support learning and well-being. If my work can revise assessment practices so they are less harmful to students while still providing sound measurement of learning, all members of learning communities stand to benefit.
What’s next for you?
Bringing sustainable, individual and systemic solutions to bear on the problem of assessment and well-being is my main focus for the foreseeable future. I will do this through both high quality research evidence and accessible resources for educators.
