The Georgia State University Center for Instructional Innovation fosters the use of evidence-based learning pedagogies and supports effective and innovative instruction in and beyond the classroom. Each year, the CII recognizes faculty achievement in teaching with several awards. Lecturer of Psychology, Dr. Marika Lamoreaux, was recently honored with the 2013 Award for Instructional Innovation.
The purpose of the Instructional Innovation Award is to recognize and to share at the university level outstanding innovations in teaching that result in improved learning. The criteria for the award include the strength of the learning principles, the uniqueness and innovation of the approach, the persuasiveness of the evidence for improved learning, and the potential of the innovation as a model for application across other courses and programs.
In addition to being an effective classroom instructor, Dr. Lamoreaux served for several years as the coordinator of the hugely successful Psychology Undergraduate Research Conference. The instructional innovation for which she received this award, however, was for the development of two Psychology Tutoring Centers. At the Psychology Department Statistics/Methods Tutoring Center, students can get help with statistics, research methods, and interpreting primary articles. At the Psychology Department Writing Center, students can get help with any aspect of writing, including formatting help with APA style. Dr. Lamoreaux has developed workshops as well as individualized peer tutoring to provide augmentative instruction on a wide range of topics, including Reading a Primary Article, APA Style, Thesis Development, Organization, and Avoiding Plagiarism. The tutoring centers, which were originally developed to supplement the Critical Thinking through Writing (CTW), are now available by appointment for undergraduate students in any psychology class. The centers also provide a signature undergraduate experience for outstanding psychology majors who volunteer as tutors.
Dr. Lamoreaux has collected evidence regarding the effectiveness of the tutoring centers. Those data show that students who make use of the centers show enhanced learning and improved grades. Students or instructors who wish to learn more about these innovative departmental resources for promoting learning outcomes, retention, progression, and graduation should email Dr. Lamoreaux.
The Department of Psychology joins with the university at large in congratulating Dr. Lamoreaux on this well-deserved honor!