Dr. Jennifer Dyck
Research
My research focuses on various aspects of applied cognitive psychology, including problem solving, human factors and ergonomics, and human-computer interaction. I have examined real-world problem solving in a number of different areas, including reading scientific text and applying the concepts to solving corresponding problems, and examining how the design of phone menus influences people's ability to interact efficiently with an automated phone system. Recently, I have been working with Dr. McKinney on the impact of technology on instruction and educational outcomes.
Teaching
As a cognitive psychologist, I enjoy teaching our course for Psychology majors, Cognitive Psychology. It is fun and challenging to encourage students to use their mind to think about how the mind works. I also teach many sections of Introduction to Psychology and enjoy dispelling the many stereotypes that freshmen have about Psychology when they enter this course. I also teach a course called Human Factors. This course gives an overview of the Human Factors and Ergonomics field (designing objects to be user-friendly), and introduces students to a potential applied career in Psychology, other than the traditional Clinical or Counseling areas. I occasionally teach Research Methods as well.
Department and University Service
Within our Psychology Department, I often serve as the editor for the departmental newsletter. I am often on the curriculum committee, and also serve on search committees for new faculty members. My university service consists of being a member of the OSCAR (Office of Student Creative Activities and Research) committee, being a member of the SAFEZONE committee, and the faculty advisor to the student group Pride Alliance.
Selected Student - Faculty Collaboration
McKinney, D., Dyck, J. L., & Luber, E. (In press). iTunes University and the classroom: Can podcasts replace professors? Computers & Education.
Bartow, A., Borchert, C., Luber, E., & Smith, D., Dyck, J. L., & McKinney, D., (2008, April). Computer note taking in the classroom: If you type it will you remember? Paper presented at the 36th Annual Western Pennsylvania Undergraduate Psychology Conference, Penn State Erie, The Behrend College, Erie, PA.
Borchert, C., Bartow, A., & Luber, E., McKinney, D., & Dyck, J. L. (2008, April). Implicit activation of associates influences confidence ratings and solvability in problem solving. Paper presented at the 36th Annual Western Pennsylvania Undergraduate Psychology Conference, Penn State Erie, The Behrend College, Erie, PA.
Luber, E., Borchert, C., & Bartow, A., McKinney, D., & Dyck, J. L. (2008, April). iTunes University in the classroom: Can podcasts replace professors? Paper presented at the 36th Annual Western Pennsylvania Undergraduate Psychology Conference, Penn State Erie, The Behrend College, Erie, PA.
Luber, E., Wheeler, N., & Dyck, J.L. (2007, April). The effects of telephone menu structure on accuracy and reaction time. Paper presented at the Western Pennsylvania Undergraduate Psychology Conference, Grove City, PA.
Smith, D., Mitchell, L., & Dyck, J.L. (2007, April). Does computer note-taking enhance learning? The effects of computer and hand-generated notes on recognition and recall of information. Paper presented at the Western Pennsylvania Undergraduate Psychology Conference, Grove City, PA.
Panepinto, M., & Dyck, J.L. (2006, April). The effect of automated telephone menu structure on user frustration. Paper presented at the Western Pennsylvania Undergraduate Psychology Conference, Erie, PA.