My deep commitment to students’ social and academic growth and well-being is supported by my ongoing research to understand optimal social contexts that enhance student’s motivation to learn. I believe that learning should provide opportunities for students to make relevant and authentic connections to their professional goals and interests. My intention is to design learning experiences that honor what students bring with them to the classroom — their identities, experiences, and knowledge — while also creating a collaborative environment that is inclusive for all students to engage.
University Teaching
In 2022, I earned a graduate teaching certificate from the Center for Research on Teaching and Learning at the University of Michigan. I teach courses situated in the school of education and psychology department.
Courses Taught
- EDUC 391 Human Development and Educational Psychology (School of Education, secondary pre-service teachers)
- EDUC 391 Human Development and Educational Psychology (School of Education, elementary pre-service teachers)
- PSYCH 356 Educational Psychology (Psychology Department)
Instructional Approach
Emphasize application of theory in applied settings
- Evaluating how theory and data informs classroom experiences
- Practicing collaborative problem solving using case studies
- Modeling how theory informs instructional decisions and course design
Create an equitable space for agentic learning
- Communicating with transparency and flexibility
- Soliciting student input and feedback
- Scaffolding long-term assignments
- Incorporating multiple access points for engagement (e.g., co-leading discussions, written reflections, small group work)
Design collaborative learning opportunities using structured interactions
- Co-constructing classroom norms and expectations with students
- Facilitating activities where students build collective knowledge with peers
- Asking students to reflect on what they learned from peers
Professional Learning
In addition to university teaching, I work with practicing educators to translate research into actionable strategies for the classroom. Selected topics include:
- Peer relationships and belonging
- How to use praise effectively
- Replacing power assertion with explanations (inductive discipline) in the classroom
Resources for Educators
- Using praise in the classroom
- Webinar on using inductive discipline
- Use banking time to build teacher-student relationships
- Classmates’ prosocial behavior boosts academic engagement
See prosocialclass.org for additional news and resources that support prosocial classrooms.
Curriculum Development
I have contributed to the development of undergraduate curricula for pre-service teachers. This work included collaboration with faculty to embed equity and inclusivity principles into instructional design. Ensuring that course objectives, instructional materials, and assessments support inclusive and evidence-based teaching practices is an iterative process enhanced by self-reflection and teamwork.
Mentorship
I mentor undergraduate and graduate students in research and applied educational work, supporting skill development in data analysis, research design, and translating findings for practice.
- Supervising research projects, theses, research assistantships
- Guide student contributions in the development of reports for school partners
- Advising on statistical analysis and research publication
Contact Me
Connect with me at jkilday@umich.edu for more information about my syllabi; or to collaborate and share teaching ideas / resources related to educational psychology, human development, or motivation in education.
Jessica E. Kilday 