Melissa M. Patchan, Ph.D.
Department of Learning Sciences and Human Development
Office: 504M Allen Hall
Ph.D., Cognitive Psychology
University of Pittsburgh (2011)
M.S., Cognitive Psychology
University of Pittsburgh (2007)
B.A., Psychology (Honors)
University of South Florida (2004)
My research focuses on understanding how students help peers learn through peer assessment. Using a variety of mixed methods, I examine three aspects of peer assessment: 1) how the feedback students provide differs from that of instructors, 2) how peer assessment improves learning, and 3) under what circumstances peer assessment is most effective.
To learn more, check out the Peer-to-Peer Learning Lab.
Interested in Joining the Peer-to-Peer Learning Lab?
Students interested in learning more about current projects or joining the research team should send a brief email to Dr. Patchan (email@example.com) indicating:
– your major
– prior research experience
– why you think this research experience would benefit you
– your resume
– your fall or spring availability (make sure to indicate which semester)
Patchan, M.M. & Puranik, C.S. (in press). Rethinking handwriting instruction: The impact of extrinsic and intrinsic feedback. Computers and Education.
Sears, M., Patchan, M. M., & Puranik, C. (in press). Examining alphabet writing fluency in kindergarten. Assessment for Effective Intervention.
Puranik, C. S., Patchan, M. M., Lemons, C. J., Al Otaiba, S. (in press). Using peer assisted strategies to teach early writing: Results of a pilot study to examine feasibility and promise. Reading and Writing. doi:10.1007/s11145-016-9661-9
Patchan, M. M., Schunn, C. D., & Correnti, R. J. (in press). The nature of feedback: How feedback features affect students’ implementation rate and quality of revisions. Journal of Educational Psychology.
Patchan, M. M. & Schunn, C. D. (in press). Understanding the benefits of receiving peer feedback for text revision: Relations between author and reviewer ability. Journal of Writing Research.
Patchan, M. M. & Schunn, C. D. (2015). Understanding the benefits of providing peer feedback: How students respond to peers’ texts of varying quality. Instructional Science, 43(5), 591-614. doi:10.1080/1475939X.2015.1013977
Patchan, M. M., Schunn, C. D., Sieg, W., & McLaughlin, D. (2015). The Effect of Blended Instruction on Accelerated Learning. Technology, Pedagogy, & Learning, 25(3), 269-286. doi:10.1080/1475939X.2015.1013977
EDP 700 Psychological Foundations of Learning (fall 2016)
Psychological and philosophical foundations of major learning theories and their implications for instructional procedures.
EDP 701 Memory (spring 2017)
Short-term memory, long-term memory, memory networks, and memory problems as they relate to school learning, strategies for instruction, and life-long adaptation in a dynamic society.
EDP 730 Applied Cognition and Strategic Learning (spring 2017)
Principles of information processing and cognitive learning strategies applicable across content areas; emphasis on individual study skills, expert-novice research, strategic reading, process writing, metacognition, problem presentation (e.g. mathematics), and competence.