Skip to main content

Accessibility menu

Skip to main content Skip to footer

Profile for Tesia Marshik

Tesia Marshik profile photo

Contact me

Tesia Marshik

Pronouns: She/Her/Hers
Professor
Psychology University of Wisconsin-La Crosse

FirstGeneration badge
FriendlyFace badge
AdvisorCertification badge
Tesia Marshik alternate profile photo

Tesia Marshik Pronouns: She/Her/Hers

Professor

Psychology

Specialty area(s)

Developmental and Educational Psychology (motivation, effective teaching and learning strategies, self-regulation, and teacher-student relationships)

Brief biography

My research focuses on the development of students’ motivation, learning strategies, self-regulation, and teacher-student relationships (and, ultimately, how all of these factors interact to influence students’ development and academic adjustment). I also have a keen interest in debunking pseudoscience, exploring the roles of cognitive biases and logical fallacies in perpetuating misconceptions, and finding effective methods for motivating learning, fostering conceptual change, and promoting scientific and information literacy. I particularly enjoy making psychological science accessible and relevant to public audiences and I regularly present for  professional organizations within and outside academia (locally, nationally, and internationally).

Current courses at UWL

Research Methods, Educational Psychology, Lifespan Development, Adolescent Development, Motivation, General Psychology

Education

Ph.D., Educational and Developmental Psychology (University of Florida)

M.A.E., Educational Psychology (University of Florida)

B.S., Psychology and Philosophy (John Carroll University)

Career

Research and publishing

RECENT PUBLICATIONS:

  • Kortenkamp, K., Marshik, T., & Thakkar. T. (2023). Writing Across the Curriculum: A Longitudinal Assessment of Psychology Majors’ Writing Development. Scholarship of Teaching and Learning in Psychology.
  • Marshik, T., Driscoll, A., Remsburg, A., Yu, A., Dutta, N., & Klein, J. (2023). New frontiers in student evaluations of teaching: University efforts to design and test a new instrument for student feedback. Assessment & Evaluation in Higher Education, 1-14.
  • Marshik, T., & Cerbin, W. (2022). Learning styles & cognition. In S. Hupp and R. Wiseman (Eds.) Investigating Pop Psychology Pseudoscience, Fringe Science, and Controversies: Improving Critical Thinking Skills. Routledge.
  • Marshik, T. (2022). Learning How to Learn. [Audiobook]. The Great Courses. https://www.audible.com/pd/Learning-How-to-Learn-Audiobook/B0B3F7LBBS
  • Marshik, T., Ashton, P, & Algina, (2017). Teachers’ and students’ needs for autonomy, competence, and relatedness as predictors of students’ achievement. Social Psychology of Education, 20(1), 39-67.
  • Marshik, T., Kortenkamp, K., Dixon, R., & Cerbin, B. (2016). Understanding and Enhancing Students' Motivation: A lesson study approach. Scholarship of Teaching and Learning in Psychology, 1(4), 298-311.

RECENT (SELECT) PRESENTATIONS:

  • Marshik, T. (2023, October). Contributions of Cognitive Science to Education. Invited guest on the ”Re-thinking the Human Factor” podcast, Bruce Hallas (Host). https://www.re-thinkingthehumanfactor.com/rhf-podcast/
  • Marshik, T. (2020, February). Urban Myths in Education: Massaging our Beliefs for Better Results. Invited keynote presentation at the American Massage Therapy Association Annual Education Summit, Los Angeles, CA.
  • Marshik, T. (2020, January). Learning Styles – Unpacking the Myth Mayo Clinic. Invited guest on Educator's Central podcast, Mayo Clinic.https://www.stitcher.com/podcast/edufi/e/66774469?autoplay=true
  • Marshik, T. (2019, October). Bridge or Barrier? Understanding How Prior Knowledge and Cognitive Limits Influence Learning. Invited keynote presentation at the Aims Community College annual fall teaching conference, Greeley, CO. 
  • Marshik, T., & Hoskins, D. (2019, September). What Makes a Practice High-Impact? Workshop presentation, UW-La Crosse Center for Advancing Teaching and Learning.
  • Marshik, T., Solverson, N., & Barlow, P. (2019, August). Instructor and Student Outcomes Related to Campus-Wide Efforts to "Reimagine the First Year." Poster presented at the American Psychological Association (APA) annual convention, Chicago, IL.
  • Marshik, T. (2019, July). From Barriers to Bridges: Examining Cognitive and Neurological Influences on Learning Motivation. Invited keynote presentation at the annual conference of the Institute for Study Abroad (IFSA), Indianapolis, IN.
  • Marshik, T. (2019, February). “Why Don’t They Learn?!” Overcoming Misinformation and Resistance to Change in Education. Invited keynote presentation at the Midwestern Institute for the Teaching of Psychology (MISTOP) conference, Glen Elyn, IL.

Kudos

served

Heather Walder, Archaeology & Anthropology; Kristin Koepke, CATL; Astrid Lorena Ochoa Campo, Global Cultures & Languages; Melissa Weege, Health Professions; Rachel Funk-Johnson, Management; Jeff Baggett, Mathematics & Statistics; Xinhui Li, Microbiology; Tesia Marshik, Psychology; and Tori Svoboda, Student Affairs Administration; served as UWL representatives at the Universities of Wisconsin event, Faculty College. Faculty College was held May 28-31 in Elkhart Lake, WI. The theme was "Rethinking/Redesigning Student Assignments" and Ashley Finley of AAC&U was the guest presenter.

Submitted on: June 4

directed

Bryan Kopp, Tesia Marshik and Christopher McCracken, all CATL, directed "AI Summit" on Friday, May 17 in La Crosse, WI. In partnership with the CATL AI Community of Practice, this was a successful event that facilitated conversations and shared useful information to start a campus-wide conversation about AI usage across campus.

Submitted on: May 17

published

Jennifer Klein and Alder Yu, both Biology; Nabamita Dutta, Economics; Alysa Remsburg, Environmental Studies; Tesia Marshik, Psychology; and Adam Driscoll, Sociology & Criminal Justice; co-authored the article "New frontiers in student evaluations of teaching: university efforts to design and test a new instrument for student feedback" in Assessment & Evaluation in Higher Education published on April 5 by Taylor and Francis Online. This article summarizes the efforts put forth by the Ad-Hoc SEI committee with exploring the problematic use of SEIs on campus, selecting and modifying an alternative tool (the soon to be adopted LENS system), and conducting some early findings regarding its efficacy.

Submitted on: April 11, 2023

published

Bill Cerbin, Psychology/CATL, and Tesia Marshik, Psychology, co-authored the chapter "Learning Styles and Cognition" in Investigating Pop Psychology published on Dec. 13, 2022, by Routledge Press.

Submitted on: Feb. 20, 2023

presented

Tesia Marshik, Psychology, presented "Learning How to Learn" at The Great Courses - Audio Book Published on June 6. This 4.5 hour audio version highlights findings from educational psychology. Aimed at adult learners (18+) the focus of the material is teaching the listener how to apply research-based tactics to improve their learning in any context, whether in a typical classroom setting, pursuing a professional development opportunity, or working their way toward accomplishing a personal goal.

Submitted on: July 14, 2022