Joseph I. Eisman, PhD
Visiting Assistant Professor at Purdue studying emotions, empathy, motivation, and identity using complex dynamic systems approaches.
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- This is very delayed (sorry!). Last semester, Dr. @yinchen.bsky.social presented her research on perceived similarities with social models to my undergraduate Learning Science students. It was a wonderful session. I highly recommend you invite her to speak to your students. Thank you, Dr. Chen!
- Reposted by Joseph I. Eisman, PhDWriting is thinking Outsourcing the entire task of writing to LLMs will deprive us of the essential creative task of interpreting our findings and generating a deeper theoretical understanding of the world.
- In this chapter, I align creativity theory with the #DSMRI and reimagine a case study to demonstrate the utility of employing DSMRI protocols that center on roles, action, and motivation for describing human creativity and work.
- Facilitating contentious discussions on volatile topics may disrupt curricular aims. That is why we present this theory-to-practice paper, which outlines clear classroom strategies for navigating emotions during controversial discussions. www.tandfonline.com/doi/abs/10.1...
- An important outcome of my dissertation research was the identification of recommendations to support adaptive forms of teacher empathy. In this chapter, we outline several recommendations, including encouraging teacher educators to be specific about what they mean by #empathy.
- We explored the relationships between empathy and interest during a VR classroom experience. Using non-metric multidimensional scaling, we found an association between emotional engagement and student interest in supporting learning outcomes. #VR #EdTech #Empathy
- While outside my normal research agenda, I loved working on this paper. Using the life and work of Fritz Haber, we demonstrated that legacy is controlled by gatekeepers. "From Haber we learn that legacy is not something we as creators can control. We never will." A humbling reminder.
- In this paper, we explored the influence of a school task on engagement, task value, emotions, and John Henryism (i.e., high-effort coping). Using these context- and race-sensitive constructs, we found a strong relationship between John Henryism and task value, in relation to student identities.
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