Connecting, Interviewing, Writing: Fostering Student Engagement via the Health Psychology Interview Project
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| Title: | Connecting, Interviewing, Writing: Fostering Student Engagement via the Health Psychology Interview Project |
|---|---|
| Language: | English |
| Authors: | Sierra H. Feasel (ORCID |
| Source: | Teaching of Psychology. 2026 53(3):231-238. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learner Engagement, Active Learning, Writing Assignments, Undergraduate Students, Psychology, Mental Health, Health Education, Student Research, Psychological Studies, Public Speaking |
| DOI: | 10.1177/00986283251378382 |
| ISSN: | 0098-6283 1532-8023 |
| Abstract: | Background: Active learning strategies can foster student engagement in large lecture courses. Objective: The Health Psychology Interview Project (HPIP) combines multiple active learning strategies to promote engagement in a large undergraduate health psychology course. The current study provides a detailed description of the HPIP and presents student evaluations of the project. Method: Students in two cohorts of a health psychology course (N = 154) participated in the term-long project by creating research questions, asking them of experts in the field (N = 18) during remote collective interview sessions, and writing a response paper addressing their questions. Students reported that they found the project interesting and useful, and that it encouraged their engagement with health psychology research and the research process to a significant extent. Students also shared open-ended evaluations of the HPIP. Results: Quantitative results revealed that students perceived the project as enjoyable and valuable and that it helped them engage with course material. Qualitative responses demonstrated that students particularly enjoyed interacting with experts in the field. Conclusion: The HPIP fostered engagement with course material and a connection between students and health psychology professionals. Teaching Implications: Detailed descriptions reveal how the HPIP model could be adapted to other academic courses. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/3fqp9 |
| Entry Date: | 2026 |
| Accession Number: | EJ1505601 |
| Database: | ERIC |
| Abstract: | Background: Active learning strategies can foster student engagement in large lecture courses. Objective: The Health Psychology Interview Project (HPIP) combines multiple active learning strategies to promote engagement in a large undergraduate health psychology course. The current study provides a detailed description of the HPIP and presents student evaluations of the project. Method: Students in two cohorts of a health psychology course (N = 154) participated in the term-long project by creating research questions, asking them of experts in the field (N = 18) during remote collective interview sessions, and writing a response paper addressing their questions. Students reported that they found the project interesting and useful, and that it encouraged their engagement with health psychology research and the research process to a significant extent. Students also shared open-ended evaluations of the HPIP. Results: Quantitative results revealed that students perceived the project as enjoyable and valuable and that it helped them engage with course material. Qualitative responses demonstrated that students particularly enjoyed interacting with experts in the field. Conclusion: The HPIP fostered engagement with course material and a connection between students and health psychology professionals. Teaching Implications: Detailed descriptions reveal how the HPIP model could be adapted to other academic courses. |
|---|---|
| ISSN: | 0098-6283 1532-8023 |
| DOI: | 10.1177/00986283251378382 |
