BRIDGETT J. MILNER STUDENT EVALUATIONS OF TEACHING
Evaluations by my students are consistently positive and rank above average relative to both my department & the
university as a whole. I believe that my students realize that I enjoy teaching them and sincerely want them to
perform well. Ratings of courses and instructor are based on a 5 point scale ranging from 0 to 4. 0 represents
“strongly disagree” and 4 represents “strongly agree,” with the mid-point of 2 indicating “undecided”. These data
are from the 4 courses that I have taught for which student teaching evaluations are collected (Introduction to
Psychology and 3 sections of Research Methods in Psychology):
Course Size Outstanding Clear & Stimulating & Knowledgeable Respectful & Has Good
Organized Enthusiastic Rapport
P101, 9079 80 Agree (2.87) Agree (3.12) Agree (3.03) Agree (3.18) Agree (3.34)
P152, 3795 20 Agree (3.33) Agree (3.42) Agree (3.14) Agree (3.62) Agree (3.47)
P152, 3796 25 Agree (3.44) Agree (3.53) Agree (3.25) Agree (3.72) Agree (3.57)
P152, 3794 30 Agree (3.38) Agree (3.36) Agree (3.05) Agree (3.48) Agree (3.53)
Other courses that I have taught such as the laboratory component of P553 Advanced Graduate Statistics within the
Psychology department and P101 Introduction to Psychology and P324 Abnormal Psychology through the
Independent and Continuing Studies Department do not collect course evaluations and so I do not have student
evaluation data for these, other than anecdotal responses which have been uniformly positive.
I have had numerous students who took 1 course through me request a list of other courses that I am teaching so that
they may enroll in those courses as well. Additionally, I have received excellent feedback both in letters and e-mails
from former students and listed in the open-ended sections of course evaluations. Some such open-ended feedback
is listed below:
“Thank you for such a great semester Professor Milner. I learned a lot in your course and looked forward to your
class each day. Because of your course I have decided to switch my major to Psychology.”
“The instructor always made us feel comfortable to make comments and ask questions.”
“I liked her enthusiasm”
“Instructor was fair and taught the class well”
“The instructor did a wonderful job”
“I loved all the activities and demonstrations. They really helped me to learn and understand the material.”
“The instructor explained all material well and was very enthusiastic”.
BRIDGETT J. MILNER TEACHING RESPONSIBILITIES
Introduction to Psychology (P101) provides an overview of the history of psychology and basic research methods
and statistics, and provides an introduction to the areas of neuroscience, cognitive psychology, and learning. It is an
undergraduate course for non-majors which counts toward a natural science general education requirement. The
maximum & average enrollment during the fall and spring semesters is 255 students, during the summer semesters
the maximum & average is 80 students. For the correspondence form of this course, the average enrollment for the
course is 100 students at any given time. This course should stimulate interest in the discipline of psychology.
While the course is for non-majors, a student can begin to pursue the major or a minor in psychology after taking the
course. Some majors choose the discipline as a direct result of an interesting and encouraging Introduction to
As an instructor for this course my responsibilities include formulating lectures and demonstrations to teach students
about the topics covered in the course and to answer any questions that students have related to the topics of
psychology. I write all exams, quizzes, and assignments and handle all grading and grade book functions. I have
shared my lecture material, exam and quiz material, and in-class demonstration material with colleagues in the
department and those materials are now widely used at Indiana University.
Introduction to Psychology for majors (P151) provides an overview of the history of psychology and basic research
methods and statistics and provides an introduction to the areas of neuroscience, cognitive psychology, and learning.
It is a required undergraduate course for all psychology majors which typically must be taken before the students can
advance to taking any higher level courses. The maximum & average enrollment during the fall and spring
semesters is 150 students. This course should stimulate interest in the discipline of psychology and provide students
with a solid foundation of understanding regarding the discipline.
As an instructor for this course during the upcoming spring semester, my responsibilities will include formulating
lectures and demonstrations to teach students about the topics covered in the course and to answer any questions that
students have related to the topic psychology. I will write all exams and quizzes and devise all writing assignments.
I will handle all grading and grade book functions.
Research Methods for Psychology Majors (P152) is a required undergraduate course for all psychology majors. The
average enrollment for the course is 20 students. The course is designed to teach students the basics of experimental
design and APA style. A literature review followed by an original research projects and APA-style paper are
typically required within the course.
As an instructor for this course my responsibilities included formulating all lectures and demonstrations to teach
students about experiment design and APA writing. I helped students to create research projects which students then
ran on one another to collect data. I taught students how to use SPSS to analyze their data and each student then
created a poster and gave a very short presentation to their classmates of their work in addition to writing it up in
paper form. I handled all grading and grade book functions for the course.
Advanced Graduate Statistics laboratory component (P553lab) offers students first-hand involvement in data
analysis. This laboratory course prepares graduate students to complete data analysis projects within both their own
research and for class homework assignments. Average enrollment for each laboratory section is 25 students. This
course is required for all first-year psychology graduate students and is also taken by graduate students from a
variety of other disciplines. Within this laboratory component, students are taught how to use SPSS for both basic
and higher level statistical computation and are taught how to analyze and understand findings for research data.
As an instructor for a few sections of this laboratory component my responsibilities included preparing lectures and
demonstrations to teach graduate students how to use SPSS and how to perform analyses by hand and understand the
resulting statistics. I was also responsible for grading all homework and exams and supplying detailed feedback to
Sample homework assignment
Sample homework assignment 2
Abnormal Psychology (P324) offers students an introduction to the history, diagnosis, and treatment of abnormal
psychological conditions. Average enrollment for this course in correspondence form is 30 students at any given
time. Students work through the material and assignments for the course at their own pace when taking it in
As an instructor for the correspondence form of this course, my responsibilities include writing and regularly
revising all course material including the lesson guide, assignments, and exams. My responsibilities also include
regular communication with students and all grading and grade book functions.
BRIDGETT J. MILNER MENTORING EXPERIENCE
In addition to teaching traditional courses, I have actively engaged in mentoring and advising undergraduate students
regarding research, career, and higher education decisions. As a graduate student member of a social psychological
research laboratory, each semester I have mentored and supervised approximately 5 undergraduate research
assistants. I have advised these students not only on how to run ongoing studies but also have helped them to devise,
analyze, write up, and present senior thesis research projects of their own. Beyond this, I have helped a number of
these students to determine what to do after they finish their undergraduate degrees. Students that I have mentored
have completed excellent research projects, earning university awards, and have gone on to pursue successful
professional and academic careers. I have helped research assistants to successfully apply for graduate programs in
social psychology, criminal justice, law school, and medical school programs across the country.