Amanda Sensenig

Amanda Sensenig serves as Associate Professor of Psychology at Goshen College, where her cognitive psychology expertise centers on memory processes and their application to student learning. She integrates research on how people think, learn, and make decisions into innovative teaching practices that enhance educational outcomes.

Her academic credentials include:

• B.A. from Goshen College (2003)
• M.S. from Colorado State University Ft Collins (2008)
• Ph.D. from Colorado State University Ft Collins (2010)
• Certificate in Effective College Instruction (2019)
• Mobile Leafs iPad Apps for Teaching certification (2017)

Dr. Sensenig's research bridges cognitive theory and classroom practice, with primary focus on memory retention mechanisms and learning optimization. Her work examines how testing effects influence recall, how connectionist models explain learning processes, and how study habits impact academic performance. This research directly informs her teaching methodology through evidence-based strategies for assignment design and student engagement.

Analysis of her publications (2011-2019) reveals consistent emphasis on translating cognitive psychology principles into educational applications. Key patterns include investigating retrieval practice effects across different memory domains, developing practical study techniques for students, and designing assignments that foster deep learning. Her work demonstrates strong continuity between theoretical research and classroom implementation.

Professional recognition includes:

• Faculty Renewal Grant for Psychology Reading Room redesign
• Faculty Renewal Grant for Learning and the Brain Institute attendance
• Colorado State University Graduate Student Teaching Award
• Cognitive Psychology Excellence in Teaching Award

Dr. Sensenig collaborates extensively on educational development projects, particularly through Faculty Renewal Grants focused on creating inclusive learning environments and implementing growth mindset frameworks. While specific student advising details aren't documented, her scholarly work consistently prioritizes student-centered teaching approaches and evidence-based learning strategies.

Though no dedicated research laboratory is mentioned, her collaborative projects with colleagues like Julie Reese demonstrate active engagement in cognitive psychology and educational research communities through presentations at teaching initiatives and publications in cognitive science journals.