Sandra Marshall
Professor Emerita of Psychology
Department of Psychology
Center for Research in Mathematics and Science Education
Bio
Dr. Sandra Marshall is the Chief Science Officer at EyeTracking LLC. She founded EyeTracking, Inc. (ETI) in 1999 and served as CEO and CSO until ETI became EyeTracking LLC in 2019.
For over three decades, Dr. Marshall has carried out groundbreaking research that examines patterns of individuals’ eye movements and changes in pupil size over extended periods of time. In so doing, she developed and patented several new measures of cognitive activity and engagement. She continues her research efforts today—often in collaborative work with EyeTracking clients who are implementing these measures in applied, real-world settings.
Dr. Marshall also was Professor of Psychology at San Diego State University for more than 20 years, during which time she taught graduate statistics and managed more than 25 government research projects, primarily under DoD support.
Dr. Marshall joined the faculty at SDSU in 1985, and became Director of the Center for Research in Mathematics and Science Education (CRMSE) in 1987. As a professor of psychology, she taught courses in graduate statistics and cognitive psychology.
Education
- B.A., Boston University
- Ph.D., University of California, Santa Barbara
Areas of Specialization
Dr. Marshall is the Director of the Cognitive Ergonomic Research Facility at SDSU and President of EyeTracking, a privately-held company that uses eye tracking to evaluate visual products. For the past 20 years I have conducted basic research sponsored by the Office of Naval Research, Air Force Office of Scientific Research, National Science Foundation, and National Institute of Education. She has recently directed three major research projects, all of which involve the use of eye-tracking measures to investigate aspects of cognitive processing and decision making. Her research has focused on two main areas: cognition and assessment. She has also worked with new methods for assessing cognitive workload with psychological and physiological measures.
Teaching Philosophy
From Dr. Marshall's theoretical perspective and teaching experience, students' constructing examples for application is important for their developing deep understandings of theoretical constructs. While students are certainly responsible for constructing their own understandings, her role as an instructor was to provide mediating tools around which socially situated cognition could occur. She accomplished this through having students work in groups to solve complex problems. As a teacher-scholar, she was constantly reflecting on her own teaching practice, reading current research on learning and instruction, and modifying her pedagogy to better serve her students.
Responsibilities
Director, Cognitive Ergonomic Research Facility (CERF)
President, EyeTracking.
Principal Investigator, Using Cognitive Models & Eye Tracking Methodology to Evaluate Decision Making in the TADMUS Program
Principal Investigator, Integrating DVD Technology with Advances in Eye Tracking for Tactical Decision Making
Principal Investigator, Hybrid Models of Schema Knowledge: Evaluation and Extension
Principal Investigator, Understanding and Measuring Cognitive Workload: A Coordinated Multidisciplinary Approach
Publications
Gavilanez, P., Ortlieb, A. and T. Carey. Using a Value Cycle Framework to Analyze Teamwork Capability as a Learning Outcome in Interior Design Studio Courses, chapter accepted for Tucker, R. (ed) Teaching Teamwork in Design: Collaboration and Student Engagement in Design Education. Hershey PA: IGI Global Publishing. 2016.
Carey, T., Davis, A., Ferreras, S., & Porter, D. (2015). Using Open Educational Practices to Support Institutional Strategic Excellence in Teaching, Learning & Scholarship. Open Praxis, 7(2), 161-171. doi:10.5944/openpraxis.7.2.201
Goff, L., M. K. Potter, E. Pierre, T.T. Carey, A. Gullage, E. Kustra, R. Lee, V. Lopes, L. Marshal, L. Martin, J. Raffoul, A. Siddiqui, and G. Van Gastel. Learning Outcomes Assessment: A Practitioner’s Handbook. Higher Education Quality Council of Ontario, Research Report 13/14- 008, 2015.
Carey, T. and B. Carbol, Faculty Support for Teaching with Online Learning. Council of Ontario Universities Research Report, OOLI – 01, 2014.
Carbol, B. and T. Carey, Assessment Support for Teaching with Online Learning. Council of Ontario Universities Research Report, OOLI – 02, 2014.
Asera, R., T. Carey, M. Davis, W. Moore, C. Walker and S. Williams. Improving Mathematics Learning in Community Colleges: Building a Professional Community of Teachers, California Community Colleges Success Network and Washington State Board of Community and Technical Colleges, May 2014.
Carey. T., “Perspectives on Quality Teaching in Higher Education: Learning Outcomes, Exemplar and Model”, invited foreword for Cases on Quality Teaching Practices in Higher Education, Diane Salter, Editor. IGI press, 2013.
Carey, T. and D. Trick, How Online Learning Affects Productivity, Cost and Quality in Higher Education: An Environmental Scan and Review of the Literature. Higher Education Research Council, Research Report 12/13-003, 2013.