Bridgette Martin Hard
Associate Professor of the Practice of Psychology and Neuroscience and Director of Undergraduate Studies
Education & Training
Ph.D., Stanford University 2006
B.S., Furman University 2001
To learn more about Bridgette Hard, visit the BriteLab website.
Dr. Bridgette Hard is an Associate Professor of the Practice in the Department of Psychology and Neuroscience at Duke University as well as the Director of Undergraduate Studies for Psychology. Her first professional passion is teaching. She specializes in curriculum development for introductory psychology, the first (and often only) course that students take within the discipline. She has also devoted herself to helping PhD students and advanced undergraduates to develop their teaching skills and discover creative ways to integrate research and teaching. Dr. Hard also co-organizes two conferences for psychology teachers, the Psychology One Conference and the National Institute on the Teaching of Psychology (NITOP).
Dr. Hard’s second professional passion is exploring the intersection of psychology and pedagogy: She uses data from the classroom to extend psychological theories and uses insights from psychology to inform new classroom practices. Her research is conducted in collaboration with psychologists from diverse institutions around the U.S.
Psychology of teaching and learning, educational interventions
Hard, Bridgette Martin, et al. “Attention reorganizes as structure is detected in dynamic action.” Memory & Cognition, vol. 47, no. 1, Jan. 2019, pp. 17–32. Epmc, doi:10.3758/s13421-018-0847-z. Full Text
Brady, S. T., et al. “Reappraising test anxiety increases academic performance of first-year college students.” Journal of Educational Psychology, vol. 110, no. 3, Apr. 2018, pp. 395–406. Scopus, doi:10.1037/edu0000219. Full Text
An experimental study of the impact of smartphones on classroom enjoyment, attention, and learning awarded by Association for Psychological Science (Principal Investigator). 2020
Causal impact of smartphones on attention, enjoyment, and learning in the classroom awarded by Society for Personality and Social Psychology (Principal Investigator). 2019 to 2020