Say hello to Professor Mandy Garcia, our newest Visiting Instructor of Psychology at Roanoke College! With a diverse background in psychology and student support, Professor Garcia is dedicated to helping students thrive, both in and out of the classroom.
A Journey into Psychology: “I initially became interested in psychology as a high school student,” shares Professor Garcia. “My younger brother was diagnosed with an Autism Spectrum Disorder in the 90s, when there was so little information and help available, especially in our rural community. That experience, along with other life events and personal interests, led me into the field of psychology.”
Her passion for teaching grew while she was an undergraduate at Concord University, where she served as a tutor and advising assistant. Later, at Radford University, she realized her true calling: working with students in higher education rather than in a clinical setting. Most of her career has involved a blend of teaching, advising, and supporting students with disabilities.
What She Loves About Teaching: “One of my favorite parts of teaching is seeing students grow in their understanding of topics and apply what they’ve learned to real-life situations,” says Professor Garcia. She enjoys helping students who may still be finding their way academically, discussing their study strategies, and finding new methods to boost their success. “There are always resources and people on campus to help with academic success—take advantage of those resources!”
Fun Fact: Outside of her role at Roanoke, Professor Garcia is an enthusiastic reader and a member of a book club that dives into sci-fi, space opera, and epic fantasy novels. “I love the world-building, the social structures, and the maps almost as much as the stories,” she says.
Want to meet Professor Garcia in person? You can catch her at her event next week!
Join Professor Garcia and other students on Tuesday, November 19, from 12:00pm – 1:00pm in Room 515, Life Science for a special workshop! This event, Successful Studying & Test Taking Techniques, will include Professor Garcia sharing her top tips and strategies for successful studying and test-taking, just in time for finals season. 🧠📚
Bring your friends, come with questions, and get ready to ace your next exam—see you there!
The Society of Southeastern Social Psychologists (SSSP) conference was a fantastic opportunity for our Roanoke College psychology students and faculty to engage with cutting-edge research and network with peers across the field. Professors FVN, Dr. Bu, and Dr. Carter attended the event alongside students Sydney Pennix, Ivy Phillips, Gabby Bosch, Shannon Dennehey, and Cassie Eddins.
We recently connected with some of the attending students to hear about their unique experiences, the research they presented, and the advice they have for students considering attending similar events.
Cassie Eddins collaborated with Dr. Bu on research developing a new scale to measure sense of belonging within political psychology—an area with no current standardized measures. Although she doesn’t plan to pursue research as a career, Cassie found inspiration at the conference and is now interested in exploring how sense of belonging manifests in third-culture children, such as those from military or immigrant families.
Cassie also had the chance to explore other undergraduates’ research projects. One presentation that stood out to her focused on the relationship between personal sexuality and the ability to accurately perceive others’ sexual orientations. “It was fascinating to see how personal biases might influence these perceptions,” Cassie shared, “Discovering unique topics like this made the experience even more enriching and broadened my understanding of the diverse areas being explored in psychology.”
Cassie shared her perspective of the experience in saying that, “SSSP was very non-threatening, especially for those of us who might not feel super confident with public speaking,” she continued, “I would definitely recommend attending—it’s a welcoming environment with fascinating research to explore.”
Sydney Pennix presented her study on how discrimination affects the romantic relationships of emerging and older Black Americans. “Conducting this research was fulfilling and eye-opening,” Sydney reflected, noting that her findings were surprising to both herself and her audience. She also found the graduate student panel to be particularly valuable, offering insights she’s already applying in her professional journey.
Sydney’s advice for her peers? “Take opportunities to present your research or attend others’ presentations. It’s incredible to converse with people who share your interests, especially outside of the classroom.”
Ivy Phillips is researching predictors of Hostile Attribution Bias in young adults with Dr. FVN, focusing on the influence of family relationships and adverse childhood experiences. The critical analysis of her data was challenging but rewarding, and Ivy appreciated the insights shared at the graduate school panel.
For Ivy Phillips, the Conference offered valuable insights that align with her long-term goal of working in Community Psychology. “My personal highlights included research on youth development in community settings and how individuals’ experiences and relationships shape their views on specific policies and laws,” Ivy shared. “These topics were not only fascinating but also inspired me to consider exploring them further in my own future research.”
Her biggest takeaway? “Get involved in as many experiences as possible, even if it feels outside your comfort zone. These opportunities build valuable skills and provide great stories that will benefit you long-term.”
More Photos From The Conference!
Shannon Dennehey and Gabby Bosch: Both Shannon and Gabby presented their research at the SSSP Conference alongside their peers. Check out their posters highlights in the photos attached!
Why Attend SSSP, or Any Conference For That Matter?
All our attendees—students and faculty alike—highly recommend participating in the SSSP Conference, as well as attending any psychology conference during your undergraduate years. Conferences like SSSP offer a welcoming environment and showcase a wide range of research presentations. Whether you go as a presenter or a spectator, these events provide a unique opportunity to explore new fields, connect with professionals, and deepen your understanding of psychology.
As Ivy put it best: “Talk to your professors and advisors to learn more about these opportunities—they can be incredibly valuable stepping stones for your future.”
As we observe Mental Illness Awareness Week from October 6, 2024 – October 12, 2024, it’s essential to bring attention to several significant mental health conditions that affect millions of individuals each year. This annual week serves as a vital platform for raising awareness, educating ourselves, and supporting those struggling with mental health issues. Among the conditions we will discuss are Post-Traumatic Stress Disorder (PTSD), Bipolar Disorder, Depressive Disorders, and Anxiety Disorders.
Understanding PTSD
Post-Traumatic Stress Disorder (PTSD) can develop after experiencing or witnessing a traumatic event. While only 5.6% of individuals exposed to trauma will go on to develop PTSD, the symptoms can be debilitating and include:
Flashbacks: Reliving the traumatic event through vivid memories.
Avoiding Triggers: Steering clear of places, people, or situations that remind them of the trauma.
Arousal and Reactivity: Experiencing heightened anxiety, irritability, or difficulty sleeping.
Cognition and Mood Changes: Negative thoughts, feelings of hopelessness, or detachment from others.
Intrusive Thoughts: Unwanted memories or thoughts related to the trauma that disrupt daily life.
Despite these challenges, treatment options are available, and up to 40% of individuals with PTSD recover within a year. Treatment typically includes:
Psychotherapy: Techniques such as cognitive restructuring help individuals process their trauma and develop coping strategies.
Exposure Therapy: Gradual exposure to trauma-related memories and triggers in a safe environment.
Medication: Antidepressants and anti-anxiety medications can help manage symptoms.
Understanding Bipolar Disorder
Bipolar Disorder is characterized by extreme mood swings that include periods of manic episodes and depressive episodes.
Manic Episodes: Individuals may experience elevated mood, increased energy, irritability, and impulsive behavior.
Depressive Episodes: These periods are marked by feelings of sadness, indifference, or hopelessness.
Bipolar Disorder affects men and women equally and is believed to have a genetic component. On average, individuals with bipolar disorder die 10 years earlier than the general population, highlighting the urgent need for effective treatment and support.
Treatment options for bipolar disorder include:
Medication: Mood stabilizers like lithium and antidepressants are commonly prescribed to help manage mood swings.
Psychotherapy: Approaches such as cognitive behavioral therapy (CBT) and interpersonal and social rhythm therapy help individuals cope with their symptoms and maintain stability.
Understanding Depressive Disorders
Depressive disorders are serious conditions that significantly affect individuals’ lives. Depression is the leading cause of disability in the U.S. for those aged 15 to 44. Rates of depression are highest among those aged 18 to 29. Common types of depressive disorders include:
Major Depression: Persistent feelings of sadness and a lack of interest in daily activities.
Persistent Depressive Disorder (Dysthymia): Chronic depression lasting for at least two years.
Perinatal Depression: Affects women during pregnancy or after childbirth.
Seasonal Affective Disorder (SAD): Occurs at specific times of the year, often in winter.
Depression with Psychosis: Severe depression accompanied by hallucinations or delusions.
Understanding Anxiety Disorders
Anxiety disorders are the most common mental disorders in the world, affecting a significant portion of the population. They can manifest in various forms, including:
Generalized Anxiety Disorder (GAD): Characterized by excessive worry about various aspects of life.
Panic Disorder: Involves recurrent panic attacks and a fear of future attacks.
Social Anxiety Disorder: A fear of social situations and being judged by others.
Phobia-Related Disorders: Intense, irrational fears of specific objects or situations.
Separation Anxiety Disorder: Typically seen in children, characterized by extreme anxiety when separated from caregivers.
Anxiety disorders often affect women more than men, and symptoms can start in adolescence. Treatment options include:
Psychotherapy: Cognitive-behavioral therapy (CBT) is particularly effective in treating anxiety.
Medication: Antidepressants and anti-anxiety medications can help manage symptoms.
Support Groups: Connecting with others who experience similar challenges can provide valuable support.
Stress Management Techniques: Mindfulness, meditation, and other techniques can help reduce anxiety symptoms.
Prevalence of Mental Illness
Mental illness is a widespread issue, with 1 in 5 adults experiencing mental illness each year. Alarmingly, 164 million people live in areas with a shortage of mental health professionals, making it challenging for individuals to access the help they need. The prevalence of various mental health conditions includes:
Major Depressive Episode: 8.3%
Schizophrenia: <1.0%
Bipolar Disorder: 2.8%
Anxiety Disorders: 19.1%
Post-Traumatic Stress Disorder: 3.6%
Obsessive-Compulsive Disorder: 1.2%
Borderline Personality Disorder: 1.4%
Despite these alarming statistics, only 47.2% of individuals with mental illness received treatment in 2021, indicating a significant gap in mental health care.
Conclusion
As we reflect on Mental Illness Awareness Week, let’s come together to support those affected by Post-Traumatic Stress Disorder (PTSD), Bipolar Disorder, Depressive Disorders, Anxiety Disorders, and/or other mental health challenges. Understanding that these conditions are common yet serious can help break the stigma and encourage individuals to seek help.
If you or someone you know is struggling with mental health issues, reach out to the counseling services at Roanoke College or explore resources from reputable organizations like the National Institute of Mental Health and the World Health Organization.
Remember, seeking help is a sign of strength, and together we can foster a culture of support and understanding for mental health. Let’s continue to advocate for mental health awareness and ensure everyone has access to the support they need. 💙
Resources for Students at Roanoke College
Access health care, including counseling, 24/7 with TimelyCare! 12:00 am – 11:59pm timelycare.com/roanoke For on campus counseling appointments, please complete a request form, linked below. 12:00 am – 11:59 pm https://saweb.roanoke.edu/counseling_services/request
Disclaimer: The statistics and information presented in this post were derived from the National Institute of Mental Health, the World Health Organization, and the National Alliance on Mental Illness (NAMI).
The Roanoke College Psychology Department is excited to share a series of upcoming graduate school information sessions! These sessions offer insight into various programs and help guide you in your future educational endeavors. Check out the details below, sorted by date, and explore the opportunities that best fit your interests!
Tuesday, October 15, 2024 Time: 12:00-1:00 PM School: University of North Carolina at Chapel Hill Program(s) of Focus: Master(s) of Clinical Mental Health Counseling (CMHC) and Clinical Rehabilitation Counseling (CRC) Registration Link:www.med.unc.edu/healthsciences/crmh/events/
Monday, October 28, 2024 Time: 3:00-4:00 PM School: University of North Carolina at Chapel Hill Program(s) of Focus: Master(s) of Clinical Mental Health Counseling (CMHC) and Clinical Rehabilitation Counseling (CRC) Registration Link:www.med.unc.edu/healthsciences/crmh/events/
Friday, November 8, 2024 Time: 7:00 PM School: George Mason University Program(s) of Focus: Master of Professional Studies, Applied Industrial and Organizational Psychology (online degree) Registration Link:https://psychology.gmu.edu/prospective/events
Monday, November 11, 2024 Time: 12:00-1:00 PM School: University of North Carolina at Chapel Hill Program(s) of Focus: Master(s) of Clinical Mental Health Counseling (CMHC) and Clinical Rehabilitation Counseling (CRC) Registration Link:www.med.unc.edu/healthsciences/crmh/events/
Monday, November 25, 2024 Time: 4:00-5:00 PM School: University of North Carolina at Chapel Hill Program(s) of Focus: Master(s) of Clinical Mental Health Counseling (CMHC) and Clinical Rehabilitation Counseling (CRC) Registration Link:www.med.unc.edu/healthsciences/crmh/events/
As we dive into the new academic year, we thought it would be fun to share some highlights from the summer adventures of our psychology faculty members. From personal milestones to family escapades, our professors had a variety of experiences that added a splash of excitement to their summer breaks. Let’s take a closer look…
Dr. Nichols’ Family Travels and Favorite Reads
This summer, Dr. Nichols and his family embarked on two major trips. The first was to Charlotte, NC, for the semifinal of the Copa America. The second was to Sarasota, FL, where they helped move his eldest daughter, Kennerly. The trip also included some relaxing time at the beach, as pictured above!
Dr. Nichols also found time to revisit one of his favorite book series: Harry Potter. He’s reading through the entire series for the third time, this time with his youngest child, Jacob. Years ago, he read the books with each of his older children, and even with his wife while in graduate school.
Dr. Findley-Van Nostrand’s Program Development and Hufflepuff Pride
Dr. Findley-Van Nostrand’s summer was packed with exciting work. She’s leading the development of a psychology master’s program, a project funded by the Dean’s office. Along with others, she’s working on various components of the program and hopes to submit it for curriculum approval this semester.
She also made headway with her research. She currently has two studies under review and another in preparation. One focuses on young adults’ relational aggression, particularly how their status striving and insecurity impact it. The other two studies examine adolescents, exploring racial differences in various forms of victimization (physical, relational, verbal, electronic) and how these relate to self-esteem and depression.
For fun, Dr. Findley-Van Nostrand and her family spent time traveling, with the highlight being a couple of weeks in Tampa and Orlando visiting friends and family. They also enjoyed a visit to Universal Studios, where she and her son celebrated their shared Hufflepuff pride!
Dr. Buchholz’s Camping and Canoeing
Dr. Buchholz’s summer highlight was an unforgettable six-day, 45-mile camping canoe trip down the James River with his son and his son’s best friend. The adventure was surely magical, and something Dr. Buchholz will cherish forever.
Dr. Bu’s Japanese Adventure
Dr. Bu’s summer highlight was a trip to Japan right after the academic year ended in May. Among the many memorable experiences, staying at a traditional ryokan in Hakone (a spa town outside Tokyo) stood out. The meals, including the breakfast shown in the picture, were exceptional and left a lasting impression. Dr. Bu is already looking for excuses to return to Japan!
Dr. Allen’s Milestone and Memories
This summer, Dr. Allen had a significant personal milestone: receiving a cochlear implant in July! While the process of adjustment is ongoing, Dr. Allen is already hearing much better and is happy to share insights and answer any questions from any students curious about the experience.
Dr. Allen’s favorite memory was a nostalgic visit to Chapel Hill, NC. It was a delightful reunion with a friend from graduate school, filled with reminiscing and laughter. As Dr. Allen puts it, “We may look like respectable middle-aged women with husbands and children, but stories were told.”
Dr. Kennedy-Metz’s Research Achievements and Home Projects
Additionally, Dr. Kennedy-Metz had the chance to be a guest on the podcast “Heart Rate Variability,” though it’s not yet released.
In a different realm, her, her husband Josh, and her mom, undertook a major home project, painting six rooms in just three days—what an endeavor!
Prof. McCutcheon’s Program Development and Puppy Joy
Prof. McCutcheon had a productive summer preparing for the launch of Roanoke’s new Disability Studies program, which is set to be an exciting addition to the Psychology Department.
But it wasn’t all work and no play! Prof. McCutcheon also had a fantastic time introducing her new puppy, Connor, to the joys of water. A memorable outing involved hiking to the Cascades, where Connor had a blast splashing in the creek and swimming. Check out these adorable pictures of Connor enjoying his new aquatic adventure!
Prof. Garcia’s Family Time and New Opportunity
Prof. Garcia’s summer was a whirlwind of family activities, shuttling her daughter to various camps, including tennis, theatre, dance, and soccer. Amidst the busy schedule, the Garcia family managed to sneak in a relaxing beach trip to Emerald Isle, which was a perfect way to unwind.
Her summer wrapped up with exciting news: being offered a visiting position at Roanoke College!
Congratulations, Prof. Garcia, and we are so thrilled to welcome you to the department!
We hope you enjoyed this glimpse into the summer adventures of our psychology professors. Their diverse experiences and personal milestones remind us all of the richness of life outside the classroom. Here’s to a new academic year filled with continued learning and growth!
Feel free to reach out to any of our professors if you have questions about their summer adventures or any of their exciting projects.
Our final alumni highlight series will comprise of professionals on the career track of psychology & creativity, as well as some bonus highlights including alumni working as medical, education, research, or clinical and counseling professionals! Our bonus features intend to remind readers of a few of the many career tracks that we have shared throughout the series. As always, Roanoke students are encouraged to reach out for career advice. The Psychology Department is a great place to start — talk to your academic advisor, your course instructors, etc.! PLACE office also offers a range of resources, including career counseling, resume and cover letter assistance, job search strategies, and networking opportunities. In conjunction with PLACE, the Alumni Relations office can connect students with alumni mentors in their field of interest. Whether you’re exploring your options or preparing for your next steps after graduation, the Roanoke College community is here to support you on your journey. Check out some of the resources available to you on Roanoke’s “Preparing for Life After Graduation” webpage!
Let’s now delve into the journeys of some professionals in the psychology field as we introduce our featured alumni for this week!
Kinsey Overfelt: Resident in Counseling at Family Services of Roanoke Valley
How would Kinsey describe her role as a Resident in Counseling?
“I am a Resident in counseling which means I am working with clients every day to meet the direct hour requirements to become a licensed professional Counselor. I utilize Play Therapy to help children build self-confidence, understand their emotions, and resolve inner conflicts. I counsel all ages from 3 years old to 80 years old but my main focus is children.”
Carly Schepacarter, MA, ATR-P, LGPC: Kids Like Us Counselor within the Behavioral Health Services Department under Frederick County Government, Maryland
How did Carly become a Kids Like Us Counselor?
“I got my Master of Arts in Art Therapy from The George Washington University in 2023. While I was there, I interned as an art therapist with a residential substance abuse rehabilitation center in DC, Washington DC Public Schools, the GW Art Therapy Clinic, and worked for GW as an Academic Coach. All of these provided such valuable opportunities for me to work with clients, learn how to use art for healing, process traumatic and stressful experiences with clients, and provide ethical and competent services. Working with folks in recovery also provided me with a deeper compassion for the youth that I serve and the ones in their lives that they worry about. All of these surely nurtured my passion for the work as well. In order to get my job, I talked to as many art therapists and counselors as I could find to get advice and wisdom related to their job searching. My networking really helped, and landed me an interview, a kind recommendation, and my current position. Since graduating, I have been working towards obtaining licensure for Counseling and Art Therapy in the DMV, as well as national certification for Art Therapy. All of this has been super helpful for me to find my way in the field.”
Victoria Winnard: Independent Fiction Author
What has Victoria been working on most recently?
“I made great progress on a trilogy I’ve been working on for several years, the first two books of which can be found on Amazon under my pen name Victory Parsons – ‘The Forgotten Prince’ and ‘Forerunners.’ The final installment still needs a lot of work before it may be exposed to the public eye. The trilogy follows beings who can time travel and the tolls that such abilities can take on the mind, which basically means any major mental illness you can think of. Throughout the books, I play with other concepts like dreams, memory, consciousness, mortality, loss/grief, parenting and attachment styles, even drug abuse and some psychedelic ideas.”
Sophia Bolton Jennings: RN BSN RNC-OB in the Labor and Delivery Unit at UVA
What does Sophia appreciate most about her current position?
“I’m a high risk Labor and Delivery nurse. I assist women during their labor and birth process… I love working with students and new nurses teaching and sharing the knowledge I have learned along the way. I have grown to appreciate working at a teaching hospital because of the collaboration with different members of the medical team (Residents, RTs, pharmacist) and using new products and research that enhance our patients’ experiences. I think birth is so fascinating and I don’t think I will ever stop being in awe of the human body! I also gave birth to my first child on the unit where I work so I have an all new appreciation for my coworkers!”
Ally Brothers: Associate Professor at Colorado State University
What are some of Ally’s roles and responsibilities at Colorado State University?
“I am a fully-integrated member of our department with an 80% teaching load, 15% research and 5% service (not adjunct). I teach undergraduate and graduate courses related to adult development and aging and lifespan development, and maintain a small research program as well. I typically teach about 4 classes per semester (Fall and Spring) and 1-2 in summer. My main courses include HDFS 201 Perspectives in Gerontology, HDFS 312 Adult Development and Aging, HDFS 412 Mental, Physical Health in Adulthood, and HDFS 434 Risk and Resilience Across the Lifespan, and HDFS 613 Adult Development and Aging (graduate level)… My research focuses on the connection between the subjective experiences of aging (e.g., age stereotypes and self-perceptions of aging) and how they affect health, mental health, and longevity… I also collaborate with community partners and CSU Extension professionals to conduct community-engaged research. For instance, I am working with Extension partners on the program evaluation of a farmers’ market-based program, in which we are also developing intergenerational learning opportunities to connect college students with older adults around fresh produce and healthy aging.”
Bree Brodeur, MS, CCLS: Senior Multifamily Researcher at CoStar Group
How did Bree become a Senior Multifamily Researcher?
After earning her master’s degree from Nova Southeastern university in Program Development, she took a Child Life Exam during her clinical internship at Broward Health. She then worked as an Emergency Room Child Life Specialist at Inova Health System, and then at Bon Secours St Mary’s Hospital. She included, “I created a sensory friendly program at the hospital and started analyzing data from the sensory friendly program to make a difference in children’s healthcare experience and loved seeing results from that study so I then decided to transition into higher paying research/analyst position at costar group / apartments.com but still have the opportunity to make a difference in investor and stakeholder decisions on multimillion dollar transactions, so while it is not child development centered it still allows me to feel rewarded knowing I’m making a difference through research!”
Maya Lamprinakos: Graduate student studying Counselor Education/School Counseling and Guidance Services at Virginia Tech, and hired as a School counselor for the 2024-2025 school year in Roanoke City Public Schools
What professional journey has Maya followed following her time at Roanoke College?
“I attended Roanoke College and obtained an amazing background in psychology. I decided to attend graduate school to become a school counselor at Virginia Tech. I have become knowledgeable in group counseling, substance use, trauma-informed care, crisis intervention, expressive arts, multicultural competency, and more. I went to a job fair and was hired by Roanoke City as full-time school counselor in an elementary or middle school.”
From integrating Play and Art Therapies, to creative writing, these alumni showcase some of the many fulfilling careers that can await you following your psychology studies at Roanoke College.
We also asked our alumni to reflect on the Roanoke courses or experiences that have been most relevant to their current careers.
In terms of influential classes, alumni named PSYC-202 Research Methods, PSYC-204 Quantitative Methods, PSYC-221 Developmental Psychology, PSYC-321 Child Development, PSYC-344 Creative Thinking, PSYC-381 Abnormal Psychology, and PSYC-410 Research Seminar. Independent Fiction Author, Victoria Winnard included, “Basically I’ve incorporated a little bit of everything from the classes I took at Roanoke… Without a doubt my background in psychology has informed and deepened my writing.”
Kinsey Overflet and Maya Lamprinakos’ both shared experiences of volunteering and/or interning at the West End Center, and how that shaped their career goals and further prepared them for life after Roanoke. Maya’s volunteer work even led to an internship, and then her current job!
Additionally, Ally Brothers noted how she capitalized on experiential learning opportunities at Roanoke in saying, “Participating in Summer Scholars one year through the Honors Program and Psych department allowed me to do a deep independent study and customize my learning with close mentorship.” In reflecting on her internship, Ally added, “Dr. Jan Lynch served as the internship supervisor, and I remember that I did an internship with a brain injury rehabilitation center (such good experience). Dr Lynch and her husband invited all 15+ of us interns to their home and made us the best spaghetti with meat sauce, which we ate while gathering in their living room to discuss our internship experiences – we shared challenges, insights, and lots of laughter. The way she cared for and supported students was just remarkable!”
We understand that choosing a career path can be hard, and you will likely even change your mind somewhere along your journey! Internships are a great way to immerse yourself in a field of interest to you and discern what you truly want your future career to entail. Sophia Bolton Jennings best highlighted this in saying, “I hadn’t considered nursing as a profession until the end of my Junior year at Roanoke. I was completing an internship at a local drug rehab facility where I found myself more drawn to the nurses workflow than that of the therapist I was working with. Upon this realization I went to my advisor, Dr. Powell, and she worked with me to get my pre-reqs in order (this included a summer at Roanoke doing the anatomy and physiology intensive course – which I loved!). The following fall I completed the application process. Even though I made the decision to go to nursing school later in my undergraduate career, the process of preparing for and applying to schools was made simple by the easy access to my advisors, something Roanoke prides itself on.”
Carly Schepacarter, MA, ATR-P, LGPC shared the immensely positive impact of undergraduate research on her professional journey. She wrote, “I cannot oversell the value of my research experience with Dr. Carter, my Honors in the Major project, and the extensive classroom instruction on research was to my success. It made research less scary and something that I feel confident in. This helped immensely in my graduate program to write my thesis and complete a research class, both of which were new and stressful tasks for the rest of my program. This has also helped in my job, where we are completing a 10-year longitudinal study and once again, my research knowledge and confidence has come in handy… It’s not something to be afraid of and knowing the ins and outs of a spreadsheet, literature review, and research study is one of my most valued assets.”
Before closing out our final week of alumni highlights, we want to extend our sincerest gratitude to all of our wonderful alumni who have shared reflections on their time at Roanoke College, as well as details about their professional roles! Their stories serve as a true testament to the breadth of opportunities available after studying psychology at Roanoke College. We also want to thank you, our readers, for joining us on this journey of discovery and inspiration!
As you consider your own path, remember that your experiences at Roanoke College can provide a strong foundation for whatever career you choose to pursue. Whether you’re interested in counseling, research, education, or any other field, the skills and knowledge you gain here can help you make a positive impact in the world. Don’t hesitate to reach out to your professors or advisors for guidance as you navigate your future career path.
Welcome to this week’s Alumni Highlights. We’re back to featuring a single incredible track in psychology: Industrial-Organizational. There are several career fields in which psychology is blended with other disciplines and Industrial-Organizational is one of those fields. Specifically, the Industrial-Organizational field blends knowledge from the disciplines of psychology and business!
Roanoke College has been consistently been recognized by the Princeton Review as a great school for both Business and Psychology majors. Moreover, the college offers a concentration in Human Resource Management. So, current and prospective students are well positioned to pursue an Industrial-Organizational career upon graduation from Roanoke!
Once again, before delving into the stories of our alumni for this week’s edition of the career tracks series, we want to express our sincere gratitude to our wonderful alumni. Their generosity in sharing reflections on their time at Roanoke College and details about their professional journeys is truly appreciated. Their stories not only highlight the wide range of opportunities in the field but also demonstrate the positive impact Roanoke College can have on your future. If you’re an alum who would like to share your story for a future post, please reach out to Dr. Powell (DPowell@roanoke.edu).
Now, let’s explore the realm of careers that focus on Industrial and Organizational Psychology as we introduce our highlighted alumni for this week!
Jordan Visser: Human Resources Generalist at myHR Partner, Inc.
How did Jordan become a Human Resources Generalist?
“Human resources was never really the position I thought I’d end up being in as a psychology major. I learned so much while earning my degree that I knew there were multiple paths that I could choose from. After receiving my degree from Roanoke, I went on to obtain my Master of Science degree in Industrial/Organizational Psychology from Northern Kentucky University. I/O Psychology is about the study of the workplace and learning about employee performance, employee satisfaction, organizational development, training and development, and much more. I learned more about how statistics is used in a workplace setting and what types of workplace processes and policies can come from data obtained by my employees. While earning my degree, I realized that human resources was a position in which encompassed a lot of what I learned and was a gateway into being able to make more of a difference for employees in a workplace setting.”
Laura Pope, MS: Senior Recruiter at Capital One
What does Laura enjoy most about her role as a Senior Recruiter?
“Helping candidates navigate our interview process and eventually being able to extend offers! Creating that positive experience and being a part of their journey is extremely rewarding. I love that we can offer these programs and knowing this opportunity can change someone’s life is everything.”
Kaitlin Busse: Associate Consultant at Siena Consulting and PhD Candidate at Baruch College/Graduate Center, CUNY
What is Kaitlin’s favorite part about being an Associate Consultant?
“Every project is different, and I really like that it allows me to constantly learn something new every day! One day, I might score an employee assessment or interview to predict who will be a good hire for an organization. Another day, I might work on writing development reports that focus on employees’ strengths and development areas for rising leaders in an organization. Some days I might help with brainstorming and creating a selection system with a client to ensure employees are being hired fairly and accurately. These are just a few of the many things I’ve worked on, and I really enjoy the close-knit team setting that makes this work fun!”
Destinee Sinclair, MA: Organization Development/Human Resources Coordinator at ORC
What are some of Destinee’s duties as an Organization Development/Human Resources Coordinator?
“I assist and support in the design, implementation, delivery, and ongoing maintenance of people programs that improve employee experience and organizational effectiveness in various areas such as employee engagement, performance management, leadership development, career development, HR initiatives, and culture.”
Jessica Gladfelter: Personnel Psychologist at the Office of Employee Experience and Development, Food Safety and Inspection Service, USDA
What responsibilities fall under Jessica’s role as a Personnel Psychologist?
“Essentially I work with a lot of data and concepts related to the human element of work. A few example topic areas I may cover include understanding what skills are needed for a certain position, how to best evaluate if a training is effective, ensuring that selection systems are valid, analyzing exit survey data, and designing a data management system for personnel related data. These are just a few examples, but essentially if you think about data Human resources might collect, it is likely that someone in my field would be involved in some way!”
From senior recruiter and Human Resources staff, to personnel psychologist, our alumni showcase some of the many opportunities within the field of industrial and organizational psychology. By sharing their experiences, these alumni hope to inspire the next generation of I-O psychology folks to explore and pursue their passions.
We also asked our alumni to reflect on the Roanoke courses or experiences that have been most relevant to their current careers.
In terms of influential classes, alumni named PSYC-202 Research Methods in Psychology, PSYC-204 Quantitative Methods, PSYC-382 Industrial-Organizational Psychology, and PSYC-251 Social Psychology.
Several alumni noted how instrumental the Roanoke College faculty mentors have been to their success. Many of them had never known about the field of Industrial and Organizational Psychology before they were exposed to it either in their coursework, or through individual professional development conversations with faculty.
Alumni also highlighted specific research and internship experiences they had during their time at Roanoke that helped facilitate their successes after graduation. Kaitlin Busse mentioned both when saying, “[In] Dr. Powell’s research lab… I was able conduct research on an I-O Psychology topic area and present findings at the Society for Industrial Organizational Psychology conference” and “I interned in a variety of HR roles during my summers (e.g., talent management, learning and development) where I gained practical knowledge of what it’s like to do this work in a real-life setting.”
Laura Pope, MS, sums up the sentiment shared by many of our alumni: “Truly, all of my experiences within the department helped set me up for success. I learned those invaluable ‘softer skills’ needed for a successful career (i.e., time management, problem-solving, working with others, achieving goals, etc), not to mention great general advice from professors.” These words echo the impact that Roanoke College’s psychology department and faculty have had on our alumni, emphasizing the value of both academic and personal development.
If this series hasn’t highlighted it enough yet, we highly encourage you to seek out professors who inspire you and be open to learn from our very own experts in the field!
As Alumni Weekend approaches in just over one week, we look forward to showcasing our final set of alumni stories in the coming days. Stay tuned for next week’s spotlight on more than one exciting career path!
Welcome to this week’s Alumni Highlights, where we will feature not one, but three incredible career tracks in psychology: Human Services, Medical, and Peace & Justice. Following your read of this post, please feel free to explore the Roanoke Psychology Department’s Instagram and Facebook accounts as well. You will notice that we offer a more individualized highlight of each of our alumni on those platforms weekly!
Before jumping into our alumni’s stories for this week, we again want to thank our wonderful alumni who have generously shared reflections on their time at Roanoke College, as well as details about their professional roles today. Their stories serve as a testament to the breadth of opportunities available in the field, and the positive influence that Roanoke College can have on your future. If, as an alum, you would like to share your story for inclusion in a future post, please reach out to Dr. Powell (DPowell@roanoke.edu).
Get ready to meet some outstanding alumni in Human Services, Medical, and Peace & Justice fields in this week’s spotlight!
Human Services Professionals
Victoria Preston Brown: Utilization Management Specialist in the Children Services Act (CSA) office for Roanoke County and Salem
What does Victoria do as a Utilization Management Specialist?
“It’s a mix of quality control and coordinating treatment plans for children in and out of the community. I review the treatment level of every foster child in a private foster care placement and assess if the treatment level is appropriate to their current level of need. Every level of treatment is a different daily cost rate, so part of the big picture of what I call quality control is ensuring public tax dollars are being used appropriately. CSA funds are public funds that are then reimbursed by the state at a varying percentage of a match rate. Additionally, I monitor the placement and treatment of every child placed in a residential treatment facility, whether they’re a child in foster care or a just child from our community where their parents still retain custody.”
Allison Tatum: Adult Protective Services (APS) Family Services Specialist at Roanoke County Department of Social Services
How did Allison earn her role as an APS Family Services Specialist?
“Upon graduating from Roanoke College in December of 2021, I immediately began working as an Adult Mental Health Case Manager at Blue Ridge Behavioral Healthcare. This position helped me to foster important skills in the field including case management, rapport building, communication, and time management. This experience led to my current opportunity in APS.”
Stephanie Horgan, M.Ed., BCBA, LBA: Tennessee Licensed Behavior Analyst and Regional Clinical Director at Grateful Care Applied Behavioral Analysis (ABA)
What is Stephanie’s favorite part of her work?
“My favorite part of my position is having the opportunity to work with kiddos and families. When we go into work with a family, often they are in serious need of support. It is immensely rewarding being able to make a difference in their lives by increasing their kiddo’s communication skills, social skills, and independence.”
Medical Professional
Alex Grant Lux: Rehabilitation Neuropsychologist at the Palo Alto Veterans Affairs Health Care System within the Polytrauma System of Care
How would Alex describe her position to others?
“The unit I work on is called the Polytrauma Rehabilitation Center/Comprehensive Rehabilitation Center (PRC/CRC) and is one of only 5 in the country. The PRC/CRC is a 18-24 bed acute inpatient rehabilitation unit for Veterans or Active Duty Service members who very recently sustained a brain injury (traumatic brain injury, stroke, brain tumors, anoxia/hypoxia, encephalitis, etc.) as well as some who are receiving rehabilitation for more orthopedic injuries. My role is to provide neuropsychological and psychological support. I work with my patients on assessing their cognition, tracking their cognitive recovery throughout their stay, and providing psychoeducation about recovery trajectory and expectations. Simultaneously I provide support for these patients as they adjust to their new circumstances and cope with what is often one of the most difficult life experiences so far for these individuals. I also work on an interdisciplinary team with occupational therapists, physical therapists, speech and language pathologists, vision rehabilitation therapists, recreation therapy, social work, nursing, and physician/physiatrist. I am also a clinical supervisor and supervise interns and post doctoral fellows.”
Peace & Justice Professionals
Sydney Quantock, J.D.: Assistant Director of Title IX, Compliance, and Assessment at Loyola University Maryland
What did Sydney’s path of professional development consist of?
“I shaped my professional career around my passion to encourage healthy and safe relationships. I placed being an advocate for those experiencing sexual and/or gender-based violence at the forefront of my career. During my time at Roanoke College, I served as a student liaison for the Roanoke Rescue Mission, a local homeless shelter, while also working remotely as a legal intern for a family law firm. Then I worked for an immigration attorney whose primary practice involved those obtaining U-Visas as individuals who experienced sexual violence crimes while in the United States. Which led me to attend Delaware Law School, Widener University serving as a domestic violence and child abuse advocate and obtain my Juris Doctor degree. My professional career focused on sexual and gender-based misconduct which ultimately led me to my current position where I get to encourage those relationships but also provide everyone the equal opportunity to access their education without sexual and/or gender-based misconduct.”
Patrick McClanahan, PhD: Postdoctoral Researcher at the Max Planck Institute for the Study of Crime, Security and Law (Freiburg, Germany)
What does Patrick enjoy most about his job?
“My favorite part of the position is getting to conduct research in the field. Whether it be a clerk’s office, prison, or school – I like getting to speak with the people who are most impacted by my work… In my research I use Virtual Reality technology to better understand criminal behavior. Most recently, I spent six months traveling across prisons in the state of Pennsylvania, having individuals with a criminal history of burglary scout a virtual neighborhood for burglary targets. Through this project we better understand how burglars determine if a house is a good house to break into or not.”
Naomi H. Painter: Graduate Teaching Assistant in a Peace & Justice Studies graduate program
What does Naomi do in her role as a Graduate Teaching Assistant?
“In this position, I am helping instructors with grading assignments, providing feedback to students regarding their progress throughout the course. I enjoy the behind-the-scenes look at how many classes are structured and maintained throughout the semester.”
The diverse and inspiring stories of our alumni in the Human Services, Medical, and Peace & Justice fields highlight the vast opportunities available across the field of psychology. From earning master’s degrees to becoming specialists and neuropsychologists, our alumni are finding great success following their time at Roanoke! Their journeys underscore the transformative impact of a Roanoke College education and serve as a testament to the countless ways one can make a meaningful difference in the world through the field of psychology.
We also asked our alumni to share what Roanoke courses or experiences have served to be most relevant to their current career.
In terms of classes, alumni named PSYC-231 Biological Psychology, PSYC-251 Social Psychology, PSYC-321 Child Development, PSYC-322 Adolescent Development, PSYC-327 Interpersonal Relationships, PSYC-332 Drugs & Behavior, PSYC-381 Abnormal Psychology, and even statistics courses! Patrick McClanahan, PhD also included “Dr. Buchholz’s Social Psychology was one of the most influential classes I took. It really ignited my passion for research and wanting to understand how society and the individual interact, leading to different behaviors. Dr. Buccholz was always more than happy to sit with me and hear my questions and ideas.” Additional alumni also noted how impactful their concentrations have been throughout their careers, specifically the Human Development and Neuroscience concentrations. Concentrations are a great way to integrate a more specific area of study into your educational background!
Other beneficial experiences that were said to make our alumni stand out in their graduate school applications and job interviews included research experiences, attending conferences, fellowships, and building relationships with their professors. Naomi H. Painter shared that her participation in a research fellowship program at Roanoke College enabled her to develop the skills, experience, and awareness that ultimately led her to her current role as a Graduate Teaching Assistant. Also, Sydney Quantock, J.D. expressed her gratitude for being able to build such wonderful connections with faculty in the department. She wrote, “I cannot thank Dr. Darcey Powell enough for her support and encouragement throughout my time at Roanoke College – your professors and advisors are amongst your biggest supporters, engage with them!” Professors and advisors can serve as wonderful role models and mentors. The Psychology faculty at Roanoke have a strong reputation for the high quality mentoring and advising they provide to help students achieve their career goals. Be sure to capitalize on their willingness to support you in your journey during and after Roanoke College!
We look forward to sharing more alumni stories from the additional tracks in the coming weeks before Alumni Weekend. We hope you enjoyed this exciting three-track edition, and be sure to stay tuned for next week’s spotlight on another exciting career track!
Roanoke students are offered the chance to design and conduct experiments firsthand as a part of the curriculum! Some also choose to join faculty member’s research labs. As a part of their experiences, your peers have published their own research and presented at regional and national psychology conferences (see details here). If you’re interested in pursuing undergraduate research opportunities, please explore the Psychology Department’s website here.
Once again, before jumping into our alumni’s stories for this week’s edition of the career tracks series, we want to say thank you to our wonderful alumni who have generously shared with us reflections on their time at Roanoke College, as well as details about their professional roles. Their stories serve as a testament to the breadth of opportunities available in the field, and the positive influence that Roanoke College can have on your future. If, as an alum, you would like to share your story for inclusion in a future post, please reach out to Dr. Powell (DPowell@roanoke.edu).
Let’s explore the realm of research professionals as we introduce our highlighted alumni for this week!
Molly Reed: Project Manager at Schlesinger Group
What is Molly’s role on her team?
“I work in qualitative market research for a team that recruits participants for market research studies. My role as a project manager is to manage client relations and direct the team during the recruiting process.”
Abbie Joseph: Clinical Research Coordinator at US Foot & Ankle Specialists
How does Abbie describe her position to others?
“I work with the doctors to conduct the day-to-day activities of clinical trials on medical devices that are not yet on the market. I see each patient weekly to collect all the necessary data to enter into the study databases. I also help recruit new research patients through advertisements and visiting other clinics in the community who may have qualified patients.”
Nikki Hurless, PhD, NCC, LPC: Visiting Assistant Professor of Psychology at Tarleton State University
How did Nikki become a Visiting Assistant Professor?
“I started out in a clinical psychology doctoral program, but after 2 years I decided I wanted more training in counseling and therapeutic relationships, so I left with a master’s degree only. Then, I completed a doctoral program in counselor education and supervision where I learned the nuances of mental health and how to train new professional counselors. I taught at a master’s level counseling training program for 3 years before deciding I wanted to try teaching at the undergraduate level. Throughout this time I’ve also been a part-time counselor focusing on treating traumatic stress. My clinical work helps inform my teaching and I love having real-world examples to illustrate psychological concepts, diagnoses, and the counseling process. I also research topics including counselor development, the effects of self and external stigma, and queer-affirming strategies, among others. I wear many hats!”
Rebecca Ward, PhD: Scientific Writer at Massachusetts General Hospital
What are some of Rebecca’s duties as a Scientific Writer?
“I write and edit research documents (such as grants and manuscripts), manage regulatory protocols (IRB, biosafety, animal safety), and educate trainees on scientific communications. In addition to this, I am currently setting up a writing center within the Department of Medicine and lead the MGB Scientific Writing Group.”
Misha Digman Narducci: Senior Survey Programmer, Research Operations at inVibe, a division of THREAD
How did Misha enter the field of research psychology?
“I obtained my first survey programming position with no professional work experience, I instead showcased my undergraduate projects on a portfolio website. The website showed that I knew the basics of the research process, including survey design and programming. From there, I was promoted to a senior position after gaining 2 years of professional experience.”
Yipeng (Shaw) Wang: Senior User Experience Researcher at The Estée Lauder Companies Inc.
What is Shaw’s favorite part of being a Senior User Experience Researcher?
“I still do my favorite research and talk with all kinds of people! All the parts I like about psychology and humans can be found in this job! What’s more, it gives me a lot of satisfaction to see the feedback from my research in a relatively short period of time. The impact of the findings on the product involves a large number of users, and it is very rewarding for me to be able to make people’s experience of the product more user-friendly and comfortable. Plus: the pay is high! Probably one of the highest in the psychology field.”
From project management and clinical research coordination to teaching and scientific writing, our alumni showcase some of the many opportunities within the field of research psychology. By sharing their experiences, these alumni hope to inspire the next generation of researchers to explore and pursue their passions.
We also asked our alumni to reflect on the Roanoke courses or experiences that have been most relevant to their current careers.
In terms of influential classes, alumni named PSYC-202 Research Methods in Psychology, PSYC-204 Quantitative Methods in Psychology, and PSYC-410 Research Seminar: Psychology. Several alumni also mentioned the various credited research opportunities working in faculty member’s labs as being beneficial to their skill development, a few even completed Honors in the Major projects prior to graduating. Also noting the significance of her Neuroscience concentration courses, Rebecca Ward, PhD wrote, “The addition of the neuroscience concentration, coupled with the amount of writing required through the coursework at Roanoke, prepared me to think critically and better communicate science.”
Nikki Hurless, PhD, NCC, LPC included, “My research methods class was a foundational component of my academic career. I loved learning research design – my instructor instilled a scientific curiosity in me that motivated me to get involved in as many research-related experiences as possible. In general, the psych department’s strong focus on writing has also been very useful to me in publications and in communicating my ideas at professional conferences.” Similarly, Yipeng (Shaw) Wang reflected by saying, “I do literature reviews, write research plans, conduct research sessions like interviews, usability testing and field research. All these skills can be traced back to my courses at RC.” These alumni’s reflections underscore the invaluable role of strong foundational education and practical experiences in research, highlighting the enduring impact of their time at Roanoke College on their professional journeys.
Molly Reed wrote, “Working in the position I do [Project Manager], I only handle the recruitment aspect, but because of all of the research experience I gained during my time at Roanoke I feel like I have a deeper understanding of the overall picture, which makes me more effective at my job.”
It’s great to see the diverse paths Roanoke College psychology alumni have taken in their careers! The emphasis on research and practical experiences in the Roanoke College Psychology Department curriculum clearly played a significant role in their professional development. We hope that current and prospective students will find their stories motivating as they pursue their own career paths throughout the field.
As Alumni Weekend approaches, we look forward to showcasing more alumni stories from different tracks in the coming weeks. Stay tuned for next week’s spotlight on another exciting career path!
Prior to highlighting another group of Roanoke alumni, we want to share an exciting opportunity with you! At the Education Pathways Fair next Wed (3/27), you can explore various roles within the school system, from teaching to administration. In addition to licensed teaching positions, this fair will showcase roles in human resources, communication and marketing, information technology, and more — reflecting the diverse pathways available in the field of education. Swing by the Colket Center next Wednesday, March 27th, sometime between 10am and 2pm to learn more! Attendees are encouraged to register via Handshake here.
Once again, before jumping into our alumni’s stories for this week’s edition of the career tracks series, we want to say thank you to our wonderful alumni who have generously shared with us reflections on their time at Roanoke College, as well as details about their professional roles. Their stories serve as a testament to the breadth of opportunities available in the field, and the positive influence that Roanoke College can have on your future. If, as an alum, you would like to share your story for inclusion in a future post, please reach out to Dr. Powell (DPowell@roanoke.edu).
Let’s now delve into the world of education professionals as we introduce our featured alumni for this week!
Hannah Perry: Residential Life & Operations Program Manager at Victory Junction
What does Hannah enjoy most about her position?
“My favorite part about my position is that I am able to support children in a unique way! It’s already extremely difficult for parents to find opportunities for children with serious medical conditions and chronic illnesses, but when you add behavioral concerns and mental health challenges on top, it can feel impossible. If there is a concern, it’s my job to work with the parents/guardians to put a Camper Success Plan into place prior to their arrival on-site. We’re proactive on our end to ensure that their child can be successful with the appropriate accommodations and support – It’s like an IEP (Individualized Education Plan) for summer camp!”
Allie Poggendorf: School Psychologist at Roanoke City Public Schools
What is Allie’s role as a School Psychologist?
“As a school psychologist, my role is to support students’ needs and specifically their ability to learn. I complete comprehensive assessments on students looking at their cognitive, academic, social, emotional, and behavioral functioning and help guide a team to determine if a student qualifies for special education services. A school psychologist’s role is vast, in that we wear many hats. We also help to promote and support a positive school climate, we collaborate and consult with teachers, parents, and other school staff. Overall, I apply what I have learned through my training to help students succeed academically, socially, behaviorally, and emotionally.”
Vanessa Bowman: Family Liaison and Graduate Student (Florida Institute of Technology)
How does Vanessa explain her job duties to others?
“I have a couple different aspects to my job. The first is I work closely with families who may need different services throughout the school year, whether that is coordinating angel tree or recommending/coordinating grocery deliveries throughout the year. The second is I work with students who are tiered for behavior (RTI-B). I observe and work closely with students who are either on formal behavior plans or informal positive behavior plans in order to help them succeed throughout the day. The last piece of my job is helping improve our student attendance at our school by implementing a variety of attendance programs.”
Kiah Coflin: School Adjustment Counselor at Duxbury Public Schools
How did Kiah end up in her position today?
“While in Roanoke, I found it to be incredibly impactful when I was able to volunteer both with the Toys Like Me group on campus, in a school with a special needs population (BRAAC – Blue Ridge Autism and Achievement Center), as well as working with and volunteering for a local Roanoke city non-profit for students (TAP – Total Action for Progress) helped me to see that there are so many ways to support children beyond the confines of an office and that I wanted to work with students who otherwise might not be able to access individualized counseling. Following Roanoke, I took these experiences and was able to attend a Master’s Program specifically for School Counseling, where I was able to intern at a local middle school. Working in public schools allows support and access to students who otherwise may be unable to attend counseling in a private therapy setting, and makes me feel like I’m positively contributing to a large population of children!”
Exree Hipp: Associate Director of Admission at Denison University
As an Associate Director of Admission, what does Extree do?
“I am currently overseeing the Diversity, Equity, and Inclusion (DEI) initiatives for the Office of Admission at Denison University. This role manages various specialty programs, including our Fly-in program, ‘Dialogue with Denison’. I also participate in application review, helping to shape the class of our incoming Freshman each year.”
Alexandra DiFelice: Assistant Director of Student Athlete Success and Leadership at the University of Delaware
What does Alexandra value most about her position?
“Community: My dad works here and my cousin goes to school here so I get to see them weekly for lunch. University Lifestyle & Work/Life Balance: I spent 18 years of my life on an academic calendar, I might as well keep living it. I have the ability to manage your life and your work in a university setting. Fitness Forward: I work in athletics, therefore it’s common to leave during the workday to work out; it’s great to have that as a part of our culture. Team Mentality/ Collaborative: I get to assist the athletes, working as a team with the other departments (sport psych, DEI, athletic counseling, academic advisors). It is more satisfying to help when you are a part of the team. Opportunities to try on different hats: Not only am I doing mental health counseling, leadership and sport psych work but I have an opportunity to try different things like event planning, or study abroad coordination.”
Camryn Ryan: Admission Counselor at Hollins University, and Graduate Student at Liberty University (Spring '24)
What is Camryn’s favorite part of her role as an Admission Counselor?
“I love working with our prospective students and traveling to meet them in their comfort zones. It really is an honor to be invited into these students’ lives, walk beside them during one of the scariest chapters of their lives, and be a champion for them.”
Claire Kirchoff, MEd: Upper School Counselor (grades 9-12)
What does Claire’s position entail?
“In my current role, a large chunk of my time is spent working directly with students who seek support with issues and topics such as relationship struggles, family/home-life challenges, executive functioning skills, stress management and anxiety, and others of the like. I also design and implement social emotional learning curriculum and support the college & career planning program. I also give presentations and trainings to faculty and communicate regularly with faculty about ways to support students in the classroom. In addition, I respond to crises, conduct risk assessments, and collaborate with parents and medical professionals to support student needs. Even as I was writing these responses, I was called away to support a student experiencing a panic attack.”
These alumni showcase the fulfilling and varied career paths available in the field of education, and related to psychology. Each alum’s story showcases their impact in various roles within schools and communities, from supporting children with medical conditions to promoting positive school climates.
We also asked our alumni to reflect on the Roanoke courses or experiences that have been most relevant to their current careers.
In terms of influential classes, alumni named PSYC-101 Introduction to Psychology, PSYC-221 Developmental Psychology, PSYC-241 Cognitive Psychology, PSYC-321 Child Development, PSYC-322 Adolescent Development, PSYC-327 Interpersonal Relationships, PSYC-351 Personality, PSYC-354 Evolutionary Psychology, PSYC-381 Abnormal Psychology, PSYC-390 History of Psychology, PSYC-415 Tests and Measurements, and even MayTerm courses!
Exree Hipp also included that “The courses taught me a lot, but it’s the bigger picture that counts. The liberal arts education and fantastic faculty at Roanoke—that’s what really made the difference. I picked up more than just textbook knowledge. Critical thinking and managing my time became crucial, and I learned it’s okay to ask for help when you need it… Basically, it’s not just about getting a degree; it’s about all the extra skills and support you get along the way that really shape your journey.”
The Roanoke College community has served to build a wonderful environment that enables success for its students. Claire Kirchoff, MEd wrote, “…from the moment I became a psychology major my freshman year, I knew it [Roanoke] was the place for me. The collaborative and collegial atmosphere of the department supported me through so many challenging courses, and I was able to do so much more with my time than friends at other colleges were able to do, like working with Dr. Powell for research, having internships at Carilion Roanoke Memorial and Salem Montessori School, taking courses that were genuinely interesting.” Many alumni also expressed great gratitude to the professors who helped them along their way. Alexandra DiFelice had nothing but appreciation for Dr. Powell in saying that, “Dr. Powell’s support, and the opportunities she encouraged us to take positioned me to achieve things (like getting published in a journal) possible. She spent years with me after I graduated helping me apply to graduate schools, and helping me get published. She is the reason so many of us are successful in what we do.” In addition to Alex and Claire noting their time working in Dr. Powell’s lab, the support from Dr. Findley-Van Nostrand and Dr. Buchholz’s were also explicitly mentioned. It is not the specific courses alone that make Roanoke so special, rather it is the community that fosters curiosity and the desire to seize opportunities. Our featured alumni serve as wonderful examples attesting to just that.
Many alumni also emphasized the significance of their internship experiences. For instance, one alumni interned at a summer camp, which eventually led to a full-time position following their graduation! Others interned at various organizations, including Salem High School, the Philadelphia Union Soccer Academy, and the University of Pennsylvania, all gaining valuable experiences that have contributed to their current roles. Each experience underscored the pivotal role internships play in shaping career paths.
We are excited to share more alumni stories from other tracks in the weeks leading up to Alumni Weekend. Stay tuned for next week’s spotlight on another exciting career track!
The paths taken by our alumni offer valuable insights and inspiration for current Roanoke students as they contemplate their post-graduation plans. We are thrilled to showcase the diverse and impactful careers of a subset of students who graduated from Roanoke College with a degree in Psychology! Each week, until the ever-famous Alumni Weekend (April 19-21), we will be highlighting professionals within a specific career track. The graphic below displays the specific tracks that we will feature!
Before we jump into our alumni’s stories, we want to say thank you, again, to our wonderful alumni who have generously shared with us reflections on their time at Roanoke College, as well as details about their professional roles. Their stories serve as a testament to the breadth of opportunities available in the field, and the positive influence that Roanoke College can have on your future. If, as an alum, you would like to share your story for inclusion in a future post, please reach out to Dr. Powell (DPowell@roanoke.edu).
Without further ado, this week, we are excited to dive into the world of clinical and counseling professionals – now, let’s meet some of our alumni!
Taylor Kracht, LCMHC: Licensed Clinician Mental Health Counselor and the Culture and Communications Coordinator at L&B Counseling
How would Taylor describe her position to others?
“I am a clinical therapist who works with adolescents, adults, and couples with varying mental health concerns… My approach is Cognitive Behavioral Therapy and Solution Focused therapy with person-centered care… As the company’s Culture and Communications Coordinator, I am in charge of creating a fun and positive culture at the company by organizing activities for team bonding. In my communications role I go out into the community and give talks to schools about various mental health topics, as well as promote the company at primary care offices for referral purposes. I am also on the marketing team for L&B and you can find many videos of me promoting mental health topics on our social media.”
Kira Narrise Hunt: Therapist Assistant at Kennedy Krieger Institute
What is Kira’s favorite part about her job?
“When a child shows progress in communicating, or when they meet other goals such as joint attention or functional play. It always brings me joy when it seems that something finally clicks!”
Kelsey Camire, LCSW: Care Coordinator at Family Guidance Centers, Inc., and Outpatient Therapist at LifeSpire of Virginia
What did Kelsey’s path look like, following her time at Roanoke College?
“I received my MSW and went on to get my Clinical Social Worker License. While at Roanoke, I had an internship with the VA working with older adults in an at-home care program. After graduate school, I coordinated care for older adults in living HUD-subsidized affordable housing. My current full-time position is with a non-profit senior living agency.”
Morgan J. Hamilton: Marriage and family therapist at Deerfield Township Family Counseling Center
What is Morgan’s favorite part about her job?
“My favorite part of my position is being able to connect with people. Humans are interesting and unique, so I never have a uniform day at the office. I am rarely certain about what my clients may bring week to week, which challenges me to continue learning on the job. I especially love working with couples and families because they are so dynamic. I often witness special moments in real time, which is a part of what makes this work so fulfilling. Additionally, it is always a gift to walk the journey of life alongside others, supporting, caring for, and hopefully ushering them to health and happiness.”
Cedric Wilson, LPC: Licensed Professional Counselor and Owner of Seeking Wellness Counseling Services
What path did Cedric take to end up in his current role?
“In addition to obtaining my Bachelor’s degree from Roanoke College my educational journey includes obtaining my Master’s degree in professional counseling, licensure from the VA state board and now several others. Formational moments within my work experience included my residency at Blue Ridge Behavioral Healthcare, an Acting Director position at Shenandoah University’s Student Counseling Center which finally inspired me to open my own mental health counseling practice.”
Cody Dillon-Owens, MA: Psychology Technician at Primary Care Mental Health
How would Cody describe his day-to-day duties?
“Primary Care Mental Health Integration at the VA (PCMHI for short) provides brief mental health services to Veterans and conducts the initial assessment and referral process for more intensive care. As a psych tech (and a newly added position to the team) I have my hands in a lot. I am on-call to see folks same-day in primary care to conduct assessments and referrals, I help conduct group therapies, I complete referral management to administer screeners and ensure Veterans attend their initial therapy intakes, I conduct brief alcohol interventions and follow-up tobacco cessation appointments, and I do some light data tracking for our clinic. This is besides the other random responsibilities and tasks that come up weekly!”
Sophie Bacon: Clinical Mental Health Counseling Intern, and Graduate Student at Vanderbilt University
What is Sophie’s favorite part about her internship?
“I love this work so much, and I think a big part of the reason is that I get to use both my creative and investigative sides. Young children can’t always tell you how they feel, but by using expressing arts techniques, I can help them show me.”
Kelsey Markel, QMHP-A: Recovery Support Specialist at The Coleman Institute
What does Kelsey do as a Recovery Support Specialist?
“I work at an outpatient detox center for opiates, alcohol and benzodiazepines. I help guide patients into their first steps in recovery after completing their detox by providing talk therapy, resources in their community (therapists, psychiatrists, and/or substance use programs) and by facilitating weekly support groups.”
Lauren Powell, M.Ed, LPCA, CSAC-S: Substance Use Counselor at Verity Mental Health
What is Lauren’s favorite aspect of her work?
“It’s inspirational; watching someone come from horrible circumstances like jail, homelessness, addiction, poverty, trauma, etc., and seeing them grow into productive members of society is amazing… You develop amazing relationships with people, and you learn something from them every day, just as they learn things from you. That doesn’t mean that working as a therapist (especially in substance use) is easy, because it’s not – but it really is so rewarding when someone who has been using substances for 10+ years shows you their 30 day NA key tag. Even on the hard days I love my job because I know that I’m making a difference, and in this field, sometimes you are literally the difference between life and death for someone.”
Amy Conner, MS, LCMHC: Embedded Clinician for Asheville Fire and Police Department
How would Amy describe what her duties are?
“I provide therapeutic services to first responders in Western North Carolina with a primary focus on Asheville’s fire and police departments. However, my job is not typical for a therapist. The embedded component of my job means that I work intertwined with the firefighters and officers on a daily basis. I spend time in each of the stations and get to ride along regularly to help create greater connection and decrease the stigma of mental health within the first responder community.“
Megan Miller, LCSW: Licensed Mental Health Provider at WellSpan Health
How did Megan reach her current position; what did the timeline look like for her?
“After graduating from Roanoke, I worked for a nursing home as part of the social services team. I then went to Virginia Commonwealth University for my Masters of Social Work with a clinical concentration which included two years of internship experience. After I graduated, I worked in outpatient therapy settings and participated in licensure supervision to gain the hours of practice to qualify for licensure examination to become a Licensed Clinical Social Worker.”
Kaillee Philleo, MA, MHC-LP: Trauma Informed Counselor, and Adjunct Professor at John Jay College
What does Kaillee value as her favorite parts of each of her positions?
Adjunct professor: “Seeing my student’s reactions to new and interesting topics. Most of my students have an interest in forensic psychology which I studied in my Master’s program, so bringing in elements of forensic psychology and tying it back to our development has been insightful to my students and it is exciting to see them become so engaged in these new topics.”
Trauma-informed counselor: “Seeing clients learn and take skills from sessions, apply them to their routine, and experience improvement in their mood and well-being. As I work with a lot of survivors of crime, getting back into a daily routine can be challenging but when small signs of progress are made and noticed, it goes a long way in treatment.”
These alumni stories exemplify the diverse and rewarding career paths available in clinical and counseling psychology. From working with individuals, couples, and families to providing support in community settings, each alum’s reflection demonstrates the impact they are having in their work with others.
We also asked our alumni to share what Roanoke courses or experiences have served to be most relevant to their current career.
In terms of classes, alumni named PSYC-101 Introduction to Psychology, PSYC-251 Social Psychology, PSYC-332 Drugs & Behavior, PSYC-381 Abnormal Psychology, PSYC-221 Developmental Psychology, and many noted their courses for the Human Development concentration. Taylor Kracht, LCMHC also included that “Roanoke’s class difficulty levels made it so that I was well beyond prepared for the requirements of a counseling graduate program”. So, while you may feel overwhelmed at times, know that your professors are serving you well and helping you prepare for life after college.
Other beneficial experiences that were said to make our alumni stand out in their graduate school applications and job interviews included research experiences, having their research published, and completing relevant internships. Many alumni also expressed great gratitude to the professors who helped them along their way; Dr. Allen, Dr. Powell, and Dr. Buchholz were specifically named!
Amy Conner, MS, LCMHC says “I credit a lot of where I am today to my experience at Roanoke”. Similarly, Kaillee Philleo, MA, MHC-LP shared, “I truly mean it when I say Roanoke College gave me all the foundational skills and experiences I needed to be successful in grad school and my career as a counselor and professor. I will forever be grateful for the opportunities and support I was able to experience from the Psychology Department at Roanoke”. The department is so grateful to have received such positive responses from our alumni, and are appreciative of their willingness to share their inspiring journeys with us all!
We look forward to sharing more alumni stories from the additional tracks in the coming weeks before Alumni Weekend. Stay tuned for next week’s spotlight on another exciting career track!
**This post has been edited to reflect more recent information**
In an X (formerly known as Twitter) post, Elon Musk announced that Neuralink has successfully implanted its first brain-computer chip into a human. He says the patient is “recovering well.”
Neuralink is a company whose mission is to improve the lives of people with severe mobility challenges. The focus is specifically on quadriplegia and amyotrophic lateral sclerosis (ALS), both of which are debilitating diseases affecting movement intention and control. Neuralink hopes to use their technology in the future to blur the lines between human brain and computer. That is, they aim to bridge the gap between our conscious experience and the digital world.
However, according to recent sources, there is no peer-reviewed evidence to suggest Musk’s implant was a success, nor is there evidence to suggest that the chip was implanted. In addition, although the news has focused on Neuralink, there are scores of other companies developing similar technology: Kernel, MindMaze, EMOTIV, Blackrock Neurotech, and others. Musk’s deception of the IRB in addition to his breech of ethics has, according to The Guardian, resulted in a federal inquiry into Neuralink’s research practice. Perhaps the most concerning, and likely the catalyst of this inquiry, is a report detailing how the company euthanized at least six monkeys at the request of veterinarians due to significant health issues.
There are, of course, ethical standards that must be kept to ensure patients’ privacy is protected. This is especially important given Neuralink’s ultimate goal, which is to allow humans to control technology with their thoughts. The PRIME study, which was approved by the Food and Drug Administration in May, is under supervision from a third-party institutional review board. Still, because this is such an unprecedented leap in human endeavor, there is much to be debated about how to study and use this technology ethically.
Dr. Powell’s Interpersonal Relationships course discusses family, peer, and romantic relationships. Delving into the science of relationships, students read an empirical article related to the day’s topic and then discuss the article, as well as other research, on the day’s topic in class. Throughout the semester, students are assisted in the development of an infographic on a topic of their choosing. A sampling of the infographics completed by the students this past fall semester are shared below!
Christopher Resendiz’ Infographic, “Online Dating: Deception and Modality Switching”
Sydney Wagner’s Infographic, “Debunking the Myth that ‘Opposites Attract'”
Jenna Santos’ Infographic, “FOMO In Social Media & Relationships”
Interested in graduate school? If so, the APA Education Directorate has announced that they will be hosting a Virtual Psychology Graduate School Fair on Wednesday, April 17th from 12pm-4pm! This may be 3 months away, but save your spot by registering today! Registration for all prospective psychology graduate students is FREE through this link.
Students who register will have the opportunity to meet virtually with recruiters from any of the participating programs during the event hours. Individuals can come for a short time and meet with a select few recruiters or stay for the whole event and meet with everyone, depending on their schedule and interest. Similarly, participating graduate schools will be able to contact registered student both before and after the event to distribute information about their program or to arrange meetings with prospects at the event.
Goals of The Event:
APA intends to virtually connect graduate psychology programs with a diverse group of students seeking to further their education beyond their current degree. The APA Psychology Graduate School Fair is open to all graduate psychology degree (MA/MS/PsyD/PhD/EdD/Other) granting institutions in the U.S. and Canada, and all areas of psychology are encouraged to participate, including health service psychology, scientific and applied psychology, and general psychology programs.
Recent Roanoke College graduate, Maryam Nishtar, was recently published based on research that she completed during Summer Scholars and for her Honors in the Major! Her and Dr. Nichols had worked on this research through her time at Roanoke, but she has been working on it independently since her graduation last spring. What an achievement this is for you, Maryam! Find the full article published here, and the abstract below.
Abstract:
Alzheimer’s Disease (AD) is a progressive, neurodegenerative disorder where two-thirds of the affected population are women. Along with cognitive impairments, AD is associated with behavioral changes such as aggression towards caretakers. The limbic system consists of various brain structures that play a role in emotions and behavioral reactions. Some of the limbic system- related areas are the amygdala, hippocampus, thalamus, corpus collosum (CC), and white matter (WM). Cognitive changes with AD can be measured using the clinical dementia rating (CDR) scale. Physical changes in living patients require brain imaging tools, such as Magnetic Resonance Imaging (MRI). As there is currently sparse research present for these areas relating to the female brain, we used clinical data and FreeSurfer-processed imaging data from an open-access database, OASIS-3, to explore the associations between dementia severity and the volume of the limbic system-related brain components in women. A control group consisted of participants with no dementia and multiple brain scans while comparison groups consisted of participants with a single brain scan and 1) no dementia 2) mild dementia or 3) moderate/severe dementia. Hemisphere differences with increasing CDR were found for the thalamus as well as simple hemisphere differences for the hippocampus, thalamus, and WM. When using age-matched controls and normalized volume data, the amygdala, hippocampus, thalamus, and CC volumes for subjects with AD were different than those in the control group, with the amygdala and hippocampus also showing statistically significant volume loss with increasing dementia severity. As the areas included in this study are related to the limbic system, this provides insight into the physical changes occurring in the brain of women with increasing AD, who often show changes in emotions. This can be an area to longitudinally explore whether there are associated behavioral changes as physical changes at the individual level occur over time.
Our very own Roanoke alum and now professor, Dr. Kennedy-Metz, has been published! Her collaborative work entitled “Behavioral sciences applied to acute care teams: a research agenda for the years ahead by a European research network” was released by the BMC Health Services Research journal. Congratulations, Dr. Kennedy-Metz, on this wonderful accomplishment! Please read the abstract below, or view the article here.
Abstract:
Background: Multi‑disciplinary behavioral research on acute care teams has focused on understanding how teams work and on identifying behaviors characteristic of efficient and effective team performance. We aimed to define important knowledge gaps and establish a research agenda for the years ahead of prioritized research questions in this field of applied health research.
Methods: In the first step, high‑priority research questions were generated by a small highly specialized group of 29 experts in the field, recruited from the multinational and multidisciplinary “Behavioral Sciences applied to Acute care teams and Surgery (BSAS)” research network – a cross‑European, interdisciplinary network of researchers from social sciences as well as from the medical field committed to understanding the role of behavioral sciences in the con‑text of acute care teams. A consolidated list of 59 research questions was established. In the second step, 19 experts attending the 2020 BSAS annual conference quantitatively rated the importance of each research question based on four criteria – usefulness, answerability, effectiveness, and translation into practice. In the third step, during half a day of the BSAS conference, the same group of 19 experts discussed the prioritization of the research questions in three online focus group meetings and established recommendations.
Results: Research priorities identified were categorized into six topics: (1) interventions to improve team process; (2) dealing with and implementing new technologies; (3) understanding and measuring team processes; (4) organizational aspects impacting teamwork; (5) training and health professions education; and (6) organizational and patient safety culture in the healthcare domain. Experts rated the first three topics as particularly relevant in terms of research priorities; the focus groups identified specific research needs within each topic.
Conclusions: Based on research priorities within the BSAS community and the broader field of applied health sciences identified through this work, we advocate for the prioritization for funding in these areas.
It is with great enthusiasm that we announce the achievement of Raegan Middelthon, a senior in the psychology department! She has been awarded a 2023-24 Fall Undergraduate Research Grant from Psi Chi, the International Honor Society in Psychology. Her research proposal titled “The Influence of Tik Tok on Perceptions of Relationships: Is Tik Tok Associated with Relationship Dissatisfaction, Sexism, and the Desire for a Partner”, has earned a well-deserved place among the select few recognized by the Psi Chi Grants Committee and the Board of Directors. She has been working with Dr. Buchholz on this project, and they were even given the opportunity to present their research at a recent conference!
Psi Chi is contributing $1,500 to Raegan’s research project, aimed to unveil the influence of social media, and its potential impact on relationship perceptions. The psychology department echoes our sincerest congratulations to both Raegan Middelthon and Dr. Buchholz. Their dedication to advancing psychological research is commendable and inspiring!
Are you interested in doing research while studying at Roanoke? Talk to your psychology advisor to learn more about the opportunities that await you!
Renewable $5,000 and $10,000/year Scholarships for future Teachers, Counselors, Social Workers, Psychologists, and Nurses.
The Essential Visionaries Scholarship is awarding 100 renewable scholarships to help students pursuing degrees in Education, Counseling, Social Work, Psychology or Pre-Nursing/Nursing.
To apply applicants must:
Be high school seniors or graduates or current college undergraduates in the United States
Plan to enroll in part-time or full-time undergraduate study at an accredited two- or four-year college, university or vocational-technical school for the entire upcoming academic year
Be seeking a degree or certificate in Education, Counseling, Social Work, Psychology or Pre-Nursing/Nursing
Demonstrate Financial Need
Have a minimum grade point average of 2.5 on a 4.0 scale (or its equivalent)
To learn more and apply, click here.Deadline to apply is January 8, 2024.
Conversations to Remember is a 501(c)(3) nonprofit, dedicated towards combating loneliness and isolation felt by senior citizens. The organization has created a virtual visit program which 2-3 college students with residents of long-term care, assisted living, and memory care communities for virtual video visits.
These residents have been suffering from isolation, and you could really brighten their days just by speaking with them. Conversations to Remember provides training and support throughout your service. Since these visits are virtual, you can do it without any travel! This is both convenient, and allows more of your valuable time to be spent volunteering, rather than commuting to the volunteering location. This program is offered free of charge to seniors across the country, and there are active student volunteers from around the country as well.
Typically, you will volunteer 1-2 hours per week. Each call lasts up to one hour, based on the senior’s attention span and mood on each day. Conversations to Remember expects students to volunteer for approximately 16 weeks, so that you can build a friendship with the senior. This does not need to coincide with the start of a semester, as new seniors start all the time, and new volunteers are trained weekly. Volunteers are matched based on the times that they’re available, with a senior who is available at the same time, and they will have a regular, weekly appointment for their visit. Students wishing for more visits or other opportunities that allow them to volunteer more frequently can be accommodated with different ways to volunteer, such as assisting us with the organization’s social media, call support, or outreach.
Please feel free to look through the organization’s website here. You can register to volunteer by filling out a volunteer interest form here.
The psychology department is excited to share a glimpse into a recent conference experience that not only showcased a depth of academic exploration but also highlighted the power of collaboration and shared passion. This year Dr. Powell presented the work of herself and co-authors, Dr. FVN, and Kosovare Fetinci (’23) at the National Council on Family Relations (NCFR) 2023 Annual Conference in Florida. She also presented a second research poster with Dr. Mayer (sport management), and their son!
The above image displays on a remarkable poster featuring Dr. Powell and co-authors, Dr. FVN and, Roanoke alum, Kosovare Fetinci (’23). The collaborative effort was rooted in Kosovare’s senior independent study project, a testament to the dedication and enthusiasm that students bring to their academic endeavors. The title of the project was “Friendship Dissolutions in Emerging Adulthood: Differing Reactions Based on Type and Role in Dissolution”.
A second presentation by Dr. Powell was a joint effort with Dr. Mayer, a dynamic combination of expertise that undoubtedly brought a unique perspective to the conference. What’s even more special is that their son joined in on the presentation, turning it into a family affair! This research was titled “Parental Leave Options For Professional Athletes: Negative Media Reactions May Not Be Reality of Fans’ Attitudes”
The great positive feedback received from fellow conference attendees is a testament to the quality and impact of their work. It’s always gratifying when your efforts are not only recognized but also appreciated by your peers. The exchange of ideas and the validation of hard work create an inspiring environment that fuels further academic exploration. Conferences are a great way to expand your knowledge and share your research!
In addition the two noted presentations, Morgan Hamilton’s (Roanoke alum, ’21) oral presentation based on her master’s thesis was also a great success. Titled “Now I understand who I am and where I came from: The tribal reunification of indigenous fostered/adopted relatives,” Morgan’s presentation delved into a crucial and often overlooked aspect of identity and belonging. Congratulations Morgan – you are absolutely representing the Roanoke psychology department well!
As we reflect on these academic triumphs, let us celebrate the dedication, passion, and collaborative spirit that drive the pursuit of knowledge. To all the authors and presenters of the NCFR conference, congratulations!
Please consider this amazing opportunity for mentored studies and career development! The program focuses on supporting undergraduate students who are looking to pursue graduate work or a career in adolescent development. You can find the link to more information and the application at the bottom of this post.
IT’S TIME TO APPLY FOR THE 2024 UNDERGRADUATE SCHOLARS PROGRAM! The Undergraduate Scholars Program is designed to support junior and senior undergraduate students from racial/ethnic minority groups in North America to pursue graduate work and careers in adolescent development. Selected scholars attend the SRA Annual Meeting and participate in special activities that focus on careers in adolescent research, applying to graduate school and funding, curriculum vitae workshops, and navigating the Annual Meeting. The Undergraduate Scholars will receive mentorship from graduate students and senior scholars who are active in the field of adolescent research. Junior/senior undergraduate students from North America who are interested in pursuing a career in the field of adolescence and are a member of an underrepresented ethnic/racial minority group (African American, Latino/Hispanic, Native American/American Indian, Asian and/or Pacific Islander) are eligible. Applicants must become SRA members.
As a scholar, students will: – Attend the SRA Annual Meeting, including Undergraduate Scholars Program events. – Receive complimentary travel to the meeting and hotel accommodations. – Receive mentorship by graduate students and senior scholars before, during, and after the meeting. – Maintain contact with mentors before, during, and after attending the meeting. – Keep the SRA office informed of contact information for five years following the meeting.
The image above depicts Eddie Rygalski (left) and Dr. Buchholz (right) presenting their research during the poster session. All featured Roanoke authors included: Eddie Rygalski, Reagan Middelthon, Dr. Findley-Van-Nostrand, Dr. Carter, and Dr. Buchholz.
Over this past weekend, the Roanoke College psychology department was represented well at the Society of Southeastern Social Psychologists (SSSP) 2023 Annual Conference in Charlotte, NC. Two students and three faculty members were named authors on research presented during the conference. Congratulations to all of our presenters, the psychology department commends you for your excellent research and dedication to the field. Please find their research titles and abstracts below.
PERSONALIZED ACCOUNTS OF HARM LEAD TO INCREASED EMPATHY FOR WOMEN WHO HAVE SUFFERED BECAUSE OF THE OVERTURNING OF ROE V. WADE (Raegan Middelthon, Eddie Rygalski, and Dr. Chris Buchholz) Many women have been harmed by the limitations placed on abortion after the overturning of Roe v. Wade. Research in empathy has pointed to a spotlight effect, where we feel more empathy in response to personalized accounts of suffering than more generalized accounts. In this study, we randomly assigned participants to read a personalized account of a woman who suffered medical complications because of the restrictive nature of abortion access in her state, a more generalized account, or a control group. As expected, liberals expressed significantly higher levels of empathy for women who have suffered as a result of the overturning of Roe v. Wade. We also found a significant effect for condition, where the highest empathy was reported for the personalized story followed by the generalized story and finally the control group. This pattern held up for conservatives; they reported significantly more empathy when they read the personalized story. Women expressed significantly more empathy than men. Interestingly, women expressed high levels of empathy regardless of which story they read, while men reported the highest empathy for the personal story.
POSITIVE INTEGRATION AND ADVERSE EFFECTS ASSOCIATED WITH RECREATIONAL PSILOCYBIN USE: A CORRELATIONAL STUDY (Edward Rygalski and Dr. Christopher Buchholz) This exploratory study sought to determine the relationship between positive integration of the psilocybin experience, occurrence of adverse effects, dosage, and factors including age, gender, as well as a variety of other measurements. Clinical literature suggests that psilocybin, when paired with psychotherapy, is a relatively safe and effective treatment for conditions such as depression, anxiety, and addiction. As many people use psychedelics outside the clinic, we sought to determine whether predictors of adverse events and positive integration were consistent between clinical and recreational use. Using two studies, first a content analysis of online reports, and second an international survey of those with experience with psilocybin, we determined that doses greater than 5g expose individuals to increased and unnecessary risk and that a lack of trust in co-present individuals may exacerbate adverse effects. Finally, we found that those who scored higher on measures of empathy tended to also report positive integration, and those who scored lower on measures of purpose in life reported more adverse effects. However, directional causality remains unresolved.
FACT OR FICTION: DO FACIAL AUGMENTATION FILTERS ON TIK TOK IMPACT SELF ESTEEM AND PERCEPTIONS OF ATTRACTIVENESS? (Raegan Middelthon, and Dr. Christopher Buchholz) The popular social sharing app “Tik Tok” has become a cultural staple. Alongside its increasing popularity, public concern has risen over its unique hyper-realistic facial augmentation filters. Many users have claimed that these filters are facilitating the creation of unattainable beauty standards, and damaging self esteem. While work has been done exploring social media’s role in these areas, to our knowledge, the current study is the first to explore the impact of Tik Tok’s filters on self esteem and the perception of both individual and others’ attractiveness. In a series of 3 studies, we presented subjects on Prolific with women in filtered and unfiltered videos. Though many are worried that users cannot detect a filter on a video, we found that users were generally able to tell when one was being used. The presence of a filter did not impact ratings of self attractiveness. However, we discovered that men’s state self esteem was negatively affected when confronted with filtered videos; this effect was not found in women, contrary to our hypothesis. Filtered videos were also rated as more attractive, mainly due to male ratings.
SHORT-TERM LONGITUDINAL ASSOCIATIONS AMONG YOUNG ADULTS’ SOCIAL GOALS, RELATIONAL AGGRESSION, FORMS OF PROSOCIAL BEHAVIORS, AND SELF-PERCEIVED STATUS (Dr. Danielle Findley-Van Nostrand) Adolescent relational aggression (RA) is consistently related to popularity and status striving, and adolescent use of prosociality for self-gain is related to higher striving for status and peer-reported popularity, whereas prosociality aimed at benefitting others is related to higher communal motives and being liked by peers. Emerging adults also experience RA by peers, and show distinctive use of forms of prosociality. However, these peer dynamics are not well-understood in emerging adults. The present study tested whether social goals for popularity and social preference predict changes in self-reported RA and forms of prosocial behaviors (altruistic and public forms) across two time points, 8 months apart (data collected via Prolific; N=215; using existing and reliable assessments). Path modeling found popularity goals predict increases in RA and public prosociality and decreases in altruistic prosociality, whereas preference goals show the inverse of each of these associations over time. RA partially mediated effects of both popularity and preference goals at T1 on dominance at T2. Results suggest that use of RA for enhancing peer social status is not limited to adolescence.
REFLECTING ON EXPERIENTIAL PURCHASES HAS DOWNSTREAM CONSEQUENCES ON COGNITION (Dr. Travis Carter) Prior research has found that experiences tend to be more satisfying than material possessions in part because they are more closely associated with the self-concept. The present studies aim to examine whether spending some time reflecting on material or experiential purchase would impact downstream cognitive processing. In Study 1, participants who first reflected on an experience, rather than a possession, exhibited more global (vs. local) processing of stimuli on the Navon (1977) letter task. In Study 2, after a purchase reflection, participants performed an approach/avoidance task, using a joystick to categorize trait words as positive or negative. There was an interaction such that participants in the experiential condition were generally faster to categorize self-relevant traits across trial types. However, material participants were only faster to categorize self-relevant traits on the congruent trials, but not incongruent trials. Thus, the act of reflecting on a recent experiential (vs. a material) purchase had downstream consequences on cognitive tasks: participants adopted a more global mindset (Study 1) and processed self-relevant stimuli more quickly (Study 2).
Because of involvement like this, the psychology department at Roanoke College remains well-renowned. Congratulations, again, to all of our presenters!
Making the decision to go to graduate school is a big one. It requires a great deal of research and reflection to ensure you are making the best decision for yourself and your future. On Wednesday, October 25th, Dr. Carter led a faculty panel to discuss grad school and provide tips and advice for prospective applicants. If you weren’t able to attend the panel, please review the following notes if you think they could be of interest to you!
Dr. Daniel Nasrallah is an assistant professor in the Chemistry department here at Roanoke College. He applied to 11 schools nationwide and was accepted to four of them, eventually landing himself to earn a PhD from the University of Michigan. He chose the University of Michigan over other schools because there were five faculty that he was interested in working with. It is extremely important to research faculty at the schools you are looking at, because if there isn’t at least a couple that you would be happy working with, that school might not be right for you. To kick off your grad school search, he recommended researching the top 10 programs in your desired field, and then reaching out to undergraduate faculty and current graduate students in those programs to get more insight. Dr. Nasrallah suggested knowing what your end goals are, and keeping your motivations in sight throughout your time in school. He also found it important to note the differences between graduate school and medical school—in terms of money—when making your decision. Medical school acquires debt, whereas he was offered a stipend through agreeing to teach throughout his time at the University of Michigan.
Dr. Wen Bu, who went to law school and practiced as a lawyer before going back to get her PhD at the University of Minnesota, offered tips on transitioning from being a successful student to balancing coursework and producing research. Dr. Bu is now an assistant professor in the psychology department. In graduate school it is equally important to avidly complete coursework and to complete meaningful research. She also discussed the differences between a terminal master’s degree and a PhD. If you are applying for a PhD program, some schools will allow you to earn an MA on the way, and others won’t. This is important to consider because if you were to drop out after, say, 3 years, at some schools, you can leave with an MA, and at others, you would leave with no degree.
Dr. Matthew Trumbo-Tual, from the Roanoke College modern language department, earned a PhD at the University of Virginia. He provided advice for graduate school applicants interested more specifically in the humanities. He suggested taking advice from your Roanoke faculty, but also remembering that graduate school is ever-changing, meaning do your own research in addition to considering the experience of past grad school students. He also recommended getting work experience outside of academia before applying for a PhD, as this is the path that he followed. This allowed him to not feel “stuck” at any point in the process, and he knew he would have options down the line, if grad school didn’t work out, or if his goals changed. A final remark spoke to being intentional in each step of the grad school process – know why you want to be there and make progress that gets you closer to your goals.
Finally, Dr. Wale Sekoni works in the computer science department at Roanoke College. He earned a PhD from the University of Wyoming and suggested prospective applicants find someone they want to work with and be flexible with their goals. He also mentioned the importance of putting thought into your application and having strong letters of recommendation. Many of the other panelists also supported the idea that strong letters of recommendation make a big difference, so make use of your time with professionals you meet throughout your time prior to graduate school.
Overall, the panel offered insight on how to stand out in your grad school applications. In the humanities, being knowledgeable in multiple languages can help you stand out. For chemistry applicants, published work and research experience can help you stand out, as well as having strong and specific letters of recommendation. For law school, undergraduate GPA, LSAT scores, and letters of recommendation are very important.
No matter what field you are looking to pursue, doing your research and being aware of all the details of the graduate school process can help you make the best decision for yourself and your future. If you have further questions or would like to discuss any these panelists experiences with them, please find their contact information on the Roanoke College website.
Dr. Meike Van der Heijden is a new researcher joining the faculty at Fralin Biomedical Research Institute this January. She uses mouse models to study cerebellar contributors to health and disease and she’s looking for a paid Research Assistant (and is open to interviewing undergraduate students for that role) to start in early January.
Are you feeling the pressure of midterms week on the Roanoke College campus? Don’t worry, you are not alone! In this blog post, we will look at some of the resources available on campus to help manage stress and make midterms week a bit more bearable. Midterm week can be a stressful time for college students, but it doesn’t have to be. With the help of Roanoke College’s campus resources, students can practice self-care and find strategies to manage their stress levels during this hectic time. So, if you’re feeling overwhelmed, read on to find out how you can make midterms week a little less stressful.
Make your best efforts to adhere to the following reminders:
Manage your time! Whether this be in consideration of course work, exercise, sleep, mental health needs, etc., make a plan of when you’re going to set aside time for each of these to-dos and stick to your schedule!
Learn to say no! Manage your expectations for yourself and learn to prioritize certain needs/responsibilities over others.
Get quality sleep! We know that sleep is beneficial for our mental and physical wellbeing. Make it a priority this week in order to be a better version of yourself. You, and others, will be happier if you do this!
Take breaks! Studying for hours on end can become ineffective at a certain rate. Take 5-15-minute breaks when you start to catch yourself dozing off or not entirely focused on the material. Get some fresh air, go on a short walk, grab a healthy snack, chat with a friend and take a deep breath… it’s almost fall break!
Below is a schedule of events/activities being hosted on campus within the next week. While you’re creating a schedule for yourself, block out some time to attend at least 1 of the following events. Your brain and body will be glad that you did!
TOMORROW, OCTOBER 7th
Out of the Darkness Walk – A community walk to raise awareness and funding for suicide prevention and mental health awareness. Check-in is at 9:00am and the opening ceremony begins at 10:00am.
Are you an undergraduate student looking for tips and tricks to help you succeed in your studies? Look no further!
The Psychology Department at Roanoke College has gathered advice from our experienced professors to help you get the most out of your undergraduate career. In this post, we will discuss the top tips and tricks for undergraduate success, courtesy of our very own professors. We have also asked professors to advise specifically to the feat of preparing and applying for graduate schools. There is a lot of great information that will truly help you make the most out of your time and successfully prepare yourself for what is to come! You can only benefit in learning from those who have achieved before you.
Dr. Buchholz quotes Albert Einstein in saying that “Genius is 1% talent and 99% percent hard work. Thinking is hard work; that’s why so few do it.”
According to research into growth mindset and academic success, the biggest factor in academic success is effort; and effort does not always mean the amount of time you spend. While many things like writing a paper or studying for a test do take time, it is crucial that the time you spend is spent wisely—some methods of studying are more effective than others.
Reach out to your instructors and advisors for help navigating how to be both efficient and effective. Your professors spent many years figuring out how do this well and all of us chose to teach at Roanoke College because we care about helping our students thrive.
In addition to putting in the work, wellbeing is another critical component to academic success and thriving as a human being. Take care of yourself, get enough sleep, develop self-compassion for your shortcomings, try mindfulness practices like meditation, exercise, and most importantly, spend time with others.
Dr. Allen speaks to cultivating relationships, getting letters of recommendation and building a resume for yourself:
Cultivate relationships with faculty so that professors can write you a meaningful letter of recommendation when the time comes. These letters of recommendation are so important! Your quantifiable information like GPA and GREs can get you on a short list, but then it’s activities and your letter and your LORs that make the difference whether you get the nod or not.
If you can, get an internship in a relevant organization. That way you can get a LOR from someone who has seen you in a situation that’s different from what your professors have seen.
Dr. Findley-Van Nostrand provides students with numerous tips on preparing for graduate school and life after Roanoke:
Think about grad school as prep for your career… what do you want to do longer term? Make sure your program gets you there (especially in Psych, where programs have a very wide range of intended outcomes).
If you want a Ph.D. – why? Many students aim for this without recognizing that the career they want might not require a Ph.D. (for instance, counseling or social work!)
Differences between kinds of helping professions are important – talk to us about social work, counseling, psychiatry, psychology, etc.
Do well in your classes, but also think about what other experiences you can aim for to make yourself competitive. Internships and supervised research are at the top of that list for psych and psych-adjacent programs! Try not to wait until your senior year – given application timelines, the earlier you can jump on experiential learning, the better.
Make an individualized plan, and give yourself timelines to achieve different parts of the plan. Assume that applications will start being due the November prior to any Fall start date (for instance- want to start Fall 2025? Assume your materials should be together by Nov 2024). This is a conservative timeline since some programs accept applications all the way up until April or May of the same-year start – but it ensures you are prepared.
Look into what the application requires. Personal statement? Get as many professional eyes on it as possible – from career service folks, but also your professors who are in the field. GRE? Many don’t require it anymore, but some do… if they do, prep for the test and don’t take it cold (don’t waste your money with the attitude of “I can always take it again”). Do you need recommendation letters? Give your letter writers plenty of time and all details about you and the places you are applying (many require 2-3 letters, some require those letters to be from professors specifically… think about who can best evaluate your ability to succeed in the program and career you are aiming for).
Don’t apply to the shiny named schools only – some of the best experiences will be had in programs that are not in fact on a Google-able “top 10” list.
If you are aiming for a career that requires licensure, be sure to think about that process in addition to the academic components, and also pay attention to state-by-state licensing rules.
Don’t be nervous about whether you are good enough, and if you get a rejection, don’t let it derail you. It’s a numbers game that doesn’t always land in your favor and is often not at all about you. Shake off the imposter syndrome! What feels hard now will help you improve your future life.
Dr. Cate provides insightful tips, and personal experience, regarding Ph.D. programs:
Attending a Ph.D. program is free, in the sense that 1) you don’t pay tuition, and 2) you usually get paid a very modest stipend. The stipend is almost always in return for teaching courses as a teaching assistant, or doing similar work (such as research assistant for your advisor). I didn’t know this at first when I was in college, and it ended up having a big influence on my decision to get a Ph.D. versus another kind of degree.
The best thing you can do when applying to Ph.D. programs is to have some kind of personal contact with a faculty member. Applying to Ph.D. programs is not at all like applying to college. When it comes down to it, you will be accepted by one individual faculty member at your school, and not by a committee. This means that someone has to know your name, either because your application materials are outstanding, or because they talked with/read an email/heard about you.
Actually, even if your application is outstanding, there is no guarantee that anyone will read it, so I can’t emphasize getting your name into faculty inboxes enough. I think a great way to introduce yourself is to send a brief message to interesting-looking faculty, asking them whether they are planning to accept graduate students this year. (Do this before applications are due.) You don’t necessarily need to say anything else about yourself (but it wouldn’t hurt!). The point is to get the faculty member familiar with your name so that they will make the effort to look over your application later. Your application will have good things in it, and you will want people to read it!
Even if you’re not sure whom you would like to be your advisor yet, it’s good to get in touch with someone. When I worked at Virginia Tech, I accepted a great grad student based on the recommendation of a colleague who had read their application and thought we were a good match.
A couple addition notes:
Juniors – Fall Break can be a great time to begin researching graduate programs, even if you aren’t applying until next year. Plan on talking with your advisors after Fall Break about what’s involved in applying to graduate school or what would be helpful to do to prepare for a job after graduation.
All – Please reach out to your advisors or other college faculty and staff if you would like more support in your post-graduate decisions and endeavors. Roanoke College is intended to get you to graduate, but we also want each of you to succeed for years to come. Please utilize the resources available to you and speak with your experienced and knowing advisors/professors/PLACE staff, etc.
Our very own Dr. Powell has been published! Her collaborative work entitled, “A Longitudinal Examination of Mothers’ Early Postnatal Adaptation: Relative Stability Across the First Eight Weeks” was published just last week after a review period of two years. Dr. Powell has definitely earned our congratulations both for her achievement, and her patience! Please read the abstract below, or view the article here.
Abstract:
Objective
Using person-centered analyses, this study examined the trajectories of women’s early postnatal adaptation and explored whether there were differences in their trajectories based on women’s status as a first-time or more experienced mother.
Methods
Data were collected from women (N = 137; Mage = 28.6 years, SD = 4.49; 48.2% first-time mothers) at 2-, 4-, 6-, and 8-weeks postpartum. At each wave of data collection, mothers reported on their parenting self-efficacy, parenting satisfaction, anxiety, parenting stress, and depressive feelings.
Results
The creation of an amalgamated measure of postnatal adaptation demonstrated acceptable fit. Latent class growth analysis revealed four distinct trajectories of postnatal adaptation; two revealed stability across the early postnatal period and two had relative stability except for a change between weeks four to six. Women’s parity was not associated with differences in their trajectories.
Conclusions for Practice
These findings reiterate the importance of collecting data from women in the early postnatal period and identifying if a woman is struggling in those early weeks, as the women in our sample demonstrated relative stability in their postnatal adaptation across the first eight weeks. Furthermore, the findings suggest that work should be taken to dismantle the commonly held belief that parenting is “easier” after having already navigated the early postnatal period with an infant once before.
Mental health crises have always been a difficult issue for law enforcement to address. However, with the recent introduction of the Marcus Alert Program in the Roanoke Valley, police officers now have additional tools to help them better assess and respond to calls related to mental health crises.
The Marcus Alert Program is a statewide system designed to improve responses to mental and behavioral health crises using therapists to assist police. It was named after Marcus-David Peters, a young Black man who was shot and killed by police amid a mental health crisis in 2018. The implementation of the program began in 2020, and the Roanoke region launched the program on July 1 of this year.
The Blue Ridge Behavioral Healthcare CSB oversees the counties of Roanoke, Botetourt and Craig, the cities of Roanoke and Salem, and the town of Vinton, and their Marcus Alert team has already responded to 160 scenes since the program’s launch. The team consists of five clinicians, or co-response therapists, who are trained to respond to mental health crises if requested by a police officer. Clinicians can provide an in-person response, a telephone consult, or resources for follow-up within 72 hours of the initial call.
While the program has been met with an “overwhelmingly positive” response from Roanoke Valley residents, it is only the beginning. The New River Valley CSB is also planning to launch the Marcus Alert Program by July 1, 2024, and the General Assembly has plans to implement the program across the entire state by 2028.
Mental health crises are a difficult issue to address, and the implementation of the Marcus Alert Program is a big step in the right direction towards providing better resources and assistance to those in need. For more information, read the article posted here.
Looking for a transformative experience in the realm of psychology and human development? Welcome to Camp Easterseals, located in the picturesque Blue Ridge Mountains near Roanoke, Virginia. It’s more than just a camp; it’s a hub for personal and professional growth, catering to children and adults with diverse disabilities.
Camp Easterseals is a sanctuary of learning, fun, and connections, where students interested in psychology can gain invaluable hands-on experience by serving people with disabilities such as autism, cerebral palsy, and Down syndrome, enriching their understanding of human spirit and behavior.
Upcoming Event: Halloween-Themed Weekend 🎃
Join us from October 27th to 29th, 2023, for a Halloween-themed weekend filled with activities like horseback riding, archery, arts and crafts, and dancing! We’re inviting volunteers and staff to be a part of this joyful journey and help us create unforgettable experiences for our campers.
Why Join Us? 🌿
– Experience life-changing insights and personal growth.
– Gain practical exposure and embellish your resume.
– Forge lasting bonds and create cherished memories.
– Receive comprehensive training and earn letters of recommendation.
Camp Easterseals is not just about learning; it’s about experiencing the joy of making a difference and embarking on a journey of self-discovery and professional development. Join us and be a part of a world where compassion meets fun, and learning meets fulfillment.
Here is the link to the weekend staff application (it pays!) if anyone is interested. ^link in case the hyperlink doesn’t work: https://recruiting.ultipro.com/EAS1015EUCP/JobBoard/0f0249a6-0416-453f-b54d-24dda355daf1/OpportunityDetail?opportunityId=832ded22-cf3f-4ab7-9cda-a275f6d04165&sourceId=cc194bec-a059-4034-bc14-2ec5a81d18b9
Roanoke College is a hub of academic excellence, nurturing young minds to realize their full potential. Among its many accomplished students, one stands out: a psychology major with a passion for understanding human development. Meet Raegan Middlethon, whose journey at Roanoke College is an inspiring testament to the pursuit of knowledge, research excellence, and the desire to make a difference.
A Passion for Psychology
Raegan, a psychology major with a concentration in human development, has always been drawn to the complexities of the human mind. She eloquently describes her fascination with psychology, stating, “When it comes to psychology, I like learning a little bit of everything.” This curiosity has driven her to explore diverse topics within the field, from social relationships and development to the effects of drugs on the brain and psychophysiology.
Research Endeavors
A defining aspect of Raegan’s Roanoke College experience has been her involvement in research. She has worked closely with Dr. Buchholz since her junior year, embarking on a journey to study parasocial relationships (PSRs). These one-sided bonds that humans form with celebrities, athletes, or fictional characters intrigued her. Her dedication led to the presentation of their findings at a conference in Washington, D.C.
Following this success, Raegan and Dr. Buchholz turned their attention to the ever-evolving influence of TikTok, exploring its impact on society and individual well-being. Her commitment to research extends to her membership in Dr. Powell’s lab, where she investigates how watching videos of children playing on YouTube influences creativity, imagination, and parent-child relationships.
Summer Scholars Program
Raegan reflects on her participation in the Summer Scholars program as a pivotal experience. She relished the opportunity to delve deeply into her research without the distraction of regular coursework. “I really enjoyed being able to focus on my research without thinking about a bunch of other things, like my class assignments,” she says. This immersive experience offered valuable insights into her own work habits and academic strategies.
A Morehead Winner
Her journey at Roanoke College took an unexpected turn when Raegan became a Morehead winner. She modestly recalls, “I actually didn’t think I was a Morehead winner for a few months, so it was a big surprise when I got the email!” Her recognition as a Morehead winner is a testament to her dedication and echoes the legacy of President John Morehead, who did so much for the college.
Convocation Speaker
Raegan’s journey also led her to the prestigious role of being a convocation speaker, an experience she describes as a “great honor.” She recognizes that her story may have seemed cheesy to her freshman self, but she hopes it inspired others to explore their potential. “Any psychology major will tell you that humans have the tendency to underestimate a lot of things, including ourselves,” she wisely observes.
Future Aspirations
As Raegan approaches her graduation date in May 2024, she has big dreams for the future. She is currently in the process of applying to several PhD programs, a testament to her unwavering commitment to research and making a difference in the world of psychology. Her vision is clear: “I’d like to produce research dealing with children and adolescents that helps inform clinicians, schools, parents, and policy makers.” Furthermore, she aspires to become a professor one day, potentially even returning to Roanoke College to inspire future generations of students.
In conclusion, Raegan’s journey as a psychology student at Roanoke College is a remarkable story of dedication, curiosity, and a relentless pursuit of knowledge. Her research endeavors, accolades, and future aspirations reflect the caliber of students Roanoke College fosters. As she continues to make strides in the field of psychology, we can only anticipate the positive impact she will have on the world.
Stay informed and be on the look out for resources and opportunities! The following newsletters have information regarding research, internships, conferences, and graduate school. Joining newsletters and remaining informed is one of the best tools that you can arm yourself with as an undergraduate students. Make the most of your time and attention!
Psychology Student Network (PSN) listserv – A listserv for sharing more time-sensitive announcements about opportunities for internships, undergraduate research opportunities, and undergraduate conferences. Interested students may join through this link.
Dr. FVN has now been published for her collaborative work entitled “Is Bullying Always about Status? Status Goals, Forms of Bullying, Popularity and Peer Rejection during Adolescence”. Congratulations Dr. FVN, we are so proud to say you are a Roanoke College professor! Please read the abstract of her work below, or visit the article here.
Abstract: Bullying has been associated with status goals among peers, but this research has not distinguished among forms of bullying, nor included actual status or popularity among peers in an integrated analysis. To this aim, in concurrent correlational data, we examined adolescent status goals as predictors of peer-reported physical, verbal, exclusionary and electronic bullying, and these further as predictors of popularity and peer rejection (N = 256; 67.2% girls; M age = 12.2 years). We also explored potential indirect associations of status goals with popularity and peer rejection via forms of bullying. The findings indicated that verbal bullying was the most common form of bullying. Status goals were positively related to all but physical bullying, yet only verbal bullying partially mediated this association with popularity. Electronic bullying was unrelated to popularity and peer rejection, when controlling for other bullying forms (but was positively related to rejection at the bi-variate level). The findings underscore the importance of assessing bullying as a heterogeneous construct, as related goals and adjustment among peers may depend on its specific form.
Roanoke College is thrilled to welcome a new addition to its esteemed Psychology Department, Dr. Michael Love Psy.D. With an impressive academic background, a passion for teaching, and a unique blend of research interests, Dr. Love promises to be a valuable asset to both the faculty and students at Roanoke College.
Educational Journey
Dr. Love’s journey in the field of psychology began with his undergraduate studies at Virginia Tech, where he earned his bachelor’s degree in psychology in 2002. He later pursued his Doctorate in Psychology (Psy.D.) in counseling psychology at Radford University, successfully completing his degree in 2015.
One of the highlights of his academic journey was his dissertation, a longitudinal study on opioid injection rates among rural and urban adolescents and adults. Under the guidance of his advisor, Dr. Tracy Cohn, Dr. Love’s research yielded intriguing results which can be found at http://wagner.radford.edu/id/eprint/229
Professional Experience
Dr. Love completed his residency at Virginia Tech’s counseling center from 2015 to 2016, then became a staff psychologist, developing a passion for working with students. During this time, he led Interpersonal Processing-Based Group Therapy and played a pivotal role in establishing a unique therapeutic gaming group. In this innovative program, individuals diagnosed with autism spectrum disorder learned valuable social skills through the popular game, Dungeons and Dragons, focusing on perspective-taking and frustration management.
His teaching experience, acquired during his time in graduate school at Radford University and later at Boston University, paved the way for his decision to join the Roanoke College faculty. Dr. Love was deeply impressed by the level of student engagement and passion for interactive learning that he encountered on campus, making Roanoke College his preferred choice for nurturing the next generation of psychologists.
Courses at Roanoke College
Dr. Love is currently teaching multiple of courses at Roanoke College, including PSYC101 – Introduction to Psychology, PSYC384 – Abnormal Psychology, and INQ120 – Social Media: Influence and Health. His interactive teaching style and commitment to engaging with students promise an enriching educational experience for all who have the privilege of attending his classes.
Beyond the Classroom
Outside of his academic pursuits, Dr. Love has a diverse set of interests that reflect his multifaceted personality. He is an avid gardener, an enthusiastic chef, and a talented audio engineer. These passions not only enrich his personal life but also contribute to his holistic approach to psychology and learning.
While he is not currently accepting research assistants this semester, Dr. Love looks forward to involving students in his research endeavors in 2024. His wide range of research interests holds the promise of exciting opportunities for students eager to explore the world of psychology through hands-on experiences.
Continuing a streak, Roanoke College has been featured as a Great School For Psych Majors by the Princeton Review! The psychology department has been recognized by the best colleges guide every year since the book’s 2015 edition.
The full story can be found here: https://www.roanoke.edu/news/princeton_review_2023
The APA Education Directorate is pleased to announce that the first Virtual APA Psychology Graduate School Fair is happening on Thursday, November 2nd from noon-6pm (Eastern)! Registration for all prospective psychology graduate students is FREE, and psychology graduate programs that wish to recruit at this event can register for a modest fee.
The goal of the APA Psychology Graduate School Fair is to virtually connect graduate psychology programs with a diverse group of students, including current undergraduates, graduate students seeking to further their education beyond their current degree, and individuals returning for their graduate education. The APA Psychology Graduate School Fair is open to all graduate psychology degree (MA/MS/PsyD/PhD/EdD/Other) granting institutions in the U.S. and Canada, and all areas of psychology are encouraged to participate, including health service psychology, scientific and applied psychology, and general psychology programs.
Students who register will have the opportunity to meet virtually with recruiters from any of the participating programs. Individuals can come for a short time and meet with a select few recruiters or stay for the whole event and meet with everyone, depending on their schedule and interest. To learn more and to register for the event, visit https://www.careereco.com/events/APA.
Roanoke College is proud to welcome Dr. Wen Bu as a new addition to our esteemed psychology faculty! Dr. Bu brings a wealth of experience and expertise to our academic community, making her a valuable asset to both students and colleagues.
Educational Journey
Dr. Bu’s academic journey is an impressive one, demonstrating her dedication to knowledge and her commitment to personal growth. She began her undergraduate studies at Furman University in South Carolina, where she pursued a double major in Political Science and Chemistry. This diverse academic background laid the foundation for her multidisciplinary approach to psychology.
After completing her undergraduate studies, Dr. Bu earned her Law Degree from Harvard in 2008. She gained valuable experience working as a clerk for the Nuclear Regulatory Commission and later the O’Melveney & Myers Law Firm. However, she soon realized that her true passion lie elsewhere.
Driven by her deep interest in psychology, Dr. Bu decided to pursue a Ph.D. at the University of Minnesota, which she successfully completed in 2021. Her dissertation, guided by dual advisors Dr. Gene Borgida and Dr. Chris Federico, explored the intricate dynamics of racial and person of color identity and solidarity.
Postdoctoral Research
Following the completion of her Ph.D., Dr. Bu continued her academic journey with a postdoctoral position at Indiana University. Under the mentorship of Dr. Mary Murphy, she delved into the study of college students’ sense of belonging and the critical role that faculty and institutional mindset play in shaping the student experience.
Passion for Teaching
One of the compelling reasons Dr. Bu chose to join the Roanoke College community is her deep passion for teaching. She discovered her love for the classroom during her graduate studies and recognized that Roanoke’s small class sizes would provide her with the opportunity to truly engage with and support her students. Moreover, the proximity of Roanoke College to her hometown in Atlanta, Georgia, made this a perfect fit for her academic journey.
Diverse Interests
Beyond her academic pursuits, Dr. Bu is a multifaceted individual with a wide array of hobbies. She enjoys immersing herself in theater, singing in the choir, exploring the world of dungeons and dragons, mastering the art of knitting, and gliding gracefully in the ice skating rink.
Current Roles and Future Prospects
Currently, Dr. Bu is sharing her expertise with Roanoke College students by teaching PSYC 251 – Social Psychology and PSYC 204 – Quantitative Methods in Psychology. Her research interests span a wide spectrum, including intergroup relations, social identity, identity threat, stereotypes and prejudice, political psychology, and psychology in law.
While she is not currently accepting student research assistants, Dr. Bu has plans to engage students in her research endeavors starting in the spring of 2024, providing a valuable opportunity for students to gain hands-on experience in the field.
Roanoke College is privileged to have Dr. Wen Bu as a valuable member of our psychology faculty. Her diverse academic background, dedication to teaching, and passion for research make her a remarkable addition to our community. We look forward to the contributions she will make to the field of psychology and the positive impact she will have on our students’ academic journeys. Welcome, Dr. Bu!
Looking for a job? On May 4th the Virginia Institute of Autism (formerly known as Blue Ridge Autism and Achievement Center) is hosting a job fair, with open positions as a Behavior Tech, Special Ed Teacher, and Job Coach!
Huge congratulations to senior Kristi Rolf who successfully defended her Honors in Psychology project on April 26th!
Kristi Rolf ’23 poses with her presentation after a successful defense
Kristi’s project was titled Sense of Purpose in College Students: Connections with Support and Descriptions of Purpose Development. During the defense, her advisor Dr. Findley Van Nostrand was joined by committee members Dr. Powell and Professor Chapman of the Modern Languages Department.
Kristi will be graduating with honors on May 6th 2023. Congratulations Kristi!
Huge congratulations to senior Skyler Pokorny who successfully defended her honors project on Wednesday April 26th!
Skyler Pokorny ’23 poses with her Honors in Psychology t-shirt after a successful defense
Skyler’s project was titled Experimental Manipulation of Self-Concept Clarity in Emerging Adults. During the defense, Skyler’s project advisor Dr. Findley-Van Nostrand was joined by committee members Dr. Allen and Dr. Berenson of the Religion and Philosophy department .
Skyler will be graduating with honors on May 6th, 2023. Congratulations Skyler!
It’s been a busy year as usual for RC Psych! On Thursday April 20th, the Psychology Department took over the first floor of Fintel Library for the Spring 2023 poster session! Students, faculty, and staff from across campus gathered to hear psychology students present their research and experiential learning experiences.
Scroll on for photos from the day and visit us on social media to congratulate our hard-working students!
Fintel Library buzzes with presenters
Seminar students present their project Effect of Mood on Recall: (L to R) Alex Jaklitsch, Anna Arnold, Lindsay Jones, & Haley Patterson, class of 2023.
Seminar students (L to R) Emma Kalinski, Amanda Nakdimen, Noal cheru, & Morgan Micallef present their seminar project titled Heart Rate Variability: Coherence Between Heart Rate and Breathing.
Seniors (L to R) Isabelle Mildonian, Ciara Fadeley, Taelor Quick, & Kynston Boyd present their seminar project titled Increased Desire for socialization with stronger Social Support and higher Need to Belong.
Seniors (L to R) Rhianna Chambers, Skyler Pokorny, Kelsey McCown, & Macallan Bonser present their research, Emerging Adults and Media.
Seniors (L to R) Kosovare Fetinci, Kristi Rolf, Logan Pasley, & Alexis Wright present their study titled Perceptions of Crime & Mental Illness.
Senior Kosovare Fetinci presents her independent study titled Friendship Dissolution and its Impacts.
Senior Lauryn Chappell (second from left) presents a study titled von Restorff Effect: examining perceptual memory recall accuracy of college students to Dr. Carter with team members Pete Nichols (left) and Ameen Oliver (right) .
Senior Morgan Kelly (left) presents her internship experience at H2 Health.
Seniors (L to R) Elayna Jennings, Sariah Steele, Huda Hashash, Maryam Nishtar, and Devin Brown present their study titled Effect of Task Difficulty and Anxiety on HRV.
Senior Selam Mekonnen presents her study titled The Impact of Pluralistic Ignorance on Gender Bias
Dr. Powell and Dr. Allen learn about student research.
It’s been a great year of research and experiential learning for RC Psych! We can’t wait to see how these students apply their skills in the future.
On Tuesday April 18th, the psychology department was proud to recognize the accomplishments of our fantastic students. In the annual ceremony, twelve students received special recognition for their achievements in psychology through eight awards, and Psi Chi the Psychology Honor Society inducted new members. Read on to learn about this year’s awardees!
Senior Scholar in Psychology
Skyler Pokorny, 2023 Senior Scholar in Psychology
The senior scholar in psychology is the student with the highest GPA in Psychology courses. Ties are broken by highest GPA across all Roanoke College Courses. Congratulations to Skyler Pokorny for winning the title this year!
Charles E. Early Award
Isabelle Mildonian (left), 2023 Charles E. Early Award Recipient. and Dr. Buchholz (right).
The Charles E. Early award is granted in honor of Dr. Charles E. Early, retired Professor of Psychology who taught at Roanoke from 1988-2015. The award goes to the student who best embodies Dr. Early’s love of learning, powerful work ethic, keen intellect, warm humor, and deep appreciation for pie. This year’s recipient is Isabelle Mildonian. Congratulations Isabelle!
Curt R. Camac Student Research Award
Devin Brown (left) and Kristi Rolf (right). Not pictured: Maryam Nishtar
The Curt R. Camac Student Research Award was developed to honor Dr. Curt R. Camac’s support of student research. This year’s recipients were Devin Brown, Maryam Nishtar, and Kristi Rolf. Congratulations to all!
Jan H. Lynch Human Development Concentration Award
Left to right: Dr. Findley-Van Nostrand, Caroline Powell, Kosovare Fetinci, and Dr. Powell.
The Jan H. Lynch Human Development Concentration award is granted to a student who has demonstrated excellence in the Human Development Concentration. This year’s awardees are Caroline Powell and Kosovare Fetinci. Congratulations Caroline and Kosovare!
Karl W. Beck Award
Allyson Herriges, 2023 Karl W. Beck Awardee
The Karl W. Beck award is granted to a student with demonstrated excellence in psychology. This year’s awardee is Allyson Herriges. Congratulations Allyson!
Outstanding Students in Neuroscience Concentration
Outstanding Neuroscience Students Jarod Le (left) and Allyson Herriges (left) with Neuroscience Concentration coordinator Dr. Nichols (center).
This award is granted to students who demonstrate excellence in the Neuroscience Concentration. Congratulations to the 2023 recipients, Jarod Le and Allyson Herriges!
Outstanding Junior Psychology Majors
Left to right: Reagan Middelthon, Hannah Pluim, Sophia Contini, and Brian Schwenk
Seven juniors were recognized for outstanding academic success and potential for continued success in Psychology. Awardees were (pictured above) Reagan Middelthon, Hannah Pluim, Sophia Contini, Brian Shwenk; and (not pictured) Elizabeth Bain, Ciara Fadeley, and Timothy Hoffstaetter.
Psi Chi Achievement Award
Psi Chi Achievement Awardee Kristi Rolf (left) & Psi Chi Faculty Advisor Dr. Kennedy-Metz (right).
The Psi Chi Achievement Award is granted to a Psi CHi member who has best exemplified excellence in scholarship, leadership, and service. Chosen by faculty members in Psi Chi, the 2023 awardee is Kristi Rolf. Congratulations!
Psi Chi New Member Induction
Spring 2023 inductees of Psi Chi
Psi Chi also inducted students who have met the academic qualifications for membership in the Honorary Psychology Honor Society. Congratulations to all new members!
It’s been a fantastic year for RC Psychology and we are so proud of our students! Special congratulations and best wishes to the Class of 2023 as they head off into their future endeavors post-graduation.
Huge congratulations to senior Allyson Herriges who successfully defended her honors project on Tuesday April 18th!
Allyson Herriges ’23 prepares to defend her Honors in Psychology project. She is joined by her son, Andrew, who has a neurodevelopmental disorder.
Allyson’s project was titled Evaluating the Impact of Zofran Exposure on Embryonic Neural Development in Zebrafish Using a Multi-Method Approach. During the defense, Allyson’s project advisor Dr. Drea was joined by committee members Dr. Lassiter and Dr. Kennedy-Metz.
Below is the abstract from Allyson’s paper:
“Ondansetron, commonly known as Zofran, is commonly prescribed as an antiemetic to pregnant females experiencing severe morning sickness. Zofran is often only given when the mother’s malnutrition poses a much greater risk to the fetus than exposure to the drug. While the drug may cause morphological abnormalities in development, relatively little has been done to examine gene expression changes. In this study we identified four genes (shank3a, shank3b, gabra1, and hgma2) with important links to neural development and, using Danio rerio, evaluated the expression of these genes after embryos were exposed to Zofran in the early stages of development. We also looked at behavioral development, including tail-flips, startle response, and optical response. Preliminary qPCR analysis has shown dysregulation in the specified genes. Embryos exposed to Zofran at laboratory levels showed a significant increase in tail-flipping at 28hpf, with a downward trend correlating to exposure level. These findings may offer insight into potential correlations to neurodevelopmental disorders, like autism spectrum disorder and ADHD, in children of mothers who used the drug while pregnant, and in turn allow doctors to better treat these conditions.”
Allyson will be graduating with honors on May 6th, 2023. Congratulations, Allyson!
April 23-29 2023 is Psychology Week, a campaign from the American Psychological Association (APA). In honor of the week, we are highlighting some of the amazing people in the Roanoke College Psychology Department.
We asked two students and a faculty member to share their answer to the question, “Why Psychology?”
Timothy Hoffstaetter ’24
Timothy Hoffstaetter ’24, Psychology Major
Why psychology?
I choose to study psychology because of my passion for helping and uplifting others. Being educated on this subject allows for me to help others live their best and truest life. I also want to shoutout my sister because even though she is not in the field of psychology she inspires me every day to live my life by helping people.
Dr. Christopher Buchholz
Dr. Christopher Buchholz, Associate Professor of Psychology
Why psychology?
I was drawn to psychology in a search for an answer to big questions like, What is consciousness? Do we have free will? How can we best live happy and meaningful lives? What I love about psychology and the human experience is that I am still learning new answers to these questions. I find joy in that search as well as in sharing what I have learned with others.
Allyson Herriges ’23
Allyson Herriges ’23, Psychology Major (right) and her son (left)
Why psychology?
I chose to study psychology because I’m the mother of an autistic child. Through my studies I’ve been able to develop a better understanding of the disorder and have become a better parent as a result. I hope to spend my life researching the neurological basis of autism while also helping families like my own navigate the world, and make it a more autism-friendly place.
Congratulations are in order for Dr. Buchholz who received the Roanoke College Dean’s Exemplary Service Award last week.
Dr. Christopher Buchholz
The annual Dean’s awards are granted based on nominations from the college community and include awards for exemplary teaching professional life, and service.
“The Dean’s Exemplary Service Award recognizes outstanding faculty service – either at Roanoke College or in the larger community – in ways that advance the mission of the College in seeking to develop students as whole persons and prepare them for lives of purpose and meaning. Professional service may involve many factors, such as the number, quality, range or focus of service activities; honors or awards received from off-campus organizations; and the time invested relative to the time available for service activities.”
The announcement from the Dean last week highlighted the incredible dedication Dr. Buchholz shows to the College through service:
“This year’s Dean’s Exemplary Service Award recipient (…) lives and breathes Roanoke College and models to others [the] pillar of service. He currently serves on —count them–nine different college-wide committees, task forces, and groups, along with being a Faculty Marshal. This doesn’t even count the myriad service opportunities he participates in within his department.”
Dr. Powell, Interim Chair of the Psychology Department, stated: “In each of these endeavors, he is thoughtful – considering the needs of the students and the resources of the college; is reliable – if he says he’s going to do it, he does it in an exceptionally timely manner; and is diligent – ensuring all facets are accounted for and completed appropriately.”
Another colleague commented: “I have also observed (…) him being a stabilizing agent – consistently working to consider, respect, and understand various perspectives on a range of issues, and modeling such behavior not only to students, but also to junior faculty who are themselves striving to serve students.”
The psychology department is proud to have Dr. Buchholz on our faculty. His dedication has impacted countless colleagues and students and we can’t thank him enough. Congratulations, Dr. Buchholz, and thank you for your service to our community!
Huge congratulations to senior Devin Brown who successfully defended her honors project on Tuesday April 11th!
Devin Brown ’23 poses with her Honors in Psychology t-shirt after a successful defense
Devin’s project was titled The Pen is Mightier than the Brain: the Cognitive and Social Psychology Behind the Handwriting Legibility Effect. During the defense, Devin’s project advisor Dr. Carter was joined by committee members Dr. Kennedy-Metz and Dr. Brenzovich.
Below is the abstract from Devin’s paper:
“The handwriting legibility effect suggests that the quality of handwriting can affect the grades that are assigned to student papers. There are both cognitive and personality based theories that give a basis for why this occurs, but there is a lack of cohesive research testing subcomponents of these theories. This research is a controlled experiment designed to fill this gap in the current literature. To understand how handwriting quality contributes to evaluator perception of author competency, warmth, and similarity, these personality components were considered. For cognitive components, effort to read the essay, truthfulness of the answer, and complexity of the argument were studied. All of these were affected by the quality of handwriting the participants were exposed to except complexity. This research can be used in future studies to find and apply practical solutions to bring more equality in classroom settings for students that may have worse handwriting for a number of reasons. “
On Tuesday April 11th, three students from Dr. Kennedy-Metz’s psychophysiology research seminar went head-to-head in The Nutshell Games. Students had 90 second to communicate their current research project “in a nutshell” to a diverse audience of students and faculty from a variety of disciplines.
Morgan Micallef ’23
Undergraduate research is a key part of the Psychology Department’s mission. Every psychology major will conduct research in their senior seminar and more than 1 in 3 students are involved in a research lab each year.
Dr. Kennedy-Metz had a mission to teach her seminar students the importance of science communication through a fun and challenging lesson. I spoke with her about how the nutshell games came to be.
“I’ve always felt that the more high-profile (and potentially impactful) someone’s research becomes, the worse they are at communicating why it’s so important to the world. Science communication is an essential skill that often doesn’t come naturally to us, and, to make matters worse, is chronically under-trained. So, I felt a responsibility to emphasize the importance of science communication to students at an early stage in their career. ”
“I invited Dr. Patty Raun, Director of Virginia Tech’s Center for Communicating Science, to lead an improv day in my Research Seminar class, encouraging students to step outside of their comfort zone, embrace vulnerability, and communicate freely and meaningfully.”
Devin Brown ’23
“The goal of the subsequent Nutshell Games competition was for students to put this training to the test, and see how well they could communicate their semester-long projects in succinct, accessible terms to a non-specialist audience. They had 90 seconds to share their research and convey its importance to the larger community, all while being judged by staff and faculty from 5+ departments across campus (including Chemistry, Psychology, Fine Arts, Music, Public Health, and Health and Human Performance).”
Winning speaker AJ Palmer ’23 (center) is joined by team members Zoë Dunlap ’23 (left) and Allyson Herriges ’23 (right)
Dr. Kennedy-Metz invited students, faculty, and staff from a variety of backgrounds to simulate the real-world challenge of communicating science to people from a variety of backgrounds.
“One of my goals in gathering such a diverse group of staff and faculty was to showcase how difficult it is to distill a body of work and still communicate it effectively to audience members with such diverse backgrounds, along with the relevance and importance of doing so. In the future, I hope to expand the scope of the Nutshell Games at Roanoke College to include competitors from across departments.”
We can’t wait to see how this competition grows in future years!
Gabrielle Lirosi ’24 is spending a semester participating in the Lutheran College Washington Semester (LCWS). Gabrielle originally hails from Jackson, New Jersey and is a current junior at Roanoke College. She majors in Psychology with a minor in Sociology and a concentration in Crime, Deviance, and Social Control.
I interviewed Gabrielle to learn more about what she’s doing during her semester away!
Lirosi visiting The View of D.C. in Arlington, Virginia
This spring, Gabrielle is working for Offender Aid and Restoration (OAR) as a Post-Release Intern. OAR works to “create a community where those impacted by the legal system enjoy equal civil and human rights.” Gabrielle’s team specifically works with people who have recently been released from incarceration to help them transition back into the community.
Describing her work, Gabrielle says, “some days I am booked with appointments working with our participants to find housing, arrange community service, build job applications, practice interviews, and so much more!” Her team communicates with probation/parole officers, group home mentors, and family members of participants to help build their support system. Gabrielle also frequently attends court to stay up-to-date with participants and share OAR resources with recently-released individuals.
Positively impacting people’s lives while gaining high-level professional experience is an average day for an LCWS student. This semester, Gabrielle has been assigned the designated point-person for a large project in which OAR is assessing their recidivism rates.
Gabrielle Lirosi walks through the Federal Triangle
Gabrielle is putting her psychology background to work in the professional world! She says psychology students must consider participating in LCWS.
“So many focus on DC as the capital only seeing politics and ignoring the social sciences that reside in such a complex society! I’ve applied endless amounts of psychology work into analyzing the culture of DC and understanding my work at OAR! There are ample opportunities for any major, including psychology.”
According to Gabrielle, the networking and mentoring opportunities available for all students in D.C. are invaluable.
Gabrielle Lirosi ’24 with roommates Sierra Smith (Augustana University ’23. left) and Natalie Webster (Roanoke College ’25, right)
When she isn’t in class or working at OAR, Gabrielle is soaking up the culture of the nation’s capital! She loves making spontaneous plans with her roommates (pictured above). “There has never been a dull moment exploring the city,” she says, but it’s easy to find peace and quiet in one of D.C.’s many parks.
When I asked Gabrielle what her favorite memory from the semester so far is, she said, “seeing the cherry blossoms at sunrise was surreal, they are a token of DC and are in peak bloom right now.” But the famous cherry blossoms are tied with the interactive art of the Artech House for most memorable to Gabrielle.
Want to learn more about LCWS? Visit https://www.washingtonsemester.org/ or contact Dr. Todd Peppers (peppers@roanoke.edu) for more information!
On Saturday March 18th, Roanoke College students, faculty, and staff gathered at the Cregger Center for the annual President’s Ball. The college community had a blast dressing up and dancing. This year’s event was notable as the first President’s Ball during the term of President Frank Shushok.
Many psychology students were spotted enjoying the evening. Enjoy these pictures of #PsychRC at Roanoke’s biggest night of the year!
Megan Onofrei ’24 is spending her semester in the U.S. capital by participating in the Lutheran College Washington Semester (LCWS) program. A junior from Mesa, Arizona, Onofrei majors in Political Science with a minor in Psychology. Outside of the classroom, she plays defense for Roanoke College Women’s Soccer.
Megan Onofrei ’24 enjoys time on the National Mall
The Lutheran College Washington Semester allows Roanoke students to live and study in Washington D.C. while gaining professional experience through an internship. Onofrei is currently interning at the Normandy Group, a government relations firm.
Onofrei describes her internship as “well organized but also flexible and highly interactive.” Interning at the Normandy Group, Onofrei is “involved in all aspects of the firm’s responsibilities” but she notes that “I also retain the opportunity to attend Congressional hearings or networking events throughout the day that are related to the clients and projects that I am a part of.” This keeps her days “exciting and busy!”
Onofrei and roommate Jocelyn Snader ’24 attend the Senate Judiciary Committee Hearing
Onofrei’s time in D.C. has been saturated with politics, but her psychology studies have been relevant throughout. She says,
“the concepts that I have learned about in Social Psychology apply directly to the interactions that I have with work colleagues or other professionals. On a larger scale, I have seen the reality of psychological phenomena that is a driver for certain decisions made by Congress.”
The Washington semester is open to students from any major, and any type of internship can can be completed for credit! Onofrei says “psychology students should definitely consider participating in the Washington Semester because there is a lot of networking and interpersonal interaction available here!” This experiential learning and career experience will set any student apart as they prepare for graduate school or the workforce.
Onofrei and fellow LCWS students on a field trip the the Library of Congress
Professional experiences abound at LCWS! On a recent LCWS field trip, Onofrei and other students toured the Library of Congress, pictured above. Onofrei has also attended hearings of the House Oversight Committee and Senate Judiciary Committee. She says, “I have plans to sit in a Supreme Court Oral Argument later on in the semester, an opportunity that I am extremely excited for!”
Outside of the work day, LCWS provides ample opportunity to explore the nation’s capital. Onofrei has enjoyed exploring monuments and memorials, taking in the architecture of D.C., and hitting up the culinary scene by trying new coffee shops and restaurants. But her favorite recreation so far has been visiting D.C. suburbs like Alexandria and Georgetown, “it is very relaxing to walk along these long brick-lined streets, full of shops and beautiful architecture.”
Want to learn more about LCWS? Visit https://www.washingtonsemester.org/ or contact Dr. Todd Peppers (peppers@roanoke.edu) for more information!
Last week, two Psychology majors were elected to join Phi Beta Kappa, the country’s oldest and most prestigious academic honor society. Seniors Allyson Herriges and Caroline Powell were recognized for outstanding achievement in the liberal arts and sciences.
To be eligible for membership in PBK, college students must complete a wide berth of coursework beyond requirements for their major, study a language and math or statistics, and be determined to have good moral character. Read more details about membership requirements here!
Phi Beta Kappa nominees from the 2022/2023 school year will be inducted at a formal ceremony on May 5th 2023, the day before commencement.
Congratulations Allyson and Caroline! The psychology department is proud to recognize your achievement and wishes you the best of luck after graduation.
Attention upcoming graduates and recent alumni! If you are seeking employment that would lead towards licensure and are enthusiastic about working with children and families, Strategic Therapy Associates has position openings you may be eligible for.
Strategic Therapy Associates provides family therapy services to at-risk children and their families across Central and Southwest Virginia. We have offices in Lynchburg, Farmville Richmond, Danville, Halifax, Martinsville, Roanoke, Lexington and Wytheville, Virginia. They are seeking candidates who have completed or will soon complete a master’s degree in Counseling, Social Work or Marriage & Family Therapy. All clinicians offered employment must be able to register as a Resident in Counseling, Resident in Marriage & Family Therapy or Supervisee in Social Work with the VA Board of Health Professionals to receive clinical supervision towards professional licensure as an LPC, LMFT or LCSW.
They use a Strategic Family Therapy systems approach in our work with clients and are seeking therapists who are interested in learning solution-focused interventions. Applicants should be interested in working with at-risk children and families in their homes where they will learn how to uncover the family’s strengths and abilities to solve their own problems, where our therapist motivates clients to implement positive changes. All therapists receive extensive training and weekly supervision.
Here is a link to the company page and a list of open positions:
Looking for something to do with your summer? You can get paid while conducting research and building a competitive CV for grad school applications! The University of Missouri is hosting a Paid Summer Research Experience for Undergraduates (REU) this summer. Read on for details about the program and how to apply!
Scientific Study of Interpersonal Relationships Across the Lifespan
The scientific study of interpersonal relationships over the lifespan is important to our broader understanding of the human experience. These relationships begin with our earliest interactions and continue well into later life, and through them we learn how to communicate with, trust, and support others, as well as handle conflicts and negative interactions. These relationships are also studied through a variety of different social and behavioral science disciplines, including psychology, human development, family sciences, and interpersonal communication. Increasing interdisciplinary insights into how close relationships and human social networks function and impact well-being across the lifespan is important to consider in training the next generation of scholars.
The University of Missouri (MU) is hosting a new National Science Foundation REU Site* centered on the scientific theme of Close Relationships. This nine-week on-campus summer program (8 students per summer) is centered on the interdisciplinary, lifespan developmental, and diverse nature of the scientific study of close relationships. This REU site will take advantage of the collaborative and interactive research environment fostered by the Family and Relationships Research Network of Missouri (FARR-net) at MU. Each undergraduate will be mentored by a primary FARR-net-affiliated faculty member from the departments of Communication, Human Development & Family Sciences, or Psychological Sciences, to design a project related to one or more primary close relationships (i.e., parent-child, sibling, friends, romantic/marital partners) from a developmentally-informed perspective.
Who should apply?
Rising sophomore, junior, or senior undergraduates with interests in close relationships research and graduate study in any relevant social and behavioral science degree program from across the U.S. are eligible for the program. We are particularly interested in reviewing applications from students who may not have strong research opportunities at their current institutions, as well as students who are either first-generation college students or students with minoritized identities.
How should students apply?
Applicants must complete an online application at the link below by Friday, March 31, 2023, as well as submit a CV or resume, an unofficial transcript, a one-page (250 words) description of the student’s educational and career goals, and one letter of recommendation (ideally from a faculty member at their current institution).
The REU program site will cover admitted students’ travel to and from the University of Missouri, as well as campus lodging and meals for the entire 9 week program (Tue 5/30 – Fri 7/28, 2023). Students will also earn a stipend of $600 per week ($5400 over the course of the summer) while participating approximately 40 hours per week in: 1) research with an individual faculty member in their area of expertise, 2) participating in weekly seminars on close relationships, as well as other areas of professional development (e.g., graduate school application preparation, competitive fellowship funding), 3) opportunities to present the research conducted, and 4) social programs sponsored by the MU Office of Undergraduate Research along with students from other on-campus summer research experiences.
Alum Cody-Dillon Owens ’19, Dr. Findley-Van Nostrand, and Dr. Buchholz recently had their research published in an article titled Early Adolescent Cognitive and Affective Empathy – you can read the full article here. Congratulations!
This year, Roanoke College has expanded their academic catalog by launching a new concentration in Disability Studies.
“the concentration was designed with an interdisciplinary approach that reflects the truth that disabilities are woven into every aspect of society.” –Roanoke College
The interdisciplinary team of faculty directing the concentration include Dr. Teresa Milbrodt, Assistant Professor of English & Communication Studies; Mrs. Frances McCutcheon, Lecturer in Biology; and Dr. Andréa Burchfield, Visiting Assistant Professor of Psychology.
Required courses for the concentration focus on disability theory, the lived experience of people with disabilities, elective units, and a capstone consisting of an internship or independent study.
Dr. Burchfield shares that Disability Studies “prepares students for careers in the human services where they are likely to encounter people with disabilities.” Students who aim to attend graduate programs for special education, occupational therapy, speech and language pathology, and applied behavior analysis will especially benefit from completing the concentration.
Dr. Andréa Burchfield, Visiting Assistant Professor of Psychology, Coordinator for Disability Studies
The concentration is also aimed at providing students with disabilities at Roanoke College a means to “better understand themselves, their disability communities, and what to expect from the world at large, while also deepening their support network here on campus.”
Prior to teaching at Roanoke College, Dr. Burchfield worked in the field by providing behavior therapy, disability education and consultation, and disability accommodation training. Her past research focused on children with autism.
She says,
“I’m motivated to educate students about disabilities after years of witnessing the systemic isolation, negative stigmas, and obstacles to accessing services that people with disabilities face. People without disabilities lack a general awareness about the challenges the disability community faces; I’d like to reduce that gap in awareness.”
Through disability studies, Dr. Burchfield hopes that students will create “positive changes for people with disabilities on campus and in their communities” and that current and prospective Roanoke students with disabilities will benefit from a stronger sense of community and belonging on campus.
The Psychology Department is excited that this valuable field of study is now represented on campus.
Psychology students are invited to attend the lecture titled “Developmental Cognitive Neuroscience in the Era of Big Data” hosted by the Fralin Biomedical Research Institute at VTC. On February 9th at 5:30pm, Damien Fair, PA-C, Ph.D. will be speaking on this topic.
“Developmental cognitive neuroscience is being pulled in new directions by network science and big data. Brain imaging (e.g. functional MRI, functional connectivity MRI), analytical advances (e.g. graph theory, machine learning), and access to large computing resources have empowered us to collect and process neuro-behavioral data faster and in larger populations than ever before. The clinical and translational potential from these advances is unparalleled, as a better understanding of complex human brain function is best grounded in the onset of these functions during human development. Here Dr. Fair examines the state of developmental cognitive neuroscience in the era of networks and ‘big data’ and highlight the solid footing we can take forward into future discovery and real world applications.”
Job opportunity available at Fralin Biomedical Research Institute at Virginia Tech Carillion for a full-time research assistant to support projects in the labs of Dr. Pearl Chiu and Dr. Brooks King-Casas. More information below
Our very own Dr. Powell recently appeared as an expert commentator on ghosting in relationships in the Swiss docuseries “La science das coeurs brises” or “The science of broken hearts.” You can read more about Dr. Powell’s research in ghosting and her appearance in this docuseries in this article.
On Thursday December 8th, the Roanoke College community gathered to see psychology students present their latest research and internship experiences. This event is held at the end of every semester and always draws a crowd. As usual, Fintel library was packed with students, staff, and faculty alike to celebrate the hard work of driven psychology students.
Scroll through the photos below to see how our students enhance their learning beyond the classroom!
Fintel buzzes with excitement as students present research and internshipsDr. Findley-Van Nostrand and students listen to a presentation.Kelsey McCown and Devin Brown speak about their recent internships.
Research
Psychology students love research! Senior seminar, honors in the major, and independent studies are just a few of many ways students conduct research under the supervision of faculty. These experiences are all presented at the poster session as seen in the pictures below.
Seminar students (left to right) Avery Jackson, Jackson Shumate, James Orphanos, Lindsay Jones, and Casey Bowles present their capstone project.Seniors (left to right) Daniel Jewell, Morgan Bamrick, Kirra Eveland, Madison Dorn, and Allison Verbeke present their capstone project.Seminar students (left to right) Sadie Wallace, Karen Kohler, Caroline Powell, and Mia Clary present their capstone project.Maryam Nishtar presents her project conducted with Dr. Nichols, Physical Changes in the Brain as a Function of Clinical Dementia Ratings in Women with Alzheimer’s Disease.Jarod Le presents his research conducted with Dr. Nichols titled Decoding the Temporal and Spatial Frequency of Time Varying Stimuli Points to Utility of Complex Cells.
HNRS 260 Projects
This semester, Dr. Findley-Van Nostrand taught an Honors-260 course titled The Psychology of Aggression. For their final project, students in the class worked in groups to create informational brochures or flyers summarizing practical applications of the topic they studied throughout the semester. In this course, students from a variety of academic backgrounds learned about the discipline of psychology and its applications.
HNRS 260 students present Psychopathology in Crime and Drug UseHNRS 260 students present their brochure on intimate partner violence.HNRS 260 students present Gender Differences in Aggression.HNRS 260 students enjoy pizza while sharing their brochure about psychopathy in children.
Internships
Many students also shared the workplace experience they gained through internships during the summer or school year. A broad range of internships qualify for academic credit and prepare students for the workforce after graduation.
Morgan Michallef presents her fashion internship at Amiee Lynn in ManhattanLogan Pasley presents her work at Youth ConnectDevin Brown presents her work at Mainstream Mental Health in Roanoke, VA
Kiah Coflin (’19) recently had her Honors in the Major project published in the Journal of Couple and Family Psychology. The article, titled “Comparison of emerging adults’ bid responses based on their gender and attachment” examines how individual differences in bid responses (i.e. turning toward, turning away, and turning against) effect relationship quality and duration.
Kiah completed this project under Dr. Darcey N. Powell, who she credits with encouraging her to become involved in research. She __ that the experiences that she gained from research – including presenting at research conferences, May Term, and the Honors in the major process were both fun and useful for her future beyond Roanoke
“It was an incredibly fun and enlightening time that shaped my undergraduate career, and certainly helped as I continued on into graduate school for my Masters.” – Kiah Coflin ’19
After graduation, Dr. Powell continued to support her through the publication process, as they worked together to edit and create manuscripts and submit for publication at various journals. Kiah graduated from Boston College with her Masters in School Counseling in Spring 2021, and has been working as a School Adjustment Counselor with hopes to continue to grow in the profession.
“I’m continually in awe of the opportunities Roanoke College has been able to provide myself and fellow graduates, and consider myself lucky to continue to have the support and guidance of the Psychology Department years beyond my leaving campus.” – Kiah Coflin ’19
Here’s the abstract for the paper:
This project explored individual differences in bid responses, focusing specifically on participant gender and attachment. Bid responses (i.e., turning toward, turning away, and turning against) have been demonstrated to predict relationship quality and duration. However, to date, individual differences have not been explored. A pilot study of college-enrolled emerging adults (N = 51) demonstrated variability in responses to the created vignettes about hypothetical interactions with a romantic partner. Participants in the main study (N = 172) were emerging adults recruited from Prolific who responded to the finalized vignettes, as well as attachment and demographic questions. Turning toward was the most endorsed response type, and participants’ responses did not differ based on their gender. Bid responses did differ based on their romantic attachment, but not on their friend or family attachments. The results reiterate that practitioners should consider clients’ romantic attachment when discussing their interactions in romantic relationships and suggest additional research examining individual differences in bid responses is warranted.
Citation is: Coflin, K., & Powell, D. N. (2022). Comparison of emerging adults’ bid responses based on their gender and attachment. Couple and Family Psychology: Research and Practice. Advance online publication. https://doi.org/10.1037/cfp0000236
Stephanie Walsh ’14 was sworn in as a police officer in Vinton and was recently highlighted in Vinton’s weekly newspaper, which you can read here. Congratulations Stephanie!
Congratulations to all Roanoke College students who have been elected into Phi Beta Kappa. PBK is the oldest honors society in the country and recognizes stellar students in the liberal arts and sciences who are championed in free thought. PBK is America’s most prestigious honors society, and as such, serves as the forefront of recognition in liberal arts education. The Psychology Department would like to say a special congratulations to this year’s juniors and seniors who have been selected to join PBK:
Devin Brown
Edmond Dixon
Emma Kalinski
Skyler Pokorny
Kristi Rolf
Molly Willingham
Sydney Willingham
https://stock.adobe.com/search?k=congratulations
The Psychology Department is proud of all of your hard work this semester and previous semesters! Your hard work during your college years has paid off tremendously, and for that we commend you.
Stay tuned for upcoming posts highlighting each student!
You may recognize the acronym APA as the citation style psychology students use to write papers. But who or what is APA and what do they do? This post is APA 101: a beginner’s guide. The American Psychological Association has a wealth of resources you should be taking advantage of as a student and professional. Read on and click the underlined links throughout this post to explore how APA can serve you!
Background
The American Psychological Association is a professional organization representing the field of psychology in the United States. Founded in 1892, today’s APA has more than 13,000 members who are professionals and students connected with the study and practice of psychology (source).
(Important note: APA could also stand for the American Psychiatric Association, a similar group which focusses on the related field of psychiatry. Try not to mix them up!)
Citations
Let’s start with the basics for college students: citations. As a student, you will use APA style for papers and projects for class. If you conduct research in undergrad, graduate school, or during your career, you will publish your findings using APA guidelines. All current American psychology research is published and presented in APA format, so it is important to understand it so you can read the latest findings in the field.
But APA citations aren’t just standard in psychology. This style is also widely used in other social sciences as well as the fields of engineering, nursing, and business.
Luckily the APA’s website has a guide for using this style. This page features sample papers, helpful tips, and instructions for formatting your work and citing your sources. Bookmark the guide so you can find it for your next project!
Psychology Student Network (PSN)
Are you an undergraduate student who loves psychology but is looking for direction? Click here to find the latest edition of Psychology Student Network (PSN), the APA’s publication just for undergraduates.
It’s no secret that many psychology careers require a graduate degree. If you are planning to attend graduate school, visit APA’s grad school page for information about finding and applying to graduate programs, and how to succeed once you get there.
Don’t forget to take advantage of the graduate program search tool as you prepare for the next step in your education.
Career Hub
If the student chapter of your life is coming to an end, APA is there to guide you through your career.
Start here with the career options guide to learn about potential careers in psychology. Then, read APA’sjob search tipsto guide you before diving into the job search tool to locate current job openings nationwide.
Media
Last but not least, on to the fun stuff! APA has a number of resources to satisfy your curiosity about all the current topics in psychology.
Speaking of Psychology is a podcast hosted by Kim Mills, the APA’s senior director of strategic external communications and public affairs. Each episode, Mills interviews psychology researchers and practitioners to highlight new research and practices in the field. You can listen to the podcast on APA’s website, Spotify, Apple Podcasts, and Stitcher.
To learn about the most pressing topics that connect psychology to everyday life, check out this hub of current issues featuring articles about the biggest themes in the field today.
Finally, you can read the freshest scholarly papers on APA’s current researchpage. Here you can stay current on the latest findings in psychology.
The biggest takeaway from this post? You should visit the APA website! Whether you are a student, researcher, professional or just someone who thinks psychology is cool, there’s something for everyone at APA
How does a Roanoke College psychology student spend spend her summer? This year, senior Logan Pasley chose to intern at Youth Connect of Virginia, serving as a Mentor and Life Skills Provider.
Pasley originally hails from Penhook, Virginia and studies psychology with a minor in sociology at Roanoke. She recently began interning with Youth Connect in her hometown, an opportunity she pursued because “I have always wanted to work with children.” Additionally, Pasley’s goal was to learn more about the foster care system and how it can be improved.
Pasley works remotely for Youth Connect in a paid position while earning course credit, a great example of the wide variety of internship opportunities for psychology majors.
As Mentor and Life Skills Provider, Pasley develops a one-on-one relationship with young clients. When meeting a new client, she learns about their background and uses the Casey Life skills assessment to evaluate “life skills in daily living, self-care, relationships, communication, respect, education, work, etc.” Pasley uses this information to design and implement a six-month plan of action for each client.
Pasley’s work with clients is very hands-on. Each session, her job is “to plan a day in which the client is exposed to activities in the community. I allow my clients to choose a specific goal or task to get accomplished throughout the day and then take them to the most appropriate location to accomplish this goal.”
This work allowed Pasley to develop important skills. She says,
“I learned a way of communicating with individuals who struggle with trauma, mental illness, and grueling circumstances.”
After a full summer of working with Youth Connect, Pasley took the time to reflect on her growth and the impact she’s had on her clients. In what she describes as the most meaningful moment from her internship, Pasley’s was reunited with the first client she ever worked with. She remembers,
“the client’s face lit up when I walked into the room. Her DSS [Department of Social Services] worker added that the client found her voice through me and rediscovered her purpose.”
After her experience working with clients one-on-one, Pasley now wants to turn her attention to the legal system, focusing on “the structural issues that affect every individual involved with the legal system.” She says a change is overdue and is passionate about addressing unseen issues.
We can’t wait to see how Logan Pasley continues to change lives at Youth Connect and beyond!
Are you interested in completing your own internship as a psychology student? Visit the department’s internship page or contact Dr. Findley-Van Nostrand at findely@roanoke.edu.
Are you a current student interested in graduate school?
The College of William and Mary will be holding a Diversity Open House for their Masters Program in Psychology over Zoom. The Masters Program in Psychology is a 2-year research-focused program designed to help prepare students for admission to Ph.D programs. All Roanoke psychology students are encouraged to attend to learn more about the program.
The Open House which will be held on October 25th at 6:00pm EST. Click here to RSVP!
The Roanoke College psychology department is always proud to recognize the work of our fantastic students. Today we are highlighting Avery Jackson who completed an internship this summer at Children and Family Associates in Roanoke, VA.
Avery is a senior from Yarmouth, Maine who is double majoring in Communications and Psychology. She shares that she was motivated to pursue this internship because “I knew I wanted to have a hand on experience with a counselor.”
While interning at Children and Family Associates, Avery was able to observe counseling sessions and discuss her questions and comments with the counselor afterwards. She shares what a typical day in her internship looked like: ” an average day would involve me going in at noon to debrief with my supervisor on the previous day. I would then sit in on the sessions each hour unless the client requested for me to not be present.”
This direct experience paid off since Avery says, “I wasn’t sure if I wanted to work with children, but after this experience I know that I want to pursue this career.”
I asked Avery to reflect on a meaningful moment from her experience. She shares that the most impactful memory occurred as she was wrapping up her internship:
“My supervisor pushed me to fill out the report for a new client. After meeting with this new client, my supervisor asked me what I would diagnose this patient with. I replied with what I thought the diagnoses would be and I remember a huge smile coming across her face. She told me she was so impressed and proud of me. She pushed and encouraged me the whole summer and made me realize that this is what I want to do, and I can do it.“
Avery Jackson ’23
Avery’s work is an exciting example of the benefits of completing internships as a psychology student. We can’t wait to see what Avery does in the future and how her internship experience guides her career!
Psychology students who are interested in completing an internship can contact the department’s Internship Coordinator, Dr. Findley-Van Nostrand (findley@roanoke.edu) for more information.
PLACE (Center for Purpose, Life, and Career Exploration) is hosting a Senior Series on Wednesday evenings to prepare Roanoke students for the job search and life as a recent college graduate.
Senior Series events are taking place on Wednesday evenings from 7:00-8:00pm. The sessions cover a variety of topics relating to professional development. Psychology students who are planning to entering the job market immediately after graduation will especially benefit from these events!
There are three topics remaining in the series:
Professional Interview Preparation
Oct. 5th (Pickle Meeting Room – Colket Center)
Professional Development: Dress and Act for the Professional Goals you Seek
Oct. 12th (Pickle Meeting Room – Colket Center)
Professional Transition: Using your Skills and Career Readiness
Oct. 26th (Fintel Library – Classroom 1)
Students can register to attend each event on Handshake or email Amy Foster (foster@roanoke.edu) for more information.
The psychology department is excited to welcome a new faculty member this year!
Dr. Lauren Kennedy-Metz graduated from Roanoke College with a B.S. in Psychology, a Creative Writing minor, and a Neuroscience concentration. She then went down the road to Blacksburg where she completed a PhD in Translational Biology, Medicine, and Health with a concentration in Neuroscience at Virginia Tech.
This year Dr. Kennedy-Metz has returned to her alma mater where she is currently teaching Introduction to Psychology and Cognitive Psychology, as well as serving as the faculty advisor for Psi Chi and RCPA.
When asked what brought her back to Roanoke, Dr. Kennedy-Metz shared that the Roanoke College Psychology Department was her “ideal scenario” for a work environment. She says the department is “where I learned the most about myself, my interests, my strengths as a student and as a human.” She adds that “it’s where I was afforded the opportunities to thrive through the encouragement of lifelong faculty members.” In addition, this native New-Englander shared that “the Roanoke area has always felt like home.”
Dr. Kennedy-Metz brings a unique research background to the department. She summarizes her work as follows:
“My research interests include characterizing psychophysiological indicators of acute stress and developing biofeedback-based approaches to stress management interventions. Most importantly, I’m interested in taking a tailored approach to both of these things within specific high-stress populations both on campus and beyond (e.g., students, student-athletes, police officers, healthcare workers, kitchen staff, etc.).”
Dr. Kennedy-Metz says she became interested in this topic because the experience of stress is very relatable, but people are often left in the dark about how to respond to it appropriately. However, properly responding to stress is a critical topic, especially for the populations mentioned above.
Speaking to current psychology students, Dr. Kennedy-Metz encourages you to “get involved in things that interest them early on.” She recommends exploring research, clubs, club sports, internships, study abroad and anything else that catches your eye. When trying new things, Dr. Kennedy-Metz says, “worst case you learn that it isn’t for you, and you move on!” She closes with this sage advice. “If you push yourself outside of your comfort zone and end up finding a niche you love, you might look back one day and wonder how different things may have been if you hadn’t taken that first step.”
Be sure to say hi to Dr. Kennedy-Metz when you see her around on the 5th floor of Life Science.
Tonight – Friday, September 23, at 7:00p, the Black Student Alliance is hosting a Faculty/Staff vs Students Basketball game in Bast Gym. Dr. Nichols, chair of the Psychology Department, will be playing (loosely defined). It would be great to see support from the Psychology department for all participants!
Black Student Alliance presents Faculty/Staff vs Students Basketball Tournament 7:00 p.m. Bast Center, Gym
Let’s boost our school spirit and morale as faculty and staff take on students in a basketball tournament!
This year’s Salem-Roanoke Out of the Darkness Walk for suicide prevention is taking place on Saturday October 1st. The annual event is hosted by the American Foundation for Suicide Prevention (AFSP) to raise awareness and support for suicide prevention.
RCPA and Psi Chi are joining the Roanoke community by walking as a team. The event begins at 10am at the Cregger Center right here on campus. All psychology students and faculty are encouraged to sign up to walk with the team or donate to AFSP at the link below:
Once again, the Princeton Review has rated Roanoke College as one of its Great Schools for Psychology Majors (and some other great things too.) The full story can be found here:
Pie-A-Professor is back! Roanoke College Psychology student organizations are proud to present PIE-A-PROF 2022.
On Monday, April 25th, stop by the front patio of Colket to take part in this annual fundraiser. As usual, the proceeds from this event will go to the Bradley Free Clinic Behavioral Health Services.
You can use this link or scan the QR code pictured above to purchase a pie for only $3.00!
This event will be from 4:00PM to 5:00PM. We hope to see you stop by!
Congratulations to all Roanoke College students who have been elected into Phi Beta Kappa during their undergrad years. PBK recognized and celebrates excellence in the liberal arts and sciences and championed freedom of thought. As America’s most prestigious academic honor society, PBK is uniquely equipped to advocate for the value and benefits of liberal arts and sciences education.
This semester, Roanoke College held its election for new junior and senior members, and the Psychology Department is happy to report that the following Psych majors were elected:
Alice Chandler Maya Lamprinakos Carey Linkous Angela Ross Anne Schoelkopf
We are so proud of the students above and of the additional Psychology majors that have been elected in prior semesters. You are all doing a great job at representing your college and our department. Thank you!
We look forward to celebrating with you at the formal initiation ceremony, which will take place at 2:30pm in Antrim Chapel on Friday, May 6th, 2022. If you are a student recently elected into PBK, please check your email for a link to RSVP for the initiation ceremony.
The annual L. Starling Reid Psychology Research Conference at the University of Virginia highlights empirical research conducted by undergraduate scholars. Registration is free!
Presentation formats are research talks (15 minutes) or posters. The 16th Annual Reid Conference (Virtual Format) is scheduled for:
Friday, April 15th (this Friday!)
8:30 am – 4:45 PM
You can register here. Or by copying and pasting this link: https://psychology.as.virginia.edu/reid-conference
All conference guests and presenters are required to register prior to the conference. After you register you will receive a zoom meeting link just for you. If someone you know also needs a link, please ask them to register to obtain a link (rather than sharing your link). This enables UVA to communicate with everyone who attends.
Florida International University’s Summer Treatment Program: Summer positions are available for Counselors, Research Assistants, Teachers, and Classroom Aides.
From William Pelham, director of the center:
Students who have participated in the program have uniformly viewed the experience as an extremely demanding one, but one that makes a great contribution to their professional development. The experience and recommendations gained in our program have helped many of our undergraduates continue in graduate careers in the helping professions. The experience is also quite useful for undergraduate students interested in clinical research in child psychopathology, pharmacology, and psychotherapy.
Ben Campbell, class of 2022, completed a project titled Effects of Elicited Jealousy on Threatened Masculinity and Relational Aggressionin Emerging Adult Men. This project was supervised by Dr. Findley-Van Nostrand and Ben received a grant for his research from Psi Chi!
Below is the abstract so you can learn more about the study and all of the great work Ben did!
“This paper is a two-study investigation of the effects of jealousy on threatened masculinity and relational aggression use in emerging adult men (Study 1, age 18-25, N = 151;Study 2, N = 163). The project aimed to expand on previous literature of precarious manhood theory (Vandello et al., 2008) and jealousy (DeSteno et al., 2006), but examining relational aggression instead of overt forms. The goal of Study 1 was to see if friendship jealousy with a friendship dyad affected felt masculinity and relational aggression use. Study 2 aimed to expand on findings from Study 1, and investigate if there were also differences based on friend group size (i.e., friendship dyad vs friend group). A jealousy manipulation was created to elicit feelings of friendship jealousy on feelings of threatened masculinity and relational aggression. Results from Study 1 found that participants in the jealousy condition reported feeling less masculine, used more relational aggression towards their peer, and also felt several negative emotions(anger, distress, discomfort, threatened). Study 2 findings replicated those of Study 1, but also found that relational aggression was particularly high for those who felt jealousy within the context of a friendship group, rather than friendship dyad, and threatened masculinity mediated the effect of jealousy on relational aggression use. This project provides evidence that men feeling jealousy towards a friend, or group of friends, may result in an increased threat to their masculinity, and cause them to be more relationally aggressive towards their friend(s).”
I asked Ben about his experience doing this project and he said, “This experience has been amazing. I worked on this project for over a year, so being able to present the final product felt incredible. I’m so happy to have had such a supportive group of faculty and friends to show interest in and listen to the findings and importance of my study!”
Ben, your future is bright and we cannot wait to see what is in store for you!
Are you currently searching, or are interested in learning more about a job or internship?
If so, then make sure to come out to the Job and Internship fair, hosted by the PLACE. This event will occur tomorrow, Tuesday, March 1st, from 4:30pm – 6:30pm in the Wortmann Ballroom.
All students are encouraged to attend. Professional dress is NOT required as we realize that some students may be coming from class, lab or practice. There will be over 30 prospective employers and internship supervisors on campus and ready to answer questions. Some businesses will have internships open each semester, so even students not looking for an immediate placement can still come and explore.
If you have questions, or would like more details, please feel free to visit the PLACE’s website: https://www.roanoke.edu/place
Congratulations to Taylor Kracht. Her honors in the major project was recently published in the Psi Chi Journal of Psychological Research. The article, titled “Media Consumption: Association With Implicit Theories of Romantic Relationships”, examines the influence of romantic reality media on a specific set of romantic beliefs (i.e., individuals’ implicit theories of relationships) using an experimental procedure.
Taylor completed this project under the mentorship of Dr. Darcey N. Powell and graduated from Roanoke in 2018. After graduation, she went on to earn her masters degree in Couples, Marriage, and Family Counseling from William and Mary. Taylor has worked on other research projects while she was in Dr. Powell’s research lab and has been published as a co-author before, but this is her only first author publication.
“Getting this project published means a lot to me. I worked really hard my senior year creating the idea, developing the experiment, and then bringing it to fruition. Then the process of getting it published was extensive, and at many times, seemed defeating. Pushing through all the hardships of the process and getting it officially published is an accomplishment I will always treasure. I have a greater appreciation for all publications and the hard work it takes to succeed with it.” -Taylor Kracht
After graduating with her masters degree, Taylor moved to Charlotte NC and started working at a private practice, L&B Counseling, as a Mental Health Counselor. She works with a range of clients from 13 years old to 68 years old. She generally work with those who have symptoms of anxiety, depression, grief, and relationship issues.
“I am very happy in my position, I get to work with both individuals and couples (my passion), and we have the best workplace team environment. In my personal life, I live with my boyfriend (Jack Doriss, who also went to Roanoke), and our two dogs Murphy (chocolate lab) and Arlo (golden retriever).”
The Roanoke College Psychology Department hosted our biannual poster session in Fintel Library in December of 2021. This event occurs at the end of every semester to allow students within the psychology department to present on their class projects, independent studies, and completed internship experiences.
Thank you to everyone who attended, and to those who presented. The department is proud of your hard work and grateful to have dedicated students representing Roanoke College Psychology!
Faculty and students got the opportunity to learn about the semester-long research conducted by psychology students.
Congratulations to the presenters on their hard work and success!
Researchers discussed future directions and presentations for their work.
Thank you to everyone who attended, and to those who presented! Congratulations on another successful semester!
Recent Graduate Samuel Paitsel has carried on a long-lasting family legacy at Roanoke College. Graduating in December 2020, Samuel followed in his family’s footsteps and became the sixth generation in his family to graduate from the school. Samuel studied psychology over his four years at Roanoke College, and is currently working as a registered behavior technician (RBT) at Therapeutic Alliance in Roanoke, Virginia. Reflecting on his time at Roanoke College, Samuel commented,
“The professors made me feel at home, and I always felt cared about,” Paitsel says. “When I was doing rough, I knew I had a great support system to rally behind me. I also enjoyed how tight- knit the community was; you couldn’t go a day without seeing a friendly face.”
Along with work, Samuel is training as a qualified mental health professional, focusing on children under 18 years old.
Samuel was recently highlighted in the Roanoke College news letter.
Psychology faculty member Dr. Danielle Findley-Van Nostrand has recently had TWO publications. Her recent work is now published in the The Journal of Genetic Psychology and Emerging Adulthood. The psychology department extends our congratulations as we celebrate Dr. FVN’s recent accomplishments. Read about her publications below.
Interpersonal Rejection and Social Motivation in Adolescence: Moderation by Narcissism and Gender
Abstract: “Research on interpersonal rejection is voluminous, but less is known about perceived rejection in relation to social goals among peers during adolescence, especially while also considering factors that may moderate these associations. In a correlational design, we surveyed a diverse sample of middle school students to examine concurrent (Study 1; N = 269) and short-term longitudinal (Study 2; N = 321) links between rejection and adolescent communal (affiliation, closeness) and agentic (status, influence) goals, and narcissism and gender as moderators in the associations between rejection and social goals. Rejection was negatively related to (Study 1) and predicted decreases in (Study 2) communal goals. Narcissism was positively related to and predicted increases in agentic goals, and moderated the association between rejection and agentic goals (in both studies). One moderated effect of gender was found: perceived rejection predicted decreases in agentic goals for girls, but increases in agentic goals for boys. Our findings mostly align with existing research on interpersonal rejection in youth, and extend this literature by demonstrating that perceived rejection is meaningfully related to changes in trait-like social goals among peers, suggesting it may alter not only situation-specific cognitions, but also globalized goals, or motivations for peer interaction. The findings also call for further research on individual differences in associations between rejection and social goals, along with other outcomes.”
Popularity According to Emerging Adults: What is it, and How to Acquire it
Abstract: “Status among peers likely continues to play a role in social functioning and well-being beyond adolescence. This study examined how emerging adults in tertiary education defined popularity, and their beliefs regarding aggressive and prosocial behaviors affording status. The role of status motivation, own status, and gender in these definitions and beliefs were explored. Emerging adults primarily associated popularity with being central, liked, and respected. Gender prototypical features (attractiveness and likeability for women; power and centrality for men) were associated with high popularity. Compared to adolescence, popularity in emerging adulthood was associated more with likeability and less with attractiveness, power, fitting in, or antisocial behavior. Prosocial behavior, openness, extraversion, and dominance were identified as the most important ways to acquire popularity. The findings indicate that popularity is relevant to emerging adults and offer several directions for future research in order to benefit the social well-being of emerging adults in tertiary education.”
Research Coordinator Position in the JK Lifespan Development lab, Virginia Tech
Applications are invited for a full-time research coordinator (lab manager) position in the JK Lifespan Development labof Dr. Jungmeen Kim-Spoon, in the Department of Psychology at Virginia Tech (https://support.psyc.vt.edu/labs/jklifespan). Projects in the lab combine developmental psychopathology and decision neuroscience to investigate brain function, emotion, cognition and personality processes, decision making and health behaviors. We use a variety of methods including structural and functional magnetic resonance imaging, behavioral tasks, interviews, and questionnaires. This is an excellent opportunity for a personable, motivated, and detail-oriented person seeking further research experience before applying to graduate school.
Primary data collection responsibilities will include: recruiting young adults and family members; scheduling visits; obtaining behavioral assessments and fMRI scanning; and oversight of data collection. Primary data management responsibilities include: management and oversight of participant databases, entering data, ensuring data reliability and completeness, and preparing data for analysis. Additional key tasks include assisting with participant tracking and retention, preparation of IRB materials, and training graduate and undergraduate students on study procedures. Training for all aspects of the position, including MRI certification, will be provided. Flexible scheduling is required (e.g., evenings, weekends, and some holidays will be required).
Desired qualifications include: 1) BA/BS in psychology, neuroscience, or related fields; 2) undergraduate or post-baccalaureate research experience, including participant recruitment and data collection; 3) demonstrated organizational and time management skills, leadership skills, interpersonal skills, and attention to detail. Experience in the administration of standard psychological assessments (including self-report, structured interviews, and behavioral tasks) and a basic understanding of data management or analysis with corresponding data (e.g., SPSS, Excel, etc.) will be considered a strength.
Required application materials: Cover letter including statement of interest, CV/Resume, list of two references. Two letters of recommendation will be required prior to final consideration.
Expected start date is early March 2022. Graduating seniors are eligible to apply if they can start working part-time (10-20 hours/week) during the Spring 2022 semester to be hired before transitioning to a full-time position upon graduation. Consideration of applications will begin immediately and on a rolling basis and will end when the position is filled. Salary will be commensurate with experience.
Virginia Tech is an Affirmative Action/Equal Opportunity employer and is committed to cultural diversity and compliance with the Americans with Disabilities Act.
This event is for anyone who is planning to major in Psychology, recently declared their major in the Psych Department, or is a psychology major and has not been able to attend this event previously.
This meeting will be very informative because we will be discussing topics such as requirements for a degree in Psychology, internship opportunities, concentrations within the major, research, and studying abroad.
If you are not sure what direction you want to go with your degree, that is okay! We are going to be talking about the many different options there are.
P.S. When you attend this event you get to sign the major’s board!
The Clinical Rehabilitation and Mental Health (CRMH) Counseling department at the University of North Carolina at Chapel Hill has extended an invitation to students who may be interested in pursuing a degree in counseling to come to one of their upcoming Information Sessions on the following dates:
Wednesday 11/17 12:00 pm-1:00 pm ET Monday 12/16 11:30am-12:30pm ET Tuesday 01/11 12:00 pm-1:00pm ET Friday 02/11 4:00pm-5:00pm ET
In addition to their website, which can be found here, the Information Sessions are a good way to find out more about the CRMH program from a faculty member, ask questions about the program and application process, and meet with current students to hear about the program from their perspective. Interested students may RSVP to any of the above dates at CRMHinfo@med.unc.edu to receive the Zoom link for the Information Session.
Go Check out the Family and Wellness Initiative! This is a local, non-profit organization in the Roanoke area. They focus on establishing healthy, strong, and supportive family environments within the Roanoke community. They offer parenting workshops for ages 0-5 and 5-12, free community events, health advice for children (e.g., nutrition, active lifestyles, and mind and body wellness), school connections, parenting tips, and how parents can healthily learn and get involved in youth culture with their children. They are supported by Blue Ridge Behavioral Health, Prevention, and Wellness Services, and funded by the Department of Behavioral Health and Developmental Services.
Roanoke College offers so many amazing psychology courses for their students. Anyone can find a topic that peaks their interest; from Intro to Psychology to Principles of Neuroscience we have it all!
Want to learn all about memory, attention, language, and how we solve problems? If so, you should consider taking Cognitive Psychology. If you want to go further with these topics consider enrolling in Human Memory, 342 Learning, Creative Thinking and Problem- Solving, or Topics in Cognitive Psychology.
Developmental Psychology goes in depth about each life period- discussing cognitive abilities, social setting, work/school situations, health, common obstacles faced, etc . If one specific age range of this class interests you, you can dive deeper by enrolling in Child Development, Adolescent development, or Adult Development and Aging.
Social psychology focuses on relationships and interactions between people. Biological Psychology teaches us that the brain has an impact on our behavior, decision making, etc. This class discusses the research that has explained how different parts of the brain are responsible for different tasks.
Research Methods in Psychology gives students an understanding of how research is conducted, different types of studies, safety of participants, and examining the reliability and validity of a study.
Similar to a statistics class, Quantitative Methods in Psychology interprets data that measures behavior and uses computer programs to discover trends, standard error, median, mean, etc.
Clinical Psychology discusses the history of clinical psychology and the diagnosis of psychological disorders and how to treat them.
Congratulations to Dr. Darcey Powell and alumni Stephanie Gaines (class of 2017) on their recent publication by Psi Chi. The publication is based on one of Gaines’s projects that took place in Dr. Powell’s lab during her time at Roanoke College. More information about the information can be found here, but you can read the abstract below:
Emerging adulthood is a time of great transition, including but not limited to the commencement of “adult roles” and responsibilities. The present study examined emerging adults’ (EAs’) perceptions of transitional (i.e., cohabitating, marriage, parenting) and gradual (i.e., religious beliefs, political beliefs, managing own health) roles. Participants were recruited from a small liberal arts college (N = 88) and from Amazon’s Mechanical Turk platform (N = 181). They were surveyed on the age at which they anticipated or reported achieving the examined roles and their current self-efficacy for the roles. Female EAs reported intending to or achieving the transitional roles at a significantly later age than female EAs of the late 20th century (ps ≤ .001, ds 0.77–0.95). Additionally, female EAs anticipated role achievement for cohabitating, marriage, parenting, and religious beliefs at later ages than male EAs (ps < .05, gs 0.33–1.33). Moreover, male and female EAs differed in a few role-specific self-efficacies if they had not yet achieved the desired adult role (e.g., marriage, parenting; ps < .05, gs 0.62–0.98), but did not differ if they had already achieved the role. Lastly, the difference between EAs’ age and their role achievement largely did not predict their role-specific self-efficacies. The results provide additional insight into EAs’ expectations and current perceptions of themselves and may be useful to individuals who work regularly with EAs who are apprehensive about the extent to which they are “on time” and “ready” to engage in the examined transitional and gradual roles.
The only thing scarier than Halloween this month is mid-terms. Have you started (even thinking) about studying yet? Whether you have a color-coded plan or this is the first time you’re realizing mid-terms are a thing, here are some tips and tricks to stay calm, stay smart, and ultimately ace your quickly approaching mid-terms week. Remember, you’ve got this!
Study Smarter
Have you ever really used the school’s academic resources? Please do! In addition to going to your professors’ office hours, students should check out the Goode-Pasfield Center for Learning and Teaching, which is located in the Fintel Library and is the focal point for academic counseling and academic support on campus. The staff will assist you in identifying your academic strengths and weaknesses, designing an individual study program, and resolving your academic concerns. The Center coordinates academic advising for undeclared students, the Writing Center, the Subject Tutoring Program, the RC Success Program, and Accessible Education Services. Dr. Sue Brown directs the Academic Services. Dr Sandee McGlaun directs the Writing Center. Check out this site for instructions on how to make your own study schedule.
Mix Up Your Methods
We all know that awful feeling of sitting in your dorm room and staring at assignments for too long. It is exhausting and drain us of the little motivation we have left at this point during the semester. Try switching up your study location (the library, an open classroom, off-campus coffee shops, etc.) to add some variety into your routine.
If the way you’re studying is the problem, try using an online learning tool or asking a friend to quiz you so you get a break from reviewing your notes. In fact, ask a couple of friends if they would like to get together and set up a study session. You can work on similar tasks or completely different ones – but having someone else there may help keep you accountable for the work you’re meant to be doing.
Stay Calm
Feelings of anxiety and stress are almost unavoidable for college students as a busy week approaches, but there are plenty of things you can do for yourself that will help you remain calm and, ultimately, perform better. The main thing is to get some sleep. You might be tempted to pull an all-nighter, but a good night’s sleep is key to your success. An extra hour of sleep will take you wayyyy farther than an extra hour of cramming for an exam. Next, remind yourself that you can do this. You were smart enough to make it this far, and you are smart enough to make it through mid-terms. Remember to use your support network: friends, family, and faculty and staff are here to help you make it through stressful times.
This meeting is an amazing opportunity to ask questions, learn more about what a graduate program entails, and hear other people’s thoughts and perspectives!
Thinking of ways to gain more knowledge on important issues and topics outside of the classroom? Say less. Roanoke College offers many amazing events each week for all students and faculty to attend!
This week, Oct 4-9, Roanoke is holding several Zoom, and in-person events and talks. On Tuesday, Oct 5, there will be an Elderscholar Program, “What’s in a statue? Notes on the Roanoke Country confederate memorial” led by Dr. Robert Willingham from 12 PM – 1:15 PM. On Wednesday from 12 PM – 1:15 PM, the Eldershcolar Program will be hosting another talk, “Writing Your Story” by Ms. Mary Crockett Hill. Also on Wednesday from 7:00 PM – 8:00 PM, there will be an informative talk on Covid-19 titled “Ask the Epidemiologist.” Alumni Ashley Briggs ‘13 and her colleagues will host a Zoom discussion on the impact and experiences throughout the pandemic.
APA recently uploaded an article about “The superpowers of the psychology major” (read more at:https://www.apa.org/ed/precollege/psychology-teacher-network/introductory-psychology/superpowers-psychology-major ). Author, Dr. Stephen Chew, writes that there are 6 “superpowers” that are learned in a psychology degree. Psychology students are taught: how to learn effectively, manage stress and anxiety, become efficient with completing complex tasks, understand personality traits and differences in people, scientific literacy, and knowledge on biases and prejudices. All of these skills can be effectively applied to almost every aspect of life. Whether that be one’s professional life, family life, home life, social life, etc.
Now it’s time to focus on how YOU can get involved in psychology and achieve these superpowers. This upcoming Spring semester (2022), there will be a total of 11 psychology courses being offered! If you are new to the discipline and need an INQ260, consider taking INQ 260PY – Psyc of Agression. Or enroll in Psyc 101-Intro Psych, which will have multiple time slots. Intro Psyc will teach you the basics of psychology, and help you explore all of the different areas of study. If you have already taken the intro course, the department offers several courses on specific areas of the discipline including: developmental psychology, social psychology, cognitive psychology, adolescent psychology, research methods, quantitative methods, history of psychology, psychology and the law, and research seminars in social development and neuroscience. There are also opportunities to get involved in research with professors!
If any of these opportunities sound interesting to you, reach out to one of the Psychology Department faculty and/or add one or more of the classes to your Spring schedule. You, too, can achieve the special superpowers of a psychology student!
This month is Suicide Prevention month. Roanoke College has decided to organize a walk to spread awareness, show support, and hopefully raise money to help reduce suicide rates.
The walk is on campus from 10-12 and anyone is welcome to participate.
Dr. Naseralla is a first year professor of psychology here at Roanoke College. Dr. Naseralla completed his undergraduate degree at Texas Tech University, and his PhD at St. Louis University. His research investigates perceptions of victims, focusing on victims of sexual violence. When asked about his research, Dr. Naseralla explained, “What I like to do is find things that are common, but also overlooked. Things like reporting. Sexual assault is really underreported, so looking at that and seeing how people respond to that.”
When discussing his research further, Dr. Naseralla gave us his two key takeaways as a researcher, “The two biggest takeaways as a researcher are not to get too caught up with things, I think that sometimes it is better to keep things moving. The second biggest thing is that it’s super important to be conscientious….Being organized and managing your time well. That is really key to doing the things that you love to do.”
Dr. Naseralla is currently teaching two Psych-101 courses, as well as Psych-319: Psychology and Law. When asked what his favorite part of teaching at Roanoke College was so far, Dr. Naseralla responded with, “The fact that the students here are extremely eager. The smaller classes make things feel more personal. It feels like there is more of a relationship there, and students are really eager to learn and participate. I really enjoy that.”
We are very excited to have Dr. Naseralla with us at Roanoke College this year!
This is a great opportunity for all Roanoke students! At this panel you can ask any questions you have in regards to graduate school. This event takes place tomorrow (9/28) from 12-1 in life science 502! Bonus- there will be pizza for everyone! I hope to see you there!
:max_bytes(150000):strip_icc():format(webp)/perspectives-in-modern-psychology-2795595_v2-29c3d232b4fa4791b76337a4629d1d57.png)
