Kaitlin Busse, a senior majoring in psychology and a student assistant for the department, was recently awarded an open study/research Fulbright grant for Denmark.
In this post, Busse discusses with a student assistant what she will be doing while in Denmark, how she learned about the Fulbright program, and advice she has for students considering applying to Fulbright and any other research/internship opportunity.
Can you tell me a little about yourself and what you will be doing in Denmark?
I am a psychology major, sociology minor, and human resources concentration, and my interests are in organizational psychology. I was awarded an open study/research Fulbright grant to Denmark and I will be in Copenhagen from August 2018 until June 2019. I will take master level classes at Copenhagen Business School, where I plan to take classes about leadership and organizational change, employee identity, and diversity management, and about Danish culture and how it influences their organizations.
While there, I am also planning to assist my affiliate, Dr. Sara Louise Muhr, with a project she is working on about improving organizational cultures for women in academia in the European Union. Part of the Fulbright experience involves a project in which you immerse yourself in the community. I am planning to partner with an organization called, Crossing Borders, where I will help teach professional development skills to refugees in Denmark.
How did you learn about the opportunity?
I actually learned about Fulbright while on my May Term to Sri Lanka. My professor, Dr. Katherine Hoffman, was a Fulbright ETA (she taught English) in Sri Lanka, and we interacted with their Fulbright Commission. I did not actually think about applying for a Fulbright until the second semester of my Junior year. I had just gotten back from studying abroad in the Netherlands and I loved immersing myself in another culture. After I came back, I received an email from Dr. Rosti about a Fulbright Information Session meeting.
What made you choose Denmark?
I wanted to go to Denmark because they are known for the great working environments and are constantly ranked one of the best places to work (and also one of the happiest countries)! My research interests lie in creating better work environments, especially in relation to work-family issues, which is what the Danes are known for! Also, I initially planned to study abroad in Denmark, but the program was cancelled during the semester that I wanted to go abroad.
Can you give any advice for those interested in applying for the Fulbright, or for research/internship experiences in general?
To people who are thinking about applying for Fulbright, I would say DO IT! It is a lot of work and it is extremely competitive to receive an award, but you develop so much personally, academically, and professionally from the application process. Even if you do not receive the Fulbright award, you end up with a great personal statement from the process.
For those thinking about research and internship experiences, I would also say DO IT! It was actually through one of my internships at a counseling agency that I learned I did not want to be a counselor and was instead most concerned with improving the work environment. Internships have also helped me get to know a little bit more about what organizational psychology and the HR field are about.
For those looking for internships, my advice would be to reach out to your networks and Roanoke College alumni (I actually [found] my first internship at a Roanoke College Career Night in NYC). I would also recommend research too because it allowed me to go in deeper to my studies and learn more about a particular area that I am passionate about.
Roanoke has an amazing research focus in the psychology program, which also gives you the opportunity to have a strong network relationship, present at conferences, and learn more about the research process.
Thank you to Kaitlin for taking her time to answer our questions, and congratulations again on receiving the Fulbright grant! Keep in touch and let us know how it goes! We’ll be cheering you on from the fifth floor of Life Science.
Also, for those interested in the Fulbright Program, click on this link to go to their official website. You can also talk to Dr. Jenny Rosti, who is the Director of Major Scholarships and an Adjunct Senior Lecturer. Her email is: email@example.com.
The following is a transcription from an in-person interview with Brittney Rowe where a fellow student assistant was able to talk with her about her team winning the Freeman Award, a scholarship that helps fund research in Asian countries.
Tell me a little bit about the Freeman Award.
The Freeman Award funds around $40,000 towards conducting research in an Asian country. For our trip, we focused on South Korea, but you can also apply to go to China, which is where Dr. Xu led a team a few years ago, and to Japan as well. [The program is sponsored] through the government and it’s supposed to help promote awareness of Asian cultures.
What or who made you want to apply?
I went on the May Term to Japan last summer with Drs. Xu and Leeson who are also leading this team. A friend who went on the May Term told me about this project over the summer right before school started. So, I emailed Dr. Xu and asked about what they were planning and if I could join.
What are your plans to do when you get to South Korea?
There’s going to be multiple components. Our overarching topic is going to be focusing on North Korean refugees in South Korea. There are six students going, including myself. We each have different topics that cover aspects of our main topic. [For instance,] Anna Ford will be focusing on how North Koreans are portrayed in South Korean film and TV shows, and Carolyn Marciniec and Phantesa Ingram will be looking into their experiences relating to education.
I am going to be focusing on how North Korean women are represented in South Korean media and about their lives in South Korea. I plan to interview around fifteen women, maybe more, we’ll see, about their lives since arriving in the South, how they perceive South Korean media’s portrayal of them, and their opinions on unification as well. I will be presenting on my findings at the ASIANetwork Conference in San Diego next April.
In order to better inform my topic, there’s a TV show that I’ve been focusing on, Now on My Way to Meet You, where they kind of take the typical South Korean talk show. They have guests dance and show off their skills, but they also have the North Koreans talk about their experiences in North Korea. Something that we’ve noticed is that they never get to talk about their struggles in South Korea. It’s always like, rainbows and sunshine and sparkles – when in reality it’s not; a lot of North Korean refugees have trouble adjusting to the highly competitive, capitalist South.
Another thing that we’ve noticed is that typically, it’s pretty, young women who are chosen [to appear on the show]. It’s like a national thing where you send in your personal statement about your life and what you would talk about on the show. And then the show-runners go through the applications and choose who has the most appealing story to South Koreans. They then bring in the women and they dress them up to look like South Koreans to appeal to that South Korean audience. It’s just really interesting to see how that goes.
How long will you be studying in South Korea?
About twenty days in May.
Outside of research, is there anything in particular you’re looking forward to?
Just being in South Korea. Being able to eat South Korean food and experience their culture. We’re also going to be going on little excursions to actually go out and experience the culture. So, it’s a lot like a May Term, but a week longer than my Japan May Term.
Do you have any advice to anyone considering applying to the Freeman Award in the future?
Edit, edit, edit. Go to Jennifer Rosti.
Are you excited?
I really, really am. I’m also going to be studying abroad next semester in South Korea, so. And we’re also going to try and see if we can travel after the original period is up, maybe go to Japan.
Congratulations, Brittney! We wish you the best and hope you enjoy your time in South Korea!
Today is the SAAM Wear Teal Day of Action, sponsored by the National Sexual Violence Resource Center.
April is the Sexual Assault Awareness Month. Please show your support of survivors and ending victim blame by wearing teal today and/or following this link to the Resource Center’s official site to learn how to get involved.
You can also find information for survivors as well as family and friends on learning more about sexual violence and how to prevent it and connecting with victims or families.
The NSVRC is also a place to find help.
Please join us in supporting SAAM and today’s Day of Action.
Kaitlin Busse, a psychology major and student assistant, was recently awarded an open study/research Fulbright grant in Denmark!
Psychology faculty congratulated her on receiving the Fulbright grant, saying:
We are very proud of Kaitlin’s achievement; it is truly an honor. Kaitlin is the third Psychology major to receive a Fulbright in the last two years. Congratulations Kaitlin and good luck in Denmark! – Dr. Buchholz
Dr. Powell added:
Kaitlin is driven by an intrinsic motivation to succeed and to make the most of the educational opportunities available. Here at Roanoke, she has worked with myself and another faculty member in the Business Department to diversify her research experiences, which has led to her presenting projects at several disciplinary conferences. she also studied abroad at an institution well-known for their Industrial Organizational Psychology faculty and courses, and she acquired competitive summer internships to further expand her social capital and see the concepts she’s learned in action. A Fulbright Scholarship is an extraordinary next step for her! As she completes additional coursework and conducts a study under Dr. Muhr’s supervision, I am confident that she will thrive in Denmark. I am incredibly proud of what she has accomplished and look forward to hearing how it goes!
Keep a lookout for a follow-up post wherein Kaitlin will discuss what her project will entail, how she came to know about Fulbright, and advice for students interested in pursuing a Fulbright or any internship/research opportunity.
If you are graduating this year and looking to apply to graduate schools or would just like to learn more about the process, then consider attending Ms. Brook’s talk on Tuesday, April 10th at 6 pm in Life Science 515!
A recruiter and retention specialist for graduate programs at Radford University, Ms. Brooks will demystify the process, providing tips towards strengthening your application and answer any questions you may have.
Do you want to get ahead, catch up, or just want to take an interesting course over the summer?
Then consider signing up for psychology summer courses!
Three 300-level courses will be offered, including History of Psychology, which is a requirement for psychology majors, Abnormal Psychology, IO Psychology, and Drugs & Behavior. In addition to the 300-level courses, the psychology department will also be offering a 260 INQ course taught by Dr. Whitson that will also count towards a major in psychology.
If interested, please talk to your advisor(s) and sign-up through Webadvisor while spots remain!
Students who declared a psychology major recently, including those who declared last semester but were unable to attend, are required to attend the New Majors’ Orientation on either Monday, March 26th from 5:30 – 6:30 pm or Thursday, April 5th from 5:00 – 6:00 pm in Life Science 502.
You only need to attend one session, so pick whichever date works best for you and sign up here through SONA.
The first weekend of spring break, Drs. Buchholz, Osterman, Carter, and Findley-Van Nostrand, in addition to several students, traveled to Atlanta to present their studies at the 2018 Society for Personality and Social Psychology Conference.
The students in attendance included:
Cody Dillon-Owens ’19, who presented on “Understanding moral decision making using self-driving cars.” This study was supervised by Dr. Buchholz and included several other students, including Megan Miller ’18, Allison Smith, Lauren Powell ’21, and Seth Poore ’20. They found that participants generally thought positively of self-driving cars. Faced with a moral dilemma on who to save during an impending crash, the participants were generally more likely to save themselves and their mothers over anyone else. Participants were also more likely to save “significant” individuals rather than strangers.
To learn more about the study, please contact Dr. Buchholz at firstname.lastname@example.org.
Lauren Furlow ’19 and Nicole Moughrabi ’19 presented on the “Allocation of Mate Budgets as Function of Environmental Threat and Life History Strategy.” From Dr. Osterman’s lab, Furlow and Moughrabi added to further research to the field discussing how “women’s mating psychologies shift as a function of early environment and current environment demands.”
To learn more about this study, email Dr. Osterman at email@example.com.
Sabrina McAllister ’18, a member of Dr. Nichols’s lab, discussed the results of her study titled “Time Perspective as a State-Based Measure.” To learn more about her study, follow this link. (If you have any questions, please contact Dr. Nichols at firstname.lastname@example.org.)
Lauren Powell ’21, also a member of Dr. Buchholz’s lab, discussed the study titled “The moral dilemma of self-driving cars.” As this study was conducted alongside the first discussed study, the same researchers also worked on this inquiry. The main goal in this study was to see how gender and empathy would affect how the participants answered the moral dilemmas. However, the results showed that neither gender nor empathy predicted the answers, but that there was a “three-way interaction between gender, cognitive empathy, and affective resonance.” They also found that men possessed significantly more positive attitudes towards self-driving cars than women.
In addition, Drs. Osterman and Findley-Van Nostrand also presented their research. Specifically, Dr. O presented findings found in conjunction with Dr. Gornick of the Virginia Military Institute, Mr. Brian Matera, and Mr. Alexander Carr, titled “Trait Empathy Moderates Belief Bias in Emotionally-Evocative Reasoning Tasks.” To learn more, please contact Dr. Osterman at the above mentioned email address.
Dr. Findley-Van Nostrand’s study was titled: “Sense of Belonging Drives Intentions to Leave STEM in Undergraduate Students: Mediated and Short-Term Longitudinal Association.” She worked alongside Drs. Sophie Kuchynka, Jennifer Bosson, and Richard Pollenz, all from the University of South Florida. If you are curious about the study and want to learn more, Dr. FVN can be contacted at email@example.com.
Finally, the day before the official SPSP conference began, Dr. Carter presented his study on “The Effect of the American Flag on Political Attitudes Has Declined Over Time: A Case Study of the Effect of Historical Context on Priming Effects,” at the JDM preconference.
The preconferences are one-day, mini conferences that allow for colleagues to gather to discuss their specific areas of interest. For Dr. Carter, this was to discuss the changes since the first study he and his fellow researchers had conducted in 2011, wherein his research revealed that using the American flag as a primer has become less effective in shifting participants towards more politically conservative attitudes and beliefs. The effect is shown to be roughly zero at present. To learn more, please contact Dr. Carter at firstname.lastname@example.org.
(Unfortunately, no pictures were taken of Dr. Carter while he was presenting at the JDM preconference. Instead, Dr. O provided a dramatic reenactment via hard work and editing skills.)
When asked about the experience, Dr. Osterman said…
We had a fantastic time at SPSP, and all of our student presenters did a wonderful job of talking about their research with other scholars. They represented the college and department exceedingly well.
Cody seconded this, saying:
SPSP went really well! It was a wonderful opportunity to present research to a large body of our peers in psychology, as well as learn about a lot of the exciting new research that’s being conducted in the field. I definitely look forward to attending my next conference!
Congratulations to our students and professors for their successful SPSP conference!
On March 13th, 2018, the psychology department held their Psi Chi Induction Ceremony. Thirty-four students were inducted this semester into Psi Chi, the international honor society for psychology and one of the largest honor societies in the United States.
Following lunch, Dr. Findley-Van Nostrand began the ceremony by making the opening remarks. Students were then given their certificates and the nominations for the new executive board for Psi Chi were held. Dr. Osterman ended the ceremony by leading the recognition of the outgoing and incoming executive boards.
Pictures of the new members of Psi Chi followed the conclusion of the ceremony, including:
Students who were not able to attend the ceremony but are new members of Psi Chi are as follows:
Ciprianna O. Azar
Alexander J. Glando
Elizabeth Q. Helminski
Jeanette L. Kurtic
Logan E. Miner
Jeanne M. Skulstad
Natalie M. Slemp
Allison L. Smith
Thomas E. Thomas
Caroline G. Wagoner
Taylor C. Ward
Griffith E. Wood
Emily A. Wright
In order to be accepted to Psi Chi as an undergraduate student, one must:
be enrolled as a major or minor in a psychology program or a program psychological in nature
have completed at least 3 semesters or equivalent of full-time college coursework
have completed at least 9 semester credit hours or equivalent of psychology courses
have earned a cumulative GPA that is in the top 35% of their class (sophomore, junior, or senior) compared to their classmates across the entire university or the college that houses psychology (minimum GPA of 3.0 on a 4-point scale)3
have a minimum 3.0 GPA average for psychology courses
Some of the benefits include:
International recognition for academic excellence in psychology.
Distinguished members can be found here, including Albert Bandura, B. F. Skinner, and Philip G. Zimbardo.
Over $400,000 are available annually in awards and grants.
Psi Chi’s Career Center
Free access to three publications:
Psi Chi Journal of Psychological Research
Eye on Psi Chi
Psi Chi Digest
For more information, follow this link to the official Psi Chi website.
Congratulations again to our new members of Psi Chi! They’ve worked hard and we look forward to seeing what they will do in the future.
Congratulations to Molly Zydel ’19 for being awarded the Mamie Phipps Clark Diversity Research Grant!
Zydel will use this grant towards funding her Distinction Project, titled “Perceptions of Foster Care Youth’s Academic Identity: Comparing Reports from Foster Parents and Former Foster Care Youth.” Specifically, she will be using the grant in order to offset the costs of compensating participants for their time.
She has been a member of Dr. Powell’s research lab since fall 2016.
Zydel also went to Thailand as part of Dr. Powell’s May Term last summer. You can read about the trip here.
The Mamie Phipps Clark Diversity Research Grant was founded in honor of Mamie Phipps Clark. Graduating in 1943, Clark was the first African American woman to earn a Ph.D. in psychology from Columbia University.
As such, this grant is awarded to Psi Chi students and faculty advisors who are seeking to study diverse populations and issues.
For more information about the research grant, click here.
Congratulations again to Molly Zydel! We’re proud of you and look forward to learning about the results of your Distinction Project!
On March 27th from 7 pm – 8 pm in Life Science 515, Psi Chi will be hosting a presentation by researchers from Salem Veteran Affairs Medical Center for students interested in learning about their research, as well as internship opportunities!
Congratulations to Kaitlin Busse ’18 and Riker Lawrence ’20 for their successful poster sessions at the Academy of Human Resource Development (AHRD) Conference in Richmond, Virginia!
Part of Dr. Powell’s lab, Busse and Lawrence presented two posters on their findings from researching work-life balance and perceptions of organizational climate and job satisfaction in employees from the United States and the United Kingdom.
Last semester, students from Dr. Nichols lab published a paper titled “Exploration of Methodological and Participant-Related Influences on the Number of Artifacts in ERP Data.”
Under the direction of Dr. Nichols, Ms. Stephanie M. Shields and Ms. Caitlin E. Morse conducted a study in order to see how the number of trials needed to collect enough data for Event-related Potential (ERP) could be minimized through the reduction of artifacts.
Typically, this type of research requires a number of trials in order to collect enough data. Oftentimes, several of these trials have to be discarded as a result of artifacts, or errors.
Shields, Morse, and Nichols focused specifically on the connections between “the number of trials that have to be eliminated due to artifacts and a set of methodological variables, physical considerations, and individual differences.”
To read more about what they found as a result of their research, follow this link to the original article.
Related: Ms. Shields was awarded a Fulbright grant to return to Germany to study bat vocalizations and vocal learning in Munich, Germany from September 2017-July 2018. Prior to this, she spent a summer in Hamburg, Germany through the German Academic Exchange Service Research Internship in Science and Engineering. While there, she completed a research project with Ph.D. student Signe Luisa Schneider on electroencephalography (EEG), learning, and memory. (To find out more about this latter project, follow this link.) Shields also completed over three years of research in the psychology department and had other articles published as well. She graduated with a major in psychology, a concentration in neuroscience, and a minor in German. She plans on earning a Ph.D. in Neuroscience.
Related: Ms. Morse currently works as a Licensed Nursing Assistant at Portsmouth Regional Hospital in New Hampshire. Graduating from Roanoke College with a degree in Kinesiology and Exercise Science in 2017, she followed this by attending the Massachusetts College of Pharmacy and Health Sciences where she completed a Bachelor of Science degree in order to become a registered nurse. While at Roanoke College, she worked as a research assistant in the psychology department for around three and a half years, starting in 2013. She has also participated in two other published articles through Dr. Nichols lab, alongside Ms. Shields and other students. Her Linked In account can be found here.
A two year, full-time program providing students with advanced training in research methodology, data analysis, and the core principles of psychology. Students gain invaluable experience by working with faculty conducting research in a number of different subfields, as well as developing a wide range of knowledge in psychology.
Students will be required to develop, test, and defend a thesis project based on empirical research.
Through applying the basic principles of psychology to the workplace, I/O strives to improve not only the workplace, but also the “quality of work life for employees.”
Radford offers a two year, terminal master’s degree based on a “practitioner-scholar” model that applies to a number of career paths; the M.A. option includes a thesis project that prepares students for further studies.
A required internship, as well as a client-based project for each of the six I/O courses
37 credit-hour program (9 hours per semester; 1 credit summer internship)
Counseling (Psy.D.) at Radford University focuses on rural mental health, with emphasis on “cultural diversity, social justice, and evidence-based practice in psychology.”
The program is designed for students “interested in pursuing careers as psychologists in mental health settings and institutions where clinical supervision and the direct application of counseling, therapy, and psychological assessment are required.”
APA-accredited, follows a practitioner-scholar model, and includes a 2,000 hour internship.
Applicants must have completed a Master’s degree from an accredited institution where “they provided face-to-face counseling services by August of the year in which they wish to enroll in the Psy.D. program.”
While the program focuses on rural practice in their coursework and internships as they are located in rural Appalachia, they offer field placements in Roanoke for those wanting experience in a city environment.
Accepts graduate applications at any time but does not start reviewing them until the end of January.
Applications for these programs are due February 15th. These applications must be online, require a non-refundable payment of fifty (50) dollars, and degree–seeking students must submit official transcripts from all universities or colleges attended. The application will automatically be forwarded to the selected department for evaluation.
To learn more about admissions and to find the link to the application, click here.
Have you recently completed a research study, are an undergraduate student, and want to present your findings at a well-regarded conference?
On Friday, April 13th, 2018, the University of Virginia’s annual L. Starling Reid Psychology Undergraduate Research Conference will occur.
This event highlights “outstanding empirical research conducted by undergraduate scholars.”
The proposal deadline has been extended to Monday, March 15th, 2018 at 8:00 am.
Accepted students will be notified by 5:00 pm on Thursday, March 22nd.
Due to the high volume of applicants and the limited number of spots available, this conference is competitive.
Presentation formats are either research talks lasting around fifteen minutes, or posters. The selection process for research talks are more competitive, but if an applicant fails to secure a research talk position, then they will automatically be considered for a poster.
The application is now live and can be found here. For more information about the conference, follow this link.
If you have any questions, please contact UVA psychology department’s Taylor Young, who is the Interim Undergraduate Coordinator. His email is email@example.com.
Growth Through Opportunity is a local non-profit organization whose mission is to create opportunities for those with intellectual and developmental disabilities.
GTO is looking for students who are respectful of others, positive, dependable, patient, flexible, and creative, among other traits.
Through the program, students partner with first responders at local fire stations, police departments, sheriff’s offices and courthouses, making this an ideal program for those especially interested in psychology, sociology, social work, criminal justice, education, communications, and business.
In addition to gaining experience with varying levels of our justice system and with first responders, students will also develop such skills as developing educational curriculum, teaching/job coaching, and fundraising and marketing.
Students can volunteer,intern, or complete service hours. (Though it is too late in the current semester to set-up an internship.)
Students work as job coaches with recent high school graduates with disabilities (physical, emotional, learning, behavioral), called ‘cadets,’ as they work on-site with members of our justice system and first responders. Each student will have a small group of cadets, around four-to-six, that they will look after.
The program would be both spring and fall, from five-to-twenty hours a week, or from 9 am – 2 pm Monday through Thursday, though students will have to be there all of that time.While students are not paid, GTO is applicable for academic credit or service/volunteer hours, as well as gaining invaluable experience and connections.
Furthermore, GTO will also be at the upcoming job fair on March 19th, 4:30 – 6:30 pm if you are interested and would like to speak to a representative.
Finally, if you are interested but cannot commit to the time or both semesters, the GTO team is currently working with the Virginia Department of Rehabilitative Services to create a summer camp where students will have the opportunity to be involved.
For those who are interested, please send a letter of interest and resume to Dawn Martin at GTOdawnmartin@gmail.com or contact her at (540)204-5945 if you have any questions.
Martin is a 1998 graduate of Roanoke College with a bachelors degree in psychology. She is happy to help interested students in finding a place at GTO.
Interested in working in the non-profit sector, or just interested in helping kids learn?
Not sure what you’re going to do yet?
Then consider applying to the Literacy Lab, a branch of Americorps.
The Literacy Lab’s mission is to provide low-income children with individualized reading instruction to improve their literacy skills, leading to greater success in school and increased opportunities in life. In Richmond they serve children K-3, partnering with school districts to help close the literacy gap, by embedding full-time, rigorously-trained tutors in elementary schools.
The Literacy Lab works in Metro DC, Greater Richmond, Baltimore MD, Kansas City, MO and in the upcoming year, Springfield MA. Students who are graduating this year and are unsure what their next steps should be, may consider applying to this amazing service term. The position is rewarding, and the professional skills developed could help with a career in the non-profit sector. There is also an expansive Americorps alumni network that you’d also become a part of.
You can choose to serve full-time as a literacy tutor for the rest of the 2017-2018 year (through July 2018), or for the next year (August 2018- July 2019).
There is also another program called “Leading Men Fellowship” through the Literacy Lab which is a year-long opportunity from August 2018 – July 2019.
You can find the applications for all three of the above opportunities here. To learn more about the Literacy Lab in general, follow this link for the general website.
Then please consider applying to the Yale University program in Organizational Behavior.
The Yale University program in Organizational Behavior is seeking several summer research assistants (20 hours/week; ~$350-400/week) to work on research projects at the Yale School of Management in New Haven, CT. This internship would start in the summer of 2018 and last from around June 15th to August 15th (exact dates are flexible). This internship is designed to support individuals looking to strengthen their research skills before applying to a graduate school PhD program in organizational behavior, or a related behavioral science field. Therefore, a critical component of this summer research experience will be ongoing mentoring and guidance from faculty and graduate students, and we highly encourage those from underrepresented and/or non-traditional educational backgrounds to apply.
Research assistants will collaborate with faculty (Professors Amy Wrzesniewski, Cydney Dupree, and Michael Kraus) and graduate students on day-to-day research being conducted, which includes: programming surveys on Qualtrics, data collection in the lab, field, and online environments, analyzing and summarizing data, revising/editing manuscripts, assisting with literature reviews, IRB proposals, and presentations, and attending research meetings and workshops. At the end of the 8-week internship, all interns will present their research progress at a mini-conference hosted by the School of Management.
On Tuesday, January 23, 2018 Amanda Knox’s documentary was shown at Roanoke College in preparation for her visit the next evening.
While the room quickly filled up to watch the documentary, this would be nothing in comparison to the following night, when hundreds of people arrived at Olin Theater in order to see Amanda Knox in person.
In her presentation, Knox described the events of the past, emphasizing why truth matters and how her experience could have easily happened to anyone.
The events were hosted by the Turk Pre-Law Program’s Gentry Locke Speaker Series, the Public Affairs Society, and Community Programs.
Last December, Christmas was made particularly special for a class at Oak Grove Elementary School in Roanoke, Virginia.
As reported by the local WDBJ7 news station, Roanoke College students and biology professor, Dr. Frances Bosch, delivered toys they had altered to Mrs. Gruber’s special education classroom.
For children with disabilities, finding toys that look like them can be difficult and they can sometimes feel left out as a result.
As Dr. Bosch points out,
[… because only] twenty percent of the population have a disability of some sort, it is unlikely that major manufacturers would make toys to truly give every child a toy like them.
Yet, for students of this classroom, and for many other children as a result of the Toy Like Me project in Roanoke and the UK, finding toys that represent them has been made a little easier.
The Toy Like Me project at Roanoke College began when Dr. Bosch was researching for her 2015 May Term class, and she read about the Toy Like Me program started by Rebecca Atkinson in the UK.
Atkinson recognized the need for more diversified toys and started the program in order to lobby major toy manufacturers into producing toys more diverse toys.
The following year, while planning for her 2016 May Term class, Dr. Bosch decided not to wait for toy manufacturers to start diversifying their products.
I contacted Rebecca and asked if we could modify toys and give them away in the name of Toy Like Me.
So, the May 2016 class modified $300 worth of toys, and we gave most of them to Carilion Clinic’s Children’s Hospital in Roanoke.
This was not the end, however, as this project would spark continued projects in the name of Toy Like Me at Roanoke College. As Dr. Bosch describes,
Last school year, we did a Santa Claus Toy drive, and gave away $1600 worth of toys. [We] then gave toys away for Valentine’s [Day], and again in April.
My May 2017 class modified $700 worth of toys for the Pediatric Oncology ward at UVA through RC alumna Karra (Slaughter) Lee, who is a PA in that ward.
This year’s Santa Claus toy drive saw toys go to children in several schools in Roanoke City and County.
Including Oak Grove Elementary.
Last semester, we partnered with Dr. Findley-Van Nostrand’s Developmental Psychology classes. They modified toys with us, then participated in the delivery of toys to Oak Grove Elementary.
According to Dr. Findley-Van Nostrand, her students worked with Professor Bosch, the “heart and soul of the program” in order modify the toys based on each individual student.
If someone is in a wheelchair, a doll can be modified to include a wheelchair; if a child has a feeding tube, a tube can be inserted in toys; if a child wears glasses or has crutches, they add those […]
For Dr. Findley-Van Nostrand, the Toy Like Me program was “a memorable experience” as she “loved seeing the kids get so surprised and excited over the toys, and it was a great opportunity for my students as well.”
Dr. Bosch notes plans to partner with Dr. Findley-Van Nostrand’s class again this semester, as well as with Psi Chi, the Honors Society for psychology.
Interested in conducting research on increasing political tolerance?
Thanks to a grant from the Charles Koch Foundation, the lab of Dr. Kurt Gray is looking for a few motivated undergraduates for a full-time paid 8-week summer internship (June 18th to August 10th). Interns will receive hands-on experience with study development, data collection, and data presentation, in addition to receiving $2,800 each.
To apply, please submit a CV and a letter addressing the following questions: 1) What does political tolerance mean to you? 2) Why do you want to join this summer program? 3) What unique perspectives can you provide this internship program? 4) What are your long-term career goals?
Please e-mail Emily Kubin (firstname.lastname@example.org) with the subject title Summer Internship 2018 by February 15th, 2018.
Last December, Roanoke College’s psychology department hosted a school outreach program. Students were able to learn more about psychology through group sessions with individual professors and were able to see first-hand how optical illusions work through an experiment. Following this, students were also able to enjoy a lunch with both psychology professors and current psychology majors at Roanoke.
Thank you to everyone who took part in the program. It looks like it was a lot of fun!
If you are looking for ways of gaining clinical research experience working with youth over the summer, considering applying to the National Science Foundation Research Experience for Undergraduates at Ohio University.
Through this 8-week program, students will gain experience by attending seminars, working with mentors on research projects, and building a set of skills and a portfolio that will stand out to graduate schools including an independent project focused on some aspect of treatment related to youth with SEB.
Accepted students will be given a stipend of $4000, along with housing, meals, conference travel, and research incentives.
Eligible students must have at least a 3.0 GPA in their undergraduate classes and must be a US Citizen or permanent resident. Applicants who have taken research methods will be more competitive, but this is not required. Finally, students from diverse or minority backgrounds are strongly encouraged to apply.
All applications must be submitted by February 23, 3018 at 5 pm.
To learn more about the program and how to apply, click here or on the above image to go to the official website.
The following is a transcription from an in-person interview with Victoria Preston at Fruitions where a student assistant was able to talk with her about her research and internship experiences at Roanoke College and Blue Ridge Behavioral Healthcare.
Can you tell me a little about yourself? (Such as interesting hobbies and your favorite color?)
I’m a psych major. I don’t think I have any interesting hobbies. I like animals and my favorite color is green.
What kind of classes are you taking this semester?
This is my last semester, so I’m at the very end of what I need to be taking. I’m taking a seminar course [for psychology], and then I’m taking a sociology class because it’s interesting to me. I [also] work for Dr. Powell on a research lab.
How do you like seminar?
It’s kind of challenging just because you’re working in a group to come up with a project. Most of the groups are four people, [but] we’ve got three, so it’s just kind of difficult to get everyone on the same page, to get everyone to meet on time, [and] to get the work done, but it seems to be going well so far.
How do you like Dr. Powell’s lab?
I love it. This is my second year working for her, second semester I guess, and her lab is about an emerging adult study or doing something with adolescents. Last semester I just worked in helping other students with their research- I didn’t do anything of my own. (…) This year I’m doing my own study from a previous student’s and some of her work. I have someone working for me this time. So, (…) I really enjoy it and you get the experience of what working in a research setting would be and you get her attention to help with anything else that you need.
So, what are you doing specifically in the lab?
There’s a Roanoke College student who graduated last year who did a study on emerging adults and talking, ghosting, friends with benefits, that kind of relationship. I’m doing a secondary data analysis of her study. Dr. Powell and Dr. Friedman did a study on a ghosting, so I’m taking some of their information and putting it together and running my own analysis of it: dealing with if there’s a time frame, what blocking is, if we can accurately define what “talking” really means. [Talking is] different for every person. That’s basically what I am doing this semester.
In addition to working in the lab, you also completed an internship. Can you tell me about that?
I interned at Blue Ridge Behavioral Health Care in the Child and Family Services [Department]. I was toying with the idea of working with children and families and I wanted to intern at a place that was local enough to where I could potentially work there because I am from Salem. [Interning at Blue Ridge] was just the best option and was something I was vaguely familiar with.
What did you learn from your experience at Blue Ridge?
A lot of what I did there was observing group therapy or sitting in on family assessment planning. If there was a kid that needed some sort of services but couldn’t afford it, they would go to this board and make their argument for the government or organization to pay for it. What I learned was that there are a majority of people who need the help that Blue Ridge is giving but they can’t afford it. That was kind of surprising to me because you think “oh, you know everybody has insurance, that insurance just pays for it” but that was not the case. [I also] just figured out my own personal biases in working with kids because I still want to work with children – I eventually want to be family therapist. Maybe. Working with kids, you think it’s going to be one thing and then it’s an entirely different thing.
I did learn a lot about what it was like to work in an actual office setting, which was really important to me because the only other job I’ve had I was working at a jewelry store. That was just really interesting to me to just see how complicated the behind-the-scenes of mental health is and trying to get people the services that they need.
Were there any moments during your internship that really surprised or struck you?
Since there are children and family services in that building, I thought it was only going to be kids needing some sort of residential treatment or psychiatric testing but it’s anything that has to do with children. […] I’m not sure… There were a lot of interesting experiences that I never anticipated or expected to see.
How do you plan on applying what you learned in your internship to what you’d like to do in the future?
The reason why I wanted to intern at a local place was because I plan on applying for a job there, so basically just taking all of the things I observed and kind of deciding if that’s the path that I want to go down since I’ll only have a bachelors [degree]. You can’t really do a lot, so I’ll probably end up being a case-worker. Just taking the things that I saw and learned in my psych classes, counseling classes, or my abnormal classes- even some of my sociology classes. I’ve taken a lot of juvenile delinquency and behavior classes and the things I’ve learned in my classes [I’ve also] seen first hand. When you do an internship, you have to write daily reflections of what you did and how it applies to what you learned and I could apply 90% of what I saw [interning at Blue Ridge] to something that I learned in my classes.
What’s some advice that you have for students who want to complete an internship?
Definitely do it. If I hadn’t taken the internship, then I would have no idea where to go or where to apply. Experiencing something is good but also being able to network and having people that you can then go to or have them be a reference for [is good as well]. I only interned for two months, so you don’t have to have a long internship to get a full experience . You can just do it for a summer. I would tell everyone to do an internship if they can, especially if they are not a hundred percent certain- even they are a hundred percent certain, but maybe they [realize they] don’t like it that much.
Thanks Victoria for taking time to meet to talk about your research experiences and your internship with Blue Ridge. Congratulations on completing your degree!
For those interested in applying to an internship or wanting to know more about research opportunities, please contact Dr. Camac in the Psychology Department and/or Dr. Lassiter in the Biology Department.
Several psychology students were recently able to present their research at the psychology poster session on December 7th. There was plenty of pizza and drinks for everyone. Great job presenting and thanks to everyone that came!
For students interested in learning how developmental processes relate to school learning and the community, as well as simply how science can be used to improve the lives of adolescents, the Curry School of Education at the University of Virginia offers a graduate degree in Educational Psychology – Applied Developmental Science where students will be able to learn about their interests and apply to them to real world settings.
The program is twelve-months long and includes a 6-credit, 200 hour internship experience and is housed through the Curry School of Education, which is ranked one of 2017 best graduate schools for education by the U.S. News. Students who pursue this program later work as educators, researchers, among other various fields.
Students that are interested in the program should either click on the snapshot above to be taken directly to the site or click here. If you have any questions and want to talk directly with someone from the program, please feel free to contact Dr. Ellen Markowitz at email@example.com.
In the midst of winter as the cold seeps into our homes, we often tend to think of what we will be doing in the summer…
For students interested in summer research opportunities (including paid experiences), winter is also a good time to start thinking about applying to these opportunities, as many summer research opportunities have a deadline in January or February.
One notable exception to this is Roanoke College’s Summer Scholars program which has a deadline of March 15th.
Below are some of the opportunities available to students from every major, with the link to the full list of research opportunities here.
Examples from the Social Sciences and Humanities:
Leadership Alliance Mellon Initiative (many humanities and social science majors)
Interuniversity Consortium for Political and Social Research
American Economics Association Summer Training Program
American Political Science Association
Institute for the Recruitment of Teachers
Examples from the Sciences:
Research Experience for Undergraduates (REUs) – Includes the Sciences, Public Health, Psychology, and Anthropology
Pathways to Science
Department of Homeland Security
Commonwealth STEM Industry Internship Program
Student Conservation Association
National Institute on Drug Abuse
National Institute of Health (NIH) Summer Internship Program
In the final blog post written by students from Dr. Osterman’s PSYC 376: Evolutionary Psychology to be featured on the site, students discuss how males have possibly evolved to detect and respond to cues of ovulation.
The authors, including Sarah Raines, Ryan Casey, Tori Blair, and Chasity Ramsey, focus on defining ovulation from an evolutionary standpoint and then describe the subtle cues of an ovulating woman, including how she dresses.
Providing interesting information on something few of us think of, this is the last of the three blog posts to be featured. If you’re interested in learning more about this blog either click on the screenshot above or the link below that. The other two blogs can also be found on the site.
Good job to everyone who worked hard on these blog posts! They turned out well!
Dr. Powell presented on a study by herself and Sophia Bolton of Duke University, titled “Parental Knowledge and Adjustment of Mothers in a Treatment Facility.”
She posted on Facebook, saying about the experience:
The lab’s first #NCFR17 won’t be our last NCFR! Our projects were well received, catching up with colleagues and networking with new ones was productive, and (last, but certainly not least) the sunny Florida weather was much enjoyed!
Ms. Riker Lawrence also presented on her research, which was in conjunction with Dr. Powell and Dr. Katherine Karraker of West Virginia University, and titled “Caring for Toddlers: Parents’ Experiences, Desires, and Satisfaction.”
Overall, we’re incredibly proud of our department’s Dr. Powell and Ms. Lawrence for their successful presentations at NCFR and for representing the department and Roanoke College well.
The second of three articles written by students in PSYC 376: Evolutionary Psychology to be featured on the blog, this article was written by North Angle, Cristoni Couvrette, and Anne Mette Rasmussen and is titled “Jealousy: Successful Tactic or Harmful Emotion?”
In the post, the authors discuss why we get jealous and the differences of jealousy exhibited between male and females, all from an evolutionary standpoint.
Please click here to read the article, or click on the screenshot above.
As part of Dr. Osterman’s PSYC 376: Evolutionary Psychology class, students submit a term blog instead of a tradition term paper. Focusing on a specific topic, students form groups and explain the topic from an evolutionary perspective with accompanying memes and other relevant videos in true Roanoke College Psychology Department fashion.
Over the next few weeks, there will be three blog posts featuring her students work, beginning with the current post.
This week’s topic is focused on why humans like drinking alcohol according to evolutionary psychology and was written by Luke Harbison, Maddie McCall, Nicole Moughrabi, and Adora Nguyen.
In the article, the authors address the history of alcohol usage and continue on to describe the many reasons why we consume alcohol, including attempting to explain why our taste for alcohol is so widespread.
Sound interesting? Please follow the link to learn more.
Three current psychology students and one former student at Roanoke College were recently able to present their findings at the Society for the Study of Emerging Adulthood (SSEA) conference in Washington D.C., alongside the department’s Dr. Powell.
The theme for the SSEA’s 8th biennial conference was focusing on “Emerging Adults as Change-Makers Around the World.”
For these students, the opportunity to present their posters was an incredible experience.
Molly Zydel ’19 commented that…
“SSEA was great! It went very well for all of us with our presentations. At SSEA, we got a chance to talk to other professors, graduate students, and scholars about our research and theirs. It was interesting to get a perspective from others! We also got a chance to pick out different paper sessions to go to, where we got to listen to people present about their whole paper!”
One of the sessions students were able to go to and enjoyed seeing was the scholar Jeffrey Arnett, who created the theory of emerging adulthood as a life-stage.
Dr. Powell further commented on how impressed she was by her students, saying
The students did a great job presenting their posters and interacting with the other scholars. The conference is predominately attended by those who have earned their doctorate degree or who are working on an advanced degree, so the students were definitely in the minority. However, they represented my Developmental Self-Knowledge Lab, the Psychology Department, and Roanoke College incredibly well.
She continued on to discuss how the students found the information presented by other scholars interesting because of the relevance to them, as “the research samples emerging adults (i.e., those between the ages of 18 and 25; and is life-span stage that they are in)” and were on topics such as “… mental health, identity development, romantic relationships, peer relationships.”
We’re proud of our students (both current and former) and look forward to seeing what they will accomplish the future!
As the title says, New Majors’ Orientation has been changed to the Wednesday the 29th and Thursday the 30th of November (the week following Thanksgiving Break).
If you signed up through SONA, then the date has automatically been changed and you do not have to sign up again. HOWEVER, if the day no longer works for you, you will need to sign up for the other day.
The orientation will be at the same time, from 6-7 pm, and in the same place, Life Science 502.
Look forward to seeing you there (the author heard Dr. Powell makes it fun, so don’t stress too much)!
“Do you like watching movies? Do you like winning free money? Would you like a chance to do both at the same time?”
Sound like a dream come true?
Then please plan on attending Psi Chi’s annual movie night on Tuesday, November 28th. Prior to this, submissions for any movie recommendation relating to psychology (like last year’s winner, Inside Out) are open until the end of Tuesday, November 14th. Voting will then continue until November 21st. The winner will receive a $5 gift card to Mill Mountain to contribute towards their coffee fund and preparation for finals.
Think you have a winning movie? Want free coffee or a hot chocolate (or whatever your heart desires from Mill Mountain)? Then please send your suggestion to firstname.lastname@example.org Tuesday, November 14th.
For students interested in pursuing a masters degree in experimental psychology, consider attending Saint Joseph’s University’s virtual (online) open house on Monday, November 13th at 11:30 am.
Saint Joseph’s University offers an intense, full-time program where students acquire a strong foundation for the scientific study of psychology through equal emphasis on coursework and empirical research.
For more information on how to attend the open house, click here. For those interested in the overall program, follow this link to go to the official site.
A brochure for SJU’s M.S. in Psychology can be found here.
In Part I, we talked about the more academic side of the trip and some differences noticed between cultures. In Part II of the Thailand May Term, we will discuss the more inherently fun and less academic parts of the trip, because, even though this was a class, it was still an experience of a lifetime.
For Dr. Darcey Powell, in addition to the conversations the group had with locals, her two favorite experiences were the Muay Thai boxing class and their day as mahouts:
[…] In the Muay Thai boxing class, we learned about that style of boxing and practiced the techniques. As mahouts, we learned how to take care of elephants with respect to feeding and bathing, as well as how to ride elephants, and then put what we learned into practice with our own elephant for the day.
Dr. Darcey Powell
Students’ experiences as mahouts at the Patara Elephant Farm in Chiang Mai was definitely one of the most favorite and memorable experiences of the trip, as Peyton Holahan ’19 recounts:
We spent the entire day playing with and learning about elephants. It really does not get much better than that in my opinion. We were greeted in the morning by the director of Patara who explained their mission as an elephant sanctuary focused on educating individuals about the health and well-being of these beautiful animals. Each person got assigned an elephant (or two) to spend the day with and it was pure magic. I was one of the lucky ones to get assigned both a mom elephant and her two-year-old baby. They told us that they assigned the elephants based on our personalities but I am certainly not planning on having kids anytime soon. I learned how to groom, feed, and bathe my elephants. Bathing them was by far the most fun because this involved getting on their backs and scrubbing them with a brush in the river. This was also really refreshing because Thailand’s climate is HOT.
Along with our elephants we were partnered with mahouts who are the elephants’ caretakers and trainers. Our mahouts assisted us throughout the day in helping us ride the elephants and showing us how to take care of them. Patara is such a unique elephant sanctuary in Thailand in that they do not cage the elephants but rather let them roam freely because their mission is focused on recovery, reproduction, and reintroduction of elephants into the wild. Patara is one of the most humane elephant farms in Thailand for that reason and I am so glad that Dr. Powell chose this once in lifetime opportunity for us all to experience.
Sarah Hughes agrees with Holahan, giving her own description of her experience at the elephant farm.
I had been looking forward to going to the elephant farm since I had signed up for the trip, so I was tremendously thrilled when I found out that we each would have our own elephant for the day. We had the opportunity to feed our elephant sugar cane and bananas, inspect them for good health, bathe them, and ride them for their daily walk. I quickly learned that elephants like to eat a lot and eat quickly. This was because every time I would feed my elephant she would get mad at me and start to yell because I was not feeding her enough at a time and not quick[ly] enough. We then had the chance to speak to them in Thai and make sure they had slept properly the night before and were happy and healthy.
The next part was my favorite part of the trip. […] We had the opportunity to scrub them and play in the water with each of our elephants. It was interesting to see that some of the elephants really liked the water and others did not. Afterwards we rode our elephants to lunch. This ride was not what I was expecting, as we rode for thirty minutes straight up a mountain and only had a rope to hold on to.
Molly Zydel ’19 seconded the opinions of her fellow students, adding that:
The trip as a whole was absolutely amazing. I couldn’t have asked for a better first experience out of the country. As for favorite parts of the trip, I absolutely adored our time in Chaing Mai. The city was gorgeous, and not near[ly] as overwhelming as Bangkok was. It reminded me a lot of home, which is why I think I loved it so much. While we were in that city, we also had an excursion where we got to be elephant care takers for a day. We each had our own elephant and we got to feed them, bathe them, and ride them. That day was phenomenal. It feels so surreal, even though I have pictures to prove it happened.
Hughes also mentioned a number of other fun activities that students were able to experience.
Some other things we did during the trip were visiting many temples all over Thailand, including the Grand Palace. We went to an adventure park at our hotel in Phetchabun, which is in the mountains, visited a factory, and went to Koh Samui, which is a gorgeous island in Thailand. We also were able to take a Muay Thai Boxing class, go to a rooftop restaurant, explore local night markets, and speak with monks.
Molly Zydel described her experience in Thailand as
[…] phenomenal. […] I could say so many things, but they all lead back to the statement of if you get the chance to travel abroad like this, do it. You won’t regret it. Even if it scares you half to death, do it. You find out somewhere in the middle of all of it that the experience is more exhilarating and eye-opening than it is scary. You change so much as a result of spending 3 weeks in another country that has such a different culture. Thailand was amazing. I just want to go back.
Ultimately, as Kiah Coflin ’19 concludes,
There are only so many aspects of a culture you can learn through a classroom […] [as seeing things] first hand teaches lessons better than any textbook ever can.
To see more pictures, go here to the official Facebook for the Thailand May Term. If you haven’t read the first part of the Thailand blog post, click here.
Thank you to everyone who helped with this post and were willing to write and submit pictures.
Twelve students from multiple disciplines, including psychology, went to Thailand this past summer with psychology professor, Dr. Darcey Powell to study emerging adulthood as part of a May Term program at Roanoke College.
Over the course of three weeks, students were able to compare the empirical articles they had read before departure with their own experiences as they traveled across Thailand to cities including Bangkok, Phetchabun, Chiang Mai, and Koh Samui. While there, they discussed cultural similarities and differences with local emerging adults in Thailand. By traveling from city to city, students were able to see how socioeconomic settings and geography affect the lives of different emerging Thai adults.
As Peyton Holahan ’19 recalls,
The readings for our May Term were really interesting and relevant to the cultures and places we encountered. The topics in our readings varied from the collectivist[…] ideals in Thai society, to the importance of education, to the role of the transgender community in Thailand. Almost every day, we would have group discussions about our assigned readings and consider how the readings related to what we experienced or could possibly experience in our daily ventures.
When asked to talk about one of the most interesting parts of their trip, multiple students talked about their visit to Chulalongkorn University in Bangkok where they were able to interact with Thai students. Through talking one-on-one with each other and asking questions about their social and academic lives, they came to realize that perhaps they were not so different after all.
Holahan describes how her group quickly learned that social media plays a huge role in Thai student’s everyday lives, just as media does in the United States. In fact, because of the interactions with the Chulalongkorn students, Ms. Holahan came to realize that:
[…]the Thai students in Bangkok had very similar lives to our own in that most of them were working towards getting a degree and were still financially dependent on their parents. Spending the day at Chula and getting to know Thai students on a personal level completely contradicted my initial belief that our cultures were so far apart.
Sarah Hughes ’19 also mentioned her experiences talking with the psychology graduate students at Chulalongkorn University.
[…] It was funny[;] the first question they asked was about our current president and our political systems. They did not understand that our political system creates conflicts because in Thailand everyone worships the Royal Family. […] One conversation that stood out to me was when a student asked if our traffic jams in the U.S. only lasted approximately thirty minutes. I thought this was a strange question, but I shortly learned that it is easier to walk somewhere than drive because traffic jams can last for three hours.
Sarah Hughes ’19
Molly Zydel ’19 noted that for all the similarities, Thai and USA cultures are fundamentally different.
Thai culture is very different from US culture, in so many ways. First off, it is a collectivist[…] culture, meaning they emphasize the collective whole rather than the individual. This was observed in many ways, but especially in the way they treated each other. I never once saw a Thai person yelling. Thai people are also much more conservative. They don’t really like talking about themselves.
Molly Zydel ’19
This was most noticeable during the talk with graduate students from Chulalongkorn University, as Zydel continued on to say.
[…] As Americans, we were much more open to answering questions about ourselves, but when we asked them questions, the Thai students often struggled in speaking up to answer them, especially when we asked questions that were uncomfortable in the first place (e.g. we asked about sex outside of marriage and if it happened, and that question clearly made them uncomfortable).
Through their traveling, students were further exposed to various ways of thinking about life and their own culture. For Sarah Hughes ’19, the first few moments in Thailand were a startling contrast with her home in Maryland.
As soon as we landed in Bangkok I noticed many differences. For starters[,] the airport was half-inside and half-outside. We had been traveling for 23 hours in nice cold air conditioning and the second you stepped into the airport it felt like 100 degrees or more because of the humidity. Before our trip, everyone had told us to prepare for the heat but none of us expected it to be as hot and as humid as it was. I am from Maryland near Washington D.C. and I thought I knew what humidity was, but oh[,] I was wrong. The humidity in Thailand was something I have never experienced before.
Sarah Hughes ’19
Later, Ms. Hughes began to notice something else about the differences between the United States of America and Thailand.
In the United States we tend to separate poor areas from the rich areas, but in Thailand you will have a gorgeous temple that the Rama (king) built next to shacks that people live in. It stood out to me because you would have thousands of tourist[s] admiring these stunning buildings and next door are [the homeless] or people that live in a small shack without running water.
These observations fall in line with the readings, as Peyton Holahan noted…
I remember leading a group discussion on two readings about the importance of social class in society. These readings directly related to our experiences because it was clear that social class in Thai society affected the paths of Thai emerging adults as to whether they got an education or started working at a young age to support themselves. Social class was a key factor in many of the places we visited because we witnessed higher social classes in urban areas like Bangkok.
In cities like Bangkok, education was emphasized for emerging adults because they were in an urban setting with plenty of accessible resources that stressed academic goals for better jobs and opportunities. On the other hand, we also witnessed the extent of lower social classes in more rural areas like Phetchabun. In such areas, emerging adults usually resorted to working at young ages to support their families instead of pursuing higher education because it was rarely an option within their socioeconomic sphere.
In addition to these observations and experiences, students were also able to have some fun as well. Continue to part II to learn about some of the student’s and professor’s favorite parts of the trip, including getting to spend the day with elephants.
To see more pictures of the trip, click here to go to the official RC May Term Facebook Page.
If you recently declared a major in psychology either this semester or last semester, you are required to attend the New Majors’ Orientation either on Wednesday, November 8th or Thursday, November 9th in Life Science 502 from 6:00 to 7:00 pm.
Please sign up through SONA and select which day you will be attending.
If you have any questions, feel free to email Dr. Powell at DPowell@Roanoke.edu.
If you are considering becoming a professional counselor, then look into attending the Virginia Tech Counselor Education Open House on Friday, November 3rd. The event will last from 9:00 am to 12:00 pm and you can drop-in anytime to chat with students and faculty and to tour the facilities.
Interested? Please RSVP by emailing: email@example.com
The psychology department would like to offer their sympathy and support to Ryan Hedgpeth and her family.
Ryan, a senior psychology major and volleyball player at Roanoke College, was driving back to school after visiting her friends at the University of Pittsburgh over fall break last Thursday when she was involved in a single-car accident and was seriously injured.
She’s currently in the intensive care unit at Charleston General Hospital in West Virginia. Her coach, Blair Trail, told The Roanoke Times reporter, Mark Berman, that Ryan is conscious but sedated and that she is responsive to commands and can communicate, using a card to spell out words.
Ryan will have a long recovery process ahead of her and has already undergone one surgery but is scheduled for more.
Her dog, Blue, was also injured in the accident but stayed with her until help arrived. He has undergone surgery and will need physical therapy as well.
If you want to help Ryan and are looking for ways to support her and her family but aren’t sure how, there is a gofundme page for Ryan here.
Interested in internships? Then join us on Thursday, November 2nd, from 11:45 to 1:00 in Life Science 502 for an information session to learn about the different opportunities available, as well as their requirements and deadlines, and much, much more!
Pizza will be provided, but please bring your own drink.
RSVP by Wednesday, November 1, noon, to 540-375-2462, or to firstname.lastname@example.org
We are incredibly proud and excited to announce that four psychology students were recently accepted as new members to Phi Beta Kappa, the United State’s most prestigious honor society for the liberal arts and sciences.
When asked how they felt about their acceptance, students replied:
“I’m so honored to be accepted into Phi Beta Kappa and be recognized for my accomplishments at Roanoke!” – Megan Miller ’18
“When I found out I got Phi Beta Kappa I was very excited and proud of myself. I have worked very hard over these past years and it’s an honor to be recognized for it.” – Taylor Kracht ’18
“I am honored to learn my Roanoke Professors nominated me for Phi Beta Kappa. Acceptance into this honor society is especially meaningful because it recognizes the broad array of pursuits that I have had the good fortune to enjoy at RC.” – Laura Sullivan ’18.
Congratulations to Megan Miller ’18, Laura Sullivan ’18, Taylor Kracht ’18, and Sabrina McAllister ’18! We are incredibly proud of you and look forward to seeing what you will accomplish in the future!
As this is the beginning of the first official week of Hell (in other words, midterms; the second official week of Hell being finals), we thought sharing some tips on how to survive would be helpful.
In Part I there were tips about starting the semester off to a good start and what to do in preparation for classes. In Part II, we will cover what cognitive research and educators* recommend for learning in class during and after, and, most importantly, how to study for those exams you’re dreading.
Before we begin, here’s a picture of a bunny:
Do Not Skip (Unless You Absolutely Have To)
Simply put, you won’t learn if you don’t go.
Even if the lecture is essentially a review of the material you already read, just showing up and hearing the material again will allow the information to more easily become part of your long-term memory.
Furthermore, teachers will often explain the material in different ways, so if the way the book describes a concept does not make sense, the teacher’s description may help clarify what you did not understand. Teachers also tend to add additional information that they believe is relevant to the class that is not included in the book but most likely will be on the test.
Take Notes By Hand
There are exceptions to this as students become more accustomed to taking notes with a laptop than with a pen and paper. Even so, the use of a laptop could distract both you and your neighbors as the temptation to look on social media and the internet is tempting, so be careful in how you use your laptop and where you sit. The authors of the study suggest turning off your WiFi so the internet and social media will be less tempting.
The reasons behind the insistence on using the traditional method of taking notes is related to the lower levels of information processing generated when using a laptop. Students take notes with their computer mindlessly, while those who use a pen/pencil and paper must process the information and convert it into something that is not word-for-word, but will make sense to them in the future.
In other words, those who write on a piece of paper know that they cannot copy everything down and therefore have to pick and choose what is the most important information to write down in a concise manner. This method of note-taking therefore leads to greater comprehension of the material.
Obtain Slides Before Class
That way, you will not have to write everything down that your professor talks about, but can add to the information already shown. You can pay more attention to what the professor is saying instead of madly trying to copy everything down before they go to the next slide.
Most students leave immediately and focus on whatever they have to do next, but the authors of the article recommend going back over notes from your lectures later on in the day. By doing so, you can fill in whatever information you remember but did not get a chance to write down, as well as to find where you need more information on a topic.
In addition, write down whatever questions arise from your studying and try to answer them yourself before turning to your book. The authors say just spending fifteen minutes looking over your notes can help you better understand and remember what you learned that day.
By studying this way, you don’t have to re-learn everything the night before the test but can instead simply review the easier concepts and focus more on what you really struggled with.
Preparing for Tests
Advice for this section is essentially what has already been discussed. Research shows that students tend to study at the last minute by looking over notes and rereading material paying close attention to highlights, but that these methods do not work as well as one might hope. Instead, the authors recommend studying over a length of time and using active studying techniques (Putnam et al., p. 656).
Don’t cram everything at the last minute, instead, space out your studying over the course of several days. You’re still spending around the same amount of time, but you are learning much more from these study sessions than from one gigantic cramming session the night before (or day of).
Cramming may seem to work in the short-term, but for long-term memory retention, spacing out your studying sessions will drastically help your performances on tests.
The authors also make note of how rereading should be for when you are confused about a topic after quizzing yourself, not when you want to remember something. If you want to remember something, quizzing will help much more than simply reading over what you’ve already read before.
Reasons of Quizzing
This emphasis on quizzing yourself is based on a learning tool called “retrieval practice.” By quizzing yourself, the authors point out, you are literally doing what you are going to have to do for the test: retrieving information from memory.
The authors provide a few more ways to improve results from study sessions. Besides the read-recite-review method and other methods discussed in part I, the authors also recommend the use of flashcards. Use memory retrieval and do not look at the answer side when trying to answer the question; in addition, make sure you keep using the card until you have gotten the answer right at least three-to-four times. Finally, don’t just define the term, but try explaining the term to a friend; this method also helps retention.
Some Other Tips
The authors provide a helpful link towards balancing studying and retrieval practicing through suggesting looking up something called successive relearning (Putnam et al., p. 656).
Continuing on, if there are a lot of terms you need to memorize, using mnemonic techniques can be useful. Mnemonics are probably familiar to you; teachers use them often, such as when you are learning the order of operations in math. Teachers will probably use “PEMDAS” to help you remember, with each letter corresponding to something else: Please (parenthesis), Excuse (exponent), My (multiplication), Dear (division), Aunt (addition), Sally (subtraction). You can use mnemonics to help you in college as well, either through this particular way or through loci, which are mental associations formed with objects or buildings familiar to us in order to help us remember harder things.
The Final Exam
By following the suggestions above and in part I, the Final Exam will not seem quite as daunting as before and you might even be able to get a good nights rest. Be sure to start studying well ahead of time and test yourself on what you recall, reviewing what you cannot and making sure that everything you do remember is correct.
Put studying at the top of your priority list (you and/or your parents are paying a fortune for you to learn), but also remember to have fun with your friends and reward yourself for what you have accomplished so far. Exercising can be a great method of stress relief, as well as getting a regular amount of sleep.
In the end, it’s easy to get caught up in the multitude of activities and assignments we involve ourselves in, but be sure to just take a few minutes for yourself to just… breath.
Everything will be okay.
*The information discussed in Part I and Part II is taken from a study conducted by Dr. Adam L. Putnam of the Department of Psychology in Carleton College and Victor W. Sungkhasettee and
Henry L. Roediger, III of the Psychological & Brain Sciences Department of the Washington University in St. Louis. Their study, published in 2016, is titled “Optimizing Learning in College:
Tips From Cognitive Psychology” and can be found here.
It happens a lot, that dreaded “study-a-day-before-the-test” deal that causes lots of stress and results in multiple brews of coffee.
There might be highlighting.
There will definitely be crying.
Office hours might be a thing and there will probably be some frantic texts and emails sent to both professors and friends, swearing that this will “never happen again” and “when did we even learn this?”
You might look like this:
Even so, you study on and you pray that everything will be okay. You stay up all night studying, maybe getting a few hours of sleep if you’re lucky. You promise yourself that next time, you’ll do better.
If this is something you have experienced, then the information provided in a recent study* published through the Association for Psychological Science will help immensely.
In the study, the authors attempt to provide tips both from research in cognitive psychology, as well as through their own experience as educators. They provide advice for studying before classes, during, and after, as well as a lot of tips for preparing for tests.
In this part, we will discuss methods of studying and preparing before classes. In part II, we will discuss methods of better learning during and after class and in preparation for exams. Finally, parts I and II will both include memes simply for pure entertainment.
Besides the usual “don’t study at the last minute” that a lot of people know about and yet still happens because, well, life happens, there are also a number of other things that contribute to learning effectively.
Rereading textbooks and notes, generally only focusing on the highlighted words, does not work as well as we think it does. For short-term, those tricks might work, but in the long-term, studies have suggested that these methods consume a lot of time without much real output (e.g., Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013).
Basically? You might be okay on the midterm, but for long-term memory retention, specifically regarding that cumulative final you’re dreading, this method of studying probably won’t work as well as you might hope.
So what should you do according to Putnam, Sungkhasettee, and Roediger III?
Starting the Semester
Most of this is common sense, but try to minimize the late-nights spent studying by getting organized early in the semester so that you can minimize later stress when weeks like midterms come and assignments never seem to end. Starting good habits when stress levels are low can also help immensely during these dark times of never-ending homework.
Organization is incredibly important to maintaining both sanity and grades, while still somehow managing to get sleep and having a social life. Therefore, going to the first day of classes and carefully reading over the syllabus is key to juggling this impossible balancing act. By reading the syllabus, you will know what is happening in the class and when assignments are due, so you won’t be blind-sided by multiple projects hitting all at once. Putting your assignments all into a calendar, an excel spreadsheet, or on your phone and making a habit of checking a month ahead every week can help to maintain a good overview of your classes. This can also help you to know when you need to start studying, like when multiple projects are due on the same day.
The authors also recommend setting calendar reminders a week prior to exams, projects, or recurring assignments and quizzes so nothing gets forgotten (Putnam et al., 2016).
Buy the Books
In order to succeed in the class, you need to have the books. Buying textbooks can be incredibly expensive, but be careful of used textbooks, especially if they have highlighting because the previous owner(s) may not have recognized the crucial parts of the text.
Do Not Attempt Multitasking
Multitasking is bad.
It does not work.
Repeatedly switching attention from one task to another can make learning less effective (e.g., Anderson & Fuller, 2010; Craik, Govoni, Naveh-Benjamin, & Anderson, 1996). Any kind of multitasking, in fact, from having a Facebook tab open to listening to music can impair your ability to learn even if you don’t think it bothers you (as qt. Willingham 2010a). Try to make a habit of turning off your media while studying at a quiet place (meaning, unfortunately, Mill Mountain does not count).
Preparing for Class
Sometimes it’s hard to get all of the assigned reading done before class, but by doing so in an effective manner, you will get more out of the class. Don’t try to read as quickly as possible, even if you feel like you’re getting piled down with homework. As the authors point out, comprehension takes time and while reading quickly may get you through the text, you likely won’t be retaining the information you read (Rayner, Schotter, Masson, Potter, & Treiman, 2016). Try to make sure you understand the material before moving on to the next thing; reading is pointless if you don’t remember what you read.
In addition, while highlighting and underlining are popular, studies show that they do not really contribute towards recall later on (Dunlosky et al., 2013). Instead, try these tips:
Answer the Comprehension Questions Prior to Reading
While seemingly counter-intuitive, attempting to answer the questions before reading the chapter can help activate what prior knowledge you do have on the topic and make it easier to connect with the new material. Research also shows that by doing so, you will better be able to remember the material as well (e.g., Pressley, Tanenbaum, McDaniel, & Wood, 1990; Richard et al., 2009).
Ask Yourself Questions While Reading
By actively asking questions about the material you are reading, you will have better comprehension regarding what you read as well as for the future when you make study guides. Potential questions could include defining the topics you are learning about as well as asking yourself “Why is this true?” or “What parts of this page are new to me?” (Putnam et. al., 2016; R. Wong, Lawson, & Keeves, 2002).
“Read, Recite, and Review”
Instead of highlighting or simply reading, read the assigned chapter and then try to recall the major points of the chapter. After that, go back through the chapter and focus on what you missed. This way of studying may take more time, but in the long run, it’s more effective in remembering the material than simply reading or highlighting.
So, what sort of things should you do while in class and what are the best methods of studying for tests (like, say, impending midterms)? Continue on to part II to see what cognitive psychologists and educators recommend doing in order to survive college!
*The study, titled “Optimizing Learning in College: Tips From Cognitive Psychology” was put together by Adam L. Putnam, from the Department of Psychology, Carleton College and, Victor W. Sungkhasettee and Henry L. Roediger III from the Psychological & Brain Sciences Department, Washington University in St. Louis. The link can be found here.
On Saturday, October 7th beginning with registration at 10 am in the Cregger Center, Roanoke College will be hosting the Out of the Darkness Community Walk to help fight suicide. Following registration, the walk will start at the back quad beginning at 11 am.
If you would like to participate in the walk, then please register today through the link in the flyer. RCPA and Psi Chi Students will also be there to help support the event and the American Foundation for Suicide Prevention.
This event is part of Mental Health Awareness Week sponsored by Roanoke College’s Student Health and Counseling Services.
Other activities hosted this week include a Suicide in the Media Discussion Panel on Tuesday, Oct. 3 from 6:30- 8 pm in Massengill Auditorium which is open to all, followed by a Mental Health Education Fair and Free Depression Screening Event on Thursday, Oct. 5th from 5-7 pm in the WELL (Alumni 216).
For this latter event, students can call Student Health and Counseling Services (540-375-2286) to schedule a screening or they can drop-in. Screenings are confidential.
If you’re interested in any of these activities and want to learn more, there will be a table set up on Monday (10/2) and Wednesday (10/4) outside of Commons where information will be provided and ribbons for Mental Health Awareness will be given out.
Sabrina McAlister, a senior at Roanoke College who was previously featured on our site and recently interviewed by our college’s research blog, presents her findings on time perception at the Research Showcase in Fintel Library on September 22, 2017. (The link to the interview by Marcus Stewart can be found at the bottom of the page.)
Megan Miller ’18, another senior psychology student, presented her findings on moral decision making through focusing on self-driving cars. Her project included the results from her survey on SONA, in which students were asked various questions regarding their views on self-driving cars and whether or not they believed these cars were an ethical means to reduce car-related fatalities.
The showcase, featuring research projects from all academic disciplines, kicks off the beginning of the Family Weekend for Roanoke College students and their families.
We’re proud of our psychology students for presenting their intriguing and well-researched projects and we look forward to what more findings will be discovered!
For more information regarding McAlister’s project on time perception, please follow the link below:
In a recent interview with Marcus Stewart for undergraduate research at Roanoke College, Sabrina McAllister ’18 talked about her research project titled “Time Perspective as a State-Based Measure” and gave advice for other prospective Summer Scholars.
For her research as part of the Summer Scholars program, McAllister worked over the summer with her faculty advisor, Dr. David Nichols, a professor of Psychology at Roanoke College whose primary research includes topics in neuroscience, vision perception, and time perception. Together, they examined the structure of the Zimbardo’s Time Perspective Inventory (ZTPI), a questionnaire that determines amounts of focus on past, present, and future, for ways to improve the inventory for more accurate results.
To learn more about what they discovered, as well as the the link for Dr. Nichols’ research lab, follow the links at the bottom of the page.
The Summer Scholar Program awards thirteen applicants from all majors with funding every year for independent study under the supervision of a professor. If all conditions are met, the scholar will receive one unit of credit for independent study, which can be counted towards the Honors project if part of the Honors Program. The program typically coincides with Summer Sessions I and II (June & July), but more time can be given if the student’s project requires it.
The deadline for applying to the Summer Scholar Program is March 15 and decisions are made by April 1st.
Throughout the semester Dr. Gornick and her Psychology of Genocide class pondered, discussed and evaluated some of the most horrific human rights violations the world has seen. Sifting through tough psychological concepts (conflicting moral values, tyrants, discrimination -dehumanization and scapegoating, individual helping and international aid, guilt-survivors paradox and reconciliation) a larger picture emerged linking personal experiences to national and international concerns.
Midway through the semester, students were anonymously told about a member of our campus community who’s family survived the Armenian Genocide. From this discussion, students wrote amazing, professional, compelling and companionate interview questions. Thanks to Dr. Jennifer Berenson the following video was made to answer those questions.
Congratulations to Megan Miller and Sabrina McAllister for being selected as Summer Scholars!
Roanoke’s Summer Scholar Program is designed for serious students who want to use their summers wisely and work one-on-one with faculty. Every year, students compete for selection to receive one of the summer scholarships. Faculty from across the college review student research proposals and decide these prestigious awards.
Megan will be working with Dr. Buchholz on her project entitled, “Self-driving cars as a test of the potentially harmful effects of empathy on moral decision making.”
Sabrina will be working with Dr. Nichols on her project entitled, “Time Perspective as a State-Based Measure.”
Nicole Lancry and Brian Matera of the Rhetoric and Social Perception (RASP) Lab recently passed the Integrative Complexity coding test! Training to be an IC coder is a 4 week intensive process requiring a high degree of analytical skill and attention to detail. Certification requires coders to have a reliability scores of α=.85 or better with an expert complexity coder. Both Lancry and Matera passed with flying colors! Please join us in congratulating them on this accomplishment!
Congratulations to Sophie Bolton for successfully defending her Honors Thesis under the supervision of Dr. Powell! Her project was entitled, “Examining the Usefulness of Educational Programming on Children’s Capabilities for Women at a Residential Treatment Facility”.
Congratulations to Alex DiFelice for successfully defending her Honors in the Major Project. Her project was entitled “Self- and Collective-Efficacy of Female Youth Athletes in a Positive Youth Development Program.”
On Tuesday, March 28th, Sabrina Butler-Porter visited Roanoke College to talk to students about being an exonerated death row inmate as an advocate of the Witness to Innocence Project.
Witness to Innocence (WTI) is the only national organization in the United States composed of and led by exonerated death row survivors and their family members. The mission of WTI is to abolish the death penalty by empowering exonerated death row survivors and their loved ones to become effective leaders in the abolition movement. WTI actively challenges political leaders and the public to grapple with the reality of a fatally flawed criminal justice system that sends innocent people to death row. WTI also seeks ways to support death row survivors and their loved ones as they confront the challenges of life after exoneration.
RC students filled up Massengill auditorium to hear her story and we were extremely thankful for the time and commitment Sabrina, WTI, and all of the sponsoring RC groups on campus that helped to make this event possible!
Here is the link to Sabrina’s book if you are interested!
Summer Research Mentoring Program in Developmental Science
This summer, Dr. Elizabeth Simpson and her team will be leading a Summer Research Mentoring Program, funded by the National Science Foundation. Students will be compensated $1,800 to work 20 hours per week over the course of this of this 9-week program.
The Social Cognition Lab studies the development of social behavior in infants, including neonatal imitation and face perception. We use eye tracking to measure infant visual attention and we collect saliva to detect salivary hormones. You can read more about our research here: https://goo.gl/2lP2s8
Eligibility, Dates, and Location
High school seniors and undergraduate students are eligible. No prior research experience is required.
The program is from June 1st through August 4th, 2017.
The University of Miami is located in a culturally diverse and vibrant community. We are an Affirmative Action/Equal Opportunity University that values diversity and have progressive work-life policies. Women, persons with disabilities, and members of other underrepresented groups are encouraged to apply. We are especially interested in research-focused students from groups historically underrepresented in science, including racial/ethnic minorities, women, and students who are the first in their family to attend college.
Students are responsible for their own accommodations and transportation.
Students will lead projects, under Dr. Simpson’s guidance. This student mentoring program aims to (a) introduce students to the general scientific method and specific methods of investigating infant social cognitive development; (b) identify student training and career goals; (c) facilitate student support networks, including peer mentoring; and (d) lead students in community science education through outreach and the dissemination of research findings to both the scientific community and the broader public. The research experience includes:
20 hours per week in the laboratory learning to measure social cognitive development in infants.
Weekly 1-hour face-to-face research meetings focused on the training and professional development.
Participating in a research conference to learn more broadly about developmental science and to network with other leading scientists. The South Florida Child Psychology Collaborative Research Conference is a student-focused conference held in Miami every summer.
Designing a summer collaborative outreach project. Students will be encouraged to be creative and develop a project to educate children or families in the community on a topic related to our research.
Pairing up with a graduate student to produce a tangible product summarizing research findings. At the end of the program, students will share their results through a paper or presentation.
Materials must be received by April 24th, 2017 (midnight EST).
As the year winds down, the Psychology department would like to welcome and congratulate 29 of its newest members of our Psychology Honor Society, Psi Chi. Psi Chi is the International Honor Society in Psychology, which was founded in 1929 for the purposes of “encouraging, stimulating, and maintaining excellence in scholarship, and advancing the science of psychology.”
Members have access to wide number of resources, including scholarships, grants, and discounted services!
After graduation I have plans to enroll in Chestnut Hill College’s Psy D. program. The program is a 5 year APA accredited program in Philadelphia which accepts cohort sizes between 16 and 22 annually. This program prepares students for a career in clinical psychology by incorporating elements of formal lecture as well as clinical internships and practicums. By the end of the program the students obtain a master’s degree as well a doctorate in Clinical Psychology and have completed the necessary requirements to be eligible to obtain licensure.
The Psychology Department would like to congratulate Psychology majors, Kristen Wicander and Stephanie Shields, on their acceptances into the prestigious Fulbright Program!
Prof. Rosti, Roanoke College’s Director of Scholarships and Fellowships, noted that “Fulbright places much emphasis on its awardees’ ability to be good ambassadors for the US. Kristen and Stephanie in all ways will excel at this goal. I’m excited for the world to get to know the amazing students Roanoke College helps produce.”
Dr. Travis Carter, a new faculty member in the Department of Psychology, is recruiting student research assistants to start in the fall.
The research conducted in the lab will focus on:
Bias in social judgments
The role of introspection in biased self-assessments
Motivated reasoning and self-deception
Happiness and consumer behavior
Political belief formation
Looking for research assistants who:
Are conscientious and hard-working
Are able to juggle a variety of tasks at once
Are intellectually curious (ideally with knowledge of social psychology)
Are familiar with MS Office/Google Docs
Have some familiarity with research methods and statistics (preferred, not required)
Have some programming skills, or an interest in learning (preferred, not required)
Research assistants will be involved with many aspects of the research process, including developing experimental materials, data collection (in and outside of the lab), data entry, and literature reviews. Highly motivated students will have opportunities for more involvement in study design, statistical analysis, and other more advanced aspects of the research process.
Interested students from all class years are encouraged to contact Dr. Carter for an application (email@example.com).
Dr. Findley-Van Nostrand, a new faculty member in the Department of Psychology, is looking for research assistants to begin in the Fall semester.
Research topics in the lab will include:
peer relationships from early adolescence through young adulthood
development of social behaviors (aggression, prosociality, withdrawal), social motivation, and status among peers
the self and personality in relation to social behaviors and social-emotional adjustment
the role of social experiences in academic persistence and motivation (especially in STEM: science, technology, engineering, and math fields)
Looking for students who…
are hard working
share some level of interest in the above topics
of any class level (Freshman-Senior)
have some experience with statistics and methods and familiarity with SPSS and Microsoft Office (preferred, not necessary)
Students in the lab can expect to work on a variety of tasks related to the research process, with potential for increased involvement. For instance, research assistants may work on any combination of data entry/coding, data analysis, literature reviews, study design, and data collection (in-lab and community-based studies most likely in local schools).
On Thursday, March 2nd from 4:00-5:00pm in Monterrey, there will be a fairly informal, discussion of neuroscience things of interest to people and planning for an external neuroscience guest speaker in April.
Congratulations Abbe Guarino, Kaitlin Busse, and Katherine Jensen (from left to right)!
The faculty and staff members of the Nu Chapter of Phi Beta Kappa are pleased to inform you that you have been elected to membership in Phi Beta Kappa, the nation’s oldest, largest, and most prestigious academic honor society. The Phi Beta Kappa Society’s mission is fostering and recognizing excellence in the liberal arts and sciences, and your academic record at Roanoke College reflects both the intellectual and cultural interests and the scholarly achievements that the Society values.
Membership in Phi Beta Kappa is a distinct honor. Fewer than 300 of the nation’s several thousand colleges and universities have chapters, and Phi Beta Kappa graduates include some of the country’s most distinguished citizens. They include seven of the nine current Supreme Court justices, three recent presidents, numerous Nobel Prize recipients, and such notable people as John Updike, Francis Ford Coppola, Stephen Sondheim, Jonas Salk, and Peyton Manning. The College is so committed to the ideals of the Society that it established an endowment fund to support the Chapter’s activities and to subsidize some of the costs for new members.
The Community Counseling at Family Service of Roanoke Valley has at least two openings for a Community-Based Mental Health Counselor (working primarily with youth) in the Roanoke area.
Community Counseling Programs – Family Service of Roanoke Valley is seeking part-time professional to work with youth and families in Medicaid Licensed Programs as well as grant funded programs. The services will be provided in a variety of community settings included homes, after school settings and school based groups. A Bachelor’s degree in an applicable social science is required as is experience working with youth (must be Qualified Mental Health Professional-Children, QMHP-C). Each applicant must hold a valid Virginia Driver’s License and have an insured vehicle to transport youth. Bi-lingual applicants are encouraged to apply.
Applicants can email or call Emily DeCarlo, the Program Manager, if they have any questions.
firstname.lastname@example.org, Phone: (540)563-5316 ext. 3007.
Please see www.fsrv.org for more information on Community Counseling at Family Service of Roanoke Valley.
Haley Goodes ’15 is currently attending Radford University’s Industrial-Organizational Psychology Master’s Program! We reached out to her answer some questions about graduate school. Feel free to reach out to Haley if you have any questions (see end of article for contact info).
THE DEADLINE TO APPLY IS FEBRUARY 15TH, 2017.
What’s your program like?
The Industrial-Organizational Psychology Master’s Program at Radford University is a two-year program that is project-oriented. In comparison to other programs, we work directly with clients in the majority of our classes to assess their needs and present them with materials to help resolve these organizational needs. It is also required of every student to have an internship, which is extremely helpful in getting experience in the field outside the classroom setting. In our program, our culture involves teamwork and communication. The professors are very helpful and strive to teach us to be the best evidence-based practitioners that we can be. In general, this degree supports those who are looking to go into consulting (internal, external) or human resources fields.
What type of classes and assignments intrigue you the most in your program?
Every class is designed to teach us best practices for different topics; however, the materials and best practices somewhat overlap in an organized way to provide us with a better overall understanding of I/O Psychology. Classes such as Organizational Psychology, Employee Selection, Psychometric Theory, and Performance Appraisal have been the most interesting to me since these classes provide a framework for how to perform most of our practices in the most effective ways.
Any advice for current students?
If students are looking to further their education in Psychology, Industrial-Organizational Psychology differs since it focuses on specific issues in business settings. The analysis and comprehension of data is a strong component in I/O Psychology so that we can provide the most useful information to organizations with the support of evidence. Be passionate about what you think you would like to do in a career path and be very prepared with research, etc. before applying to any program. Asking advice from your professors about how to apply to graduate school and how to present yourself to each school is important. Also, the online information source to explore professions, O*NET, is a very helpful tool to see various aspects of different jobs.
What do you think prepared you the most for grad school?
At Roanoke College, my Human Resource Management concentration and psychology courses, such as Research Methods, Industrial-Organizational Psychology, etc. prepared me for the content of the courses and how to study and present myself to clients. I believe my involvement in many different groups around campus helped me understand how to better communicate and lead others. I also had an internship in a human resources department before graduating from Roanoke College, which helped me get experience and interact with professionals in a human resources setting.
Would you be willing to list your contact info on the post so students can reach out to you?
Congratulations to Alex DiFelice ’17 for being award a Psi Chi Research Grant with Dr. Powell. Please see below for a description of the research the two are working on!
“The activities that adolescents participate in can be integral to their development (Lerner, 2005). One activity that a large proportion of adolescents participate in is athletics (Kelley & Carchia, 2013, p.1). Prior researchers have established a link between Bandura’s concept of efficacy, both individual efficacy (IE) and collective efficacy (CE), and their sport performance (Morritz et al., 2000; Fransen et al., 2012). We examined the extent to which the contributors to efficacy: past performance, verbal persuasion, vicarious experiences, and emotional state (as posited by Bandura, 1977), predict adolescents’ sport IE and CE. Female youth athletes (N=170, Mage=15.04, 72.4% Caucasian) who attended World Camp USA field hockey sessions provided information about their current IE and CE for playing field hockey before the upcoming intensive training camp. Participants completed modified versions of IE and CE measures (Weigand, 2000; Short et al., 2005) and the sources of efficacy questionnaire (Chase et al., 2003). For the sources questionnaire, the adolescents responded yes/no to three questions for each of the four sources. The purpose of this study is to understand the impacts of Positive Youth Development Programs on the self- and collective- efficacy on an adolescent, and a team of adolescents. Like it is mentioned above, better understanding of how sports participation can impact an adolescent’s development can lead to improved programs to foster this development.”
VAS will be holding its spring meeting at Virginia Commonwealth University this year from May 17 – May 19. Oral presentations and poster presentations will be held on Thursday, May 18th. This opportunity to present is perfect for advanced undergraduates with novel research findings to share.
You can find the information above and submission deadline information by clicking this link.
Congratulations to Rachel Perkins for successfully completing her Honors in the Major project. Her project was entitled Women’s Preference for Masculinity: The Interaction of Environment and Life History Strategy. Her project was completed under the guidance of Dr. Osterman.
Three members of the Rhetoric and Social Perception (RASP) Lab, Sean Gilley, Nataly Claros, and Dr. Gornick journeyed to Asheville, NC to present research on politics and integrative complexity. Originally proposed as a poster, their presentation Secretaries of State: A Brief Rhetorical Analysis was offered one of ten data blitz spots. Sean Gilley did an amazing job presenting in this difficult format! Overall the conference was a great success and we hope to repeat the trip next November!
Jacob Johnson and Kevin Watermen of the Rhetoric and Social Perception (RASP) Lab recently passed the Integrative Complexity coding test!
Integrative Complexity (IC) is used to assess the underlying complexity of thought. Research with IC has evaluated political leaders, terrorist groups, voting preferences, and perceptions of war. IC is a scoring system on a scale from 1(very simple) to 7(very complex). This scale represents the degree to which rhetoric (a) uses differentiated dimensions and (b) subsequently integrates those dimensions into a larger structure.
Training to be an IC coder is a 4 week intensive process requiring a high degree of analytical skill and attention to detail. Certification requires coders to have a reliability scores of α=.85 or better with an expert complexity coder. Both Johnson and Waterman passed with flying colors!
Please join us in congratulating them on this accomplishment!
Florida International University Center for Children and Families 2017 Summer Treatment Program — Counselor Positions
The Center for Children and Families at Florida International University announces Summer Treatment Program Counselor positions for 2017. The Summer Treatment Program (STP) provides services to children with Attention-Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional-Defiant Disorder, learning problems, and related behavior problems. The program provides treatment tailored to children’s individual behavioral and learning difficulties. Counselors will work in the STP-PreK, for children in preschool or entering Kindergarten, or the STP-E, for children ages 6-12 in elementary school. The Center for Children and Families is directed by William E. Pelham, Jr., Ph.D., who is a Distinguished Professor of Psychology and Psychiatry at Florida International University. Paulo Graziano, Ph.D., and Katie Hart, Ph.D., are the Program Directors for the STP-PreK, and Erika Coles, Ph.D., is the Program Director for the STP-E.
The dates of employment for the Counselor position are Monday, June 5, 2017 through Saturday, August 12, 2017. Counselor hours of employment are 7:00 AM to 7:00 PM, Monday through Friday, and on Saturday, August 12. In addition, Counselors continue to work with the children until 8:30 PM one evening each week while parents participate in weekly parent training groups.
Counselors are paid a salary of $4,000 for the summer. In addition, current students may be able to arrange for academic course credit through their university departments.
Go ahead and please click this link to read Dr. Osterman’s PSYC 376: Evolutionary Psychology class’s fourth and final post on a psychological adaptation. This one is on evolved taste preferences and aversions.
Senior psychology major, Stephanie Shields, spent the summer abroad in Hamburg, Germany through an internship program, German Academic Exchange Service Research Internship in Science and Engineering. She worked alongside Ph.D. student Signe Luisa Schneider to complete her project on electroencephalography (EEG), learning, and memory. Read more about Stephanie’s work here!