Welcome to the Community Hub website for the Educational Psychology PhD Program at The Graduate Center, CUNY. Visit this site to learn more about program, student, faculty, alumni news and accomplishments. Throughout this site you will find blog posts written by students, faculty, and alumni. If you are interested in writing a post, please contact Maya Rose at email@example.com.
- Lateral reading instruction improves college students’ fact-checking strategies in a general education civics course
Jessica E. Brodsky (PhD Student in Ed Psych) along with Patricia J. Brooks (Prof. in Ed Psych), Donna Scimeca, Ralitsa Todorova, Peter Galati, Michael Batson, Robert Grosso, Michael Matthews, Victor Miller & Michael Caulfield recently published an article in Cognitive Research: Principles and Implications titled, “Improving college students’ fact-checking strategies through lateral reading instruction in a general education civics course.” Read the full Open Access article here. Congrats to Jessica on this first author publication!
Congratulations to the three Ed Psych Doctoral students who have been awarded Doctoral Student Research Grants (DSRG) for 2021! The DSRG is a competitive research grant which awards up to $1,500 for travel, payments to human research subjects, supplies, and other expenses. We have provided each recipient’s research title and abstract below. We hope this initiates scholarly communication between recipients and other scholars. Make sure to follow our blog to stay up to date on their research! Add a comment below if you are interested in connecting with any of these three researchers.
Congrats to Elizabeth Che who successfully defended her dissertation proposal titled “Identifying Factors that Predict Graduate Student Instructors’ Emphasis on Teaching Employable Skill in their Courses.” Her proposal defense was attended by many supporting students (three students are missing from the screenshot above)!
Nicole Zapparatta (Ed Psych Program PhD Student), Patricia Brooks (Ed Psych Program Professor), & Teresa Ober (Ed Psych Program alumna) recently presented a poster at the 2021 Society for Research in Child Development Meeting titled “Is there evidence of generalized slowing in Autism Spectrum Disorder? A meta-analytic investigation.”
- Dr. Lipnevich and alumna Dr. Gjicali publish in Educational Assessment, Evaluation, and Accountability
How do US and Spanish universities differ in the assessment criteria they use to assign course grades? Are they using criteria that we know to be effective? Anastasiya Lipnevich (Ed Psych. Program Professor), Ernesto Pandadero, Kalina Gjicali (Ed Psych Program alumna), and Juan Fraile examined these questions in their recent article titled “What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities” which was published in in Educational Assessment, Evaluation and Accountability. Read the full article here. Interested in learning more about Prof. Lipnevich’s research? Check out her website here.
- Alison Weingarten defends her dissertation proposal on “Balancing Inference and Prediction in Institutional Research: A practical comparison of logistic regression with machine learning techniques in modeling student persistence”
- Dr. Keith Markus publishes “Philosophical methodology and axiomatic measurement theory: A comment on Uher (2021)”
Dr. Keith A. Markus, Ph.D., faculty member of the Quantitative Psychology subprogram, published “Philosophical methodology and axiomatic measurement theory: A comment on Uher (2021)” in the Journal of Theoretical and Philosophical Psychology. Markus proposes three methodological principles that can be used to apply axiomatic measurement theory. Read the article here! Article Abstract: Uher (2021) provided a valuable integrative synthesis of varied issues related to the philosophical assumptions of psychometrics viewed from the perspective of axiomatic measurement theory. However, much of the presentation is unlikely to effectively persuade psychometricians. Three methodological principles, internal criticism, parity, and charity, can help render such …