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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 mrose4@gradcenter.cuny.edu.

Recent Posts

  • The handbook titled, “How We Teach Now: GSTA Guide to Transformative Teaching” was written by the GSTA Editorial Team (Teresa M. Ober, Elizabeth S. Che, Jessica E. Brodsky, Charles Raffaele, and Patricia J. Brooks). The following post was written by the editorial team and provides a snapshot of the handbook.  The Graduate Student Teaching Association (GSTA), led for six years by graduate students in Psychology and Educational Psychology at the Graduate Center, CUNY, recently compiled and edited a *free* electronic handbook (eBook) for new college teachers. How We Teach Now: The GSTA Guide to Transformative Teaching which is now available

  • Congrats to Jessica Brodsky who successfully defended her pilot project titled “Improving College Students’ Fact-Checking Strategies through Lateral Reading Instruction in a General Education Civics Course.” Abstract: College students lack fact-checking skills for verifying online content, which may lead them to accept information at face-value. We report findings from an institution participating in the Digital Polarization Initiative (DPI; American Association of State Colleges and Universities), a national effort to teach students the lateral reading strategies used by expert fact-checkers to verify information. Lateral reading requires users to leave the information (website) to find out whether someone has already fact-checked the claim,

  • Professor Patricia Brooks and Associate Professor Bruce Homer both received PSC-CUNY awards this year! Congratulations! Below we listed the titles of the research projects and brief project overviews. Dr. Brooks and Phd Candidate Maya Rose (co-PI) received a PSC-CUNY Grant for their research project titled “Does Speaking Improve Comprehension of Turkish as a Foreign Language? A Computer-Assisted Language Learning Study.” Project Overview: We explore whether the “testing” effect, indicating benefits of retrieval practice for learning, extends to foreign language comprehension. Using a computer-assisted language learning protocol, we present adult learners with Turkish dialogues paired with corresponding pictures. The sentences exemplify

  • Dr. Keith A. Markus, Ph.D., faculty member of the Quantitative Psychology subprogram, published an article titled “On epistemic violence in psychological science” in Theory & Psychology. In this article, he comments on Held (2020)’s “Epistemic violence in psychological science: Can knowledge of, from, and for the (othered) people solve the problem?”   Abstract: Held (2020) questioned the support for rejecting all objective knowledge as a response to epistemological violence. However, the argument presented appears to understate the support for its conclusion due to its structure. Also, the scientist/folk dichotomy invites further attention from the perspective of Derridean deconstruction. The root

  • Milushka Elbulok-Charcape successfully defended her dissertation proposal titled “An Assessment of Undergraduate Students’ Research Literacy” via WebEx. Her work on valid and reliable assessments of research literacy is critical given the lack of attention towards research literacy in the social sciences. Milushka also recently published an article titled “Reducing Stigma Surrounding Mental Health: Diverse Undergraduate Students Speak Out” as first author in the Journal of College Student Psychotherapy. Read the article by clicking here! This article is a must read for those inside and outside of academia. Committee Members:Joan Lucariello (Chair), PhD, Educational Psychology, The Graduate Center, CUNYDavid Rindskopf, PhD,

  • “Wikipedia Editing Develops Students’ Information Sourcing and Writing Skills” Elizabeth Che In their contribution as Guest Editors and Contributing Writers on the Visible Pedagogy Project, PhD Student Elizabeth Che and Professor Patricia Brooks talk about how they have used Wikipedia to teach Introductory Psychology undergraduates about information sourcing skills, editing, and research. Click below to read their post titled, Wikipedia Editing Develops Students’ Information Sourcing and Writing Skills. https://vp.commons.gc.cuny.edu/2020/05/05/wikipedia-editing-develops-students-information-sourcing-and-writing-skills/

  • The following blog post was written by Dr. Jay Verkuilen. This post is part of a blog series about transitioning to distance learning during the COVID-19 pandemic.  I’ve taught graduate statistics since 2007 and a good bit of undergraduate statistics before that. I’ve only taught online a few times due to necessity. COVID-19 has pushed a lot of instructors to have to adapt very suddenly. I’ve been fortunate enough to be on sabbatical this year and thus not teaching right now but have good reason to suppose that instruction in the fall and likely the spring next year will be online.

  • The following blog post was written by Charles Raffaele and Hamadi Henderson: We are proud to have published a chapter with Dr. Bruce Homer in the new book Handbook of Game-Based Learning (edited by Plass, Mayer and Homer), titled “Games as Playful Learning: Implications of Developmental Theory for Game-Based Learning”. The chapter argues for a playful learning perspective, in which play is seen as being at the center of game-based learning. We first discuss foundational theories on the role of play in learning developed by Piaget and Vygotsky. Then, we provide a brief history of games and playful learning, followed

  • The Douglas-McGill University Research Laboratory on Psychological Trauma and its collaborators (including Fordham and the The New School in New York) are recruiting adults to complete a short online survey aiming to understand the circumstances in which the COVID-19 pandemic can be stressful vs. traumatic. You will be asked to answer questions about yourself, the coronavirus, and your emotional reactions to the pandemic. This will take 5 min. of your time. To complete the survey, click here: To learn more about this research group, find them on Facebook here. 

  • The following blog post was written by Sydne McCluskey. Sydne is a PhD Student in the Ed Psych Program, specializing in Quantitative Methods. She is interested broadly in psychometrics; her recent research has focused on item analysis in the early stages of test development and on developing Generalized SEM approaches to analyzing both rater and method agreement. This blog post marks the first in a series of posts where faculty and PhD students will discuss their transition to distance learning during the COVID-19 pandemic.  The sudden transition to online teaching has been, for me, a case of building the ship

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