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Dr. Milushka Elbulok-Charcape successfully defends!


Milushka Elbulok-Charcape (top left) presents to her dissertation committee and readers.

Congrats to Milushka Elbulok-Charcape who successfully defended her dissertation titled  “An Assessment of Undergraduate Students’ Research Literacy.”

Committee Members:
Chair: Dr. Joan Lucariello, Professor, Educational Psychology, Graduate Center
Dr. David Rindskopf, Distinguished Professor, Educational Psychology, Graduate Center
Dr. Laura Rabin, Professor, Psychology, Brooklyn College

Dr. Bruce Homer, Associate Professor, Educational Psychology, Graduate Center
Dr. Deborah Hecht, Director, Center for Advanced Study in Education, Graduate Center

Research literacy refers to the knowledge and application of statistics and research methods. Research literacy is important because it enables individuals to become autonomous lifelong learners and informed research consumers. Compared to other types of literacies (e.g., informational, statistical, scientific, etc.), research literacy in the social sciences has received limited attention in psychological theory and research. As a result, assessments of research literacy have been few or inadequate. For example, limitations in these assessments include placing an emphasis on content knowledge of statistics and research methods and not on the application of knowledge; presenting items in a de-contextualized manner; exploring conceptions or attitudes toward research itself rather than research literacy; and asking respondents to report subjective assessments of their own research literacy as a means of assessment. The aim of the current research is to assess research literacy in undergraduate students in a reliable and valid way by developing a new assessment, which improves on current measures by being more comprehensive (tapping diverse sub-domains believed to be part of research literacy) and by using more contextually valid testing formats that tap both knowledge and application domains. Results demonstrated that the CRLA was a reliable assessment; evidence for convergent, divergent, and criterion validity was also found.

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