Self-Efficacy in Under-performing Students
Lead: Mari Miner
Self-efficacy is the fundamental belief individuals have about their ability to perform a specific task. Unfortunately, relatively little is known about the effectiveness of self-efficacy interventions in higher education. This study explores the relationship between academic self-efficacy interventions and academic performance in under-prepared and under-performing first semester freshman at an open-enrollment university.
Lead: Dr. Lieberwirth
Assistant: Chase J. Jenson
It is not strange fact that member of BACN enjoy science; however, not everyone in Utah County have been exposed to psychology and science in the enjoyable way we have. In order to help solve this dilemma, we are reaching out to local high schools to demonstrate neuroscience in their classrooms. We are collecting data on the effectiveness of the outreach on student interest of science to find new ways to increase student understanding of the growing field of neuroscience.
Meta-Analysis of Scopolamine as a Pharmacodynamic Marker
Lead: Chase J. Jenson
Assistant: Jacob Petersen
Scopolamine is a drug with a variety of uses, such as an antidepressant and medicine to alienate post-operative nausea. However, current studies examine scopolamine as a possible pharmacodynamic marker, a point of comparison of effectiveness of drugs during trail stages. By comparing scholarly articles through a meta-analysis, it is possible to better understand the usefulness of scopolamine as a pharmacodynamic marker as well as lay foundation for future research.
Lead: Shea Smart
Assistant: Scott May
From 2000 to 2010, both student enrollment, adjunct faculty enrollment, and tuition cost has increased. With these increases, many students demonstrated feeling of grade entitlement. In order to understand this entitlement we are conducting surveys of adjunct, full-time faculty and students to determine the level of entitlement and what faculty members are doing to increased entitled behavior in the classroom setting.
Lead: Dr. Hill
Assistant: Jessica Olsen
Hybrid the future of education. Hybrid classes divide the time spent with an educator with time online spent to accomplish the distribution and understanding of information that is required for the course. We are currently looking into whether the students at Utah Valley University understand what a hybrid course is, if they understand what kind of course they are signing up for and how this knowledge is affecting their perceived performance. Our goal is to design a better set up of the current interface that deals with layout of courses available to students when signing up for classes. Is the information that is currently available enough for the students to know what a hybrid course is when signing up and is that enough information to decided if a hybrid course is the best option for them? We hoped to be able to find insight needed for these questions from the research we currently are performing.
Leads: Drs. Anderson and Hill
Evaluation of an evidence-based goal-setting tool to promote professional development for adjunct instructors.
Pen is Mightier than the Keyboard–a Rebuttal
Lead: Keifer Weiland
Assistants: Bo, Brynna, Camille, Jessica, and Parker
A replication and extension of Mueller and Oppenheimer (2014). Will alternative typing strategies change the depth of processing during note taking?
Differences within Undergraduate Preformance of Hybrid Versus Traditional Face to Face Cources
Lead: Parker Sorenson
Assistants: Josh Brown, Chase J. Jenson, and Stephanie Keith
Massification has become an issue affecting most educational postsecondary institutions. Despite research indicated the negative effects, institutions have addressed this issue with large class sizes, hybrid or online classes, and distance education. Our study addresses the feasibility of an alternative that can potentially mitigate some of the negative effects of these adjustments; breakout sessions.
Student Ratings of Instructor and Personality
Lead: Maddie Hanks
Assistants: Brynna, Camille, Derick, Ivan, and Jessica
A replication and extension of a + (b1) Professor–Student Rapport + (b2) Humor + (b3) Student Engagement = (Ŷ) Student Ratings of Instructors by Richmond, Berglund, Epelbaum, and Klein (2015). They researched professor-student rapport, humor, and student engagement and how these factors played into student ratings of instruction. We will be expounding on their research by examining the personality traits (introvert/extrovert) of the professors and the students. We will be inquiring if the personality traits of students affect the SRIs of the professor who may have a different personality style than that of the student.
Self-Efficacy in Under-performing Students