2017 Psychology Star Awards

The time has come for the 2017 Psychology Star Awards! Below is a list of the awards and how to be nominated.

Award Eligibility Criteria
Psych Research Star A declared Psychology Major and Research Assistantship, Independent Study or Honors Evidence of outstanding research efforts. Quality and quantity including: concept, execution, and final product
Psych Service Star A declared Psychology Major and Activities in support of other students, the department, UWGB, and/or the community

 

Level of involvement, amount of effort, impact of the activity.

 

Psych Rising Star A declared Psychology Major and First-Year through Junior status and minimum 3.5 cumulative GPA overall Evidence of emerging academic achievement, conscientiousness, interpersonal skills, motivation, intellectual curiosity, work ethic, and involvement/leadership in the Psych Major

 

Psych Rock Star A declared Psychology Major and Senior status and minimum 3.5 GPA in Psychology Major

 

Evidence of academic achievement, conscientiousness, motivation, intellectual curiosity, work ethic, and involvement/leadership in the Psych Major

 

Award Selection Process

  1. Self, Peer or Faculty Nomination which would include 2-3 sentences on the merit of the nominee for the award criteria submitted to the Faculty Awards Committee (email Georjeanna Wilson-Doenges) by Wednesday November 15, 2017 by 4:00 PM.
  1. Nominee is contacted by the Faculty Awards Committee and asked to prepare a nomination packet to be submitted by Wednesday November 29, 2017.
  2. Nomination Packets will include:
    1. General Info about credits taken, year in school and cumulative and Psychology GPA
    2. A 1-page (double spaced) essay expressing how the nominee meets the criteria of the award.
    3. The name of a faculty member who has agreed to serve as a reference for the nominee.
  1. Faculty Award Committee will decide winners and notify them by December 4, 2017.
  1. Awards given out on Thursday December 7, 2017 at the end of the Research Methods in Psychology Poster Session at 4:30 PM

Faculty & Student Research: The Neuroscience of Prosocial Thought & Behavior

DCBDr. Cowell

In this article, we argue that a growing body of evidence from developmental neuroscience suggests the role of basic processes, namely attention and approach/avoidance build to form more complex social abilities, like morality.

Cowell, J. M., Calma-Birling, D., & Decety, J. (2017). The developmental social
neuroscience of prosocial thought and behavior. Current Opinions in Psychology.

Faculty & Student Research: Dress Code Perceptions

MichaellaMLEPDr. Gurung

If you dress according to societal dress codes (and those of work and school) you are perceived to be smarter and more conscientious. All students worked on this as part of a research assistantship.

Gurung, R. A. R., Brickner, M., Leet, M., & Punke, E. (in press). Dressing ‘In Code’: Clothing rules, propriety, and perceptions. Journal of Social Psychology.

Faculty & Student Research: Power and Provocativeness

MichaellaEPvinceDr. Gurung

Changing even one button on a work blouse resulting in negative perceptions of the women viewed. Shines light on clothing and objectification. All students worked on this as part of a research assistantship.

Gurung, R. A. R., Punke, E., Brickner, M., & Badalamenti, V. (2017). Power and provocativeness: The effects of subtle changes in clothing on perceptions of working women. Journal of Social Psychology.

Faculty & Student Research: Cultural Competence

TSmichelleamsGE DIGITAL CAMERA

We compared changes in students’ cultural competence after taking a course in cross-cultural human development vs. completing a study abroad program.

Senzaki, S. Senzaki, S. McChesney, M.*, Schwery, A.*, & Steele, T.* (accepted). Can you teach cultural competence in cross-cultural human development class? Proceedings of the 23rd Congress of the International Association for Cross-Cultural Psychology, Nagoya, Japan.

Faculty & Student Research: Social Media and Death

OK SRIllene Cupit

A theoretical article of the impact of social media on adolescents’ views about death.

Cupit, I.N., & Kuchta, O. (2016). Death v. 2014: How children and adolescents are learning and grieving in cyberspace. In R.G. Stevenson & G.G. Cox (Eds.), Children, adolescents, and death: Questions and answers. Baywood Publishing.