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Student Research

Monumental Ideas, Inventive Solutions

There’s no reason to wait until graduate school to do real research. At Saint Anselm, we consider research an integral part of an undergraduate education, so no matter your major, you’ll find opportunities to study a subject in-depth.

Saint Anselm students are studying the development of cancer, compiling data on the Civil War, investigating media’s portrayal of women in politics. They’re pushing toward real breakthroughs. They’re even getting their names published in academic journals and presenting at conferences around the country.

Valuable Skills

In the labs and in the field, our students are gaining valuable skills and understanding of the world around them. Working one-on-one with faculty, they’re trained on equipment, terminology, and library resources, and can bounce ideas off each other and their mentors along the way.

Real research leads you to wider opportunities and career paths. With the help of faculty who are experts in their field and dedicated to your success, you’ll get into the graduate school of your choice or land the job of your dreams.

  • Graduate School
  • Career and Internships
  • INBRE
  • Academic Advising

Celebrating Research

Saint Anselm students of all majors are researching, writing, performing, studying, and creating. The results of their work range from published papers to oil paintings to interactive poster projects, and are celebrated by the college through the annual S.O.A.R. Program. The series of events sponsored by S.O.A.R. showcases the outstanding research and artwork by our students across disciplines.

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Fulbright Programs

You can propose a project and/or study plan that will take place during one academic year in a country outside the U.S.
(Limited opportunities exist for traveling to more than one country.) You can meet, work, live with and learn from the people of the host country, sharing daily experiences.

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Dana Center

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Welcome To Our New Blog!

Psychology Major The Psychology major is designed for students to study the science of human and animal behavior. Departmental courses provide the student with the opportunity to gain a general understanding in four different areas:
  • Brain and Behavior
  • Development and Potential
  • Society and Relationships
Courses include hands-on laboratory and field work experiences for students to gain competency and skills within the field of Psychology. Courses within the department are designed to prepare students for graduate studies in a variety of fields ranging from legal, medical, research or business as well as equip them with marketable skills for a complex, dynamic global workforce.
The Goulet Science Center

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Spotlight on Alumni: Vivian Fitzgerald ’14

April 9, 2015 Vivian Fitzgerald graduated in May, 2014 from Saint Anselm College with a major in Psychology. She is originally from Chicago, and transferred as a junior from Stonehill College where she played volleyball. Her sophomore year she spoke to the volleyball coach here at Saint A’s, got recruited and fell in love with the campus which led to her decision to transfer. Vivian liked the sense of community and social awareness on campus, she commented that, “Saint A’s graduates aren’t just trying to make money, they are trying to make a difference.” Because of these experiences at Saint A’s, Vivian decided to work for a year post graduation for AmeriCorps Vista (volunteer service in the United States). Through AmeriCorps, she works for Campus Compact, a small nonprofit organization in New Hampshire. Their focus is to promote college awareness to high school students of low economic status. Viv was placed to work for the service and solidarity program through campus ministry at Saint Anselm, organizing service trips in the US and internationally. In her time at Saint A’s, Vivian was also a participant in these trips. Her senior research project, which was conducted in the Psych Department, focused on Examining Female Involvement in Sport Effect on Communication. She worked with Prof. Brady to replicate a study that looked at nonverbal communication styles in a lab setting. She recreated this in the psychology department observation room using the NOLDUS program to code behavior of athletes and non athletes. Vivian’s hypothesis was that female athletes have more male nonverbal communication tendencies than female non athletes. There were four main nonverbal characteristics she coded for including talking duration, fillers used in conversation, upper body movement, and lower body movement. Her hypothesis was supported and found an increase in all of the male nonverbal characteristics in the female athletes versus female non athletes. Vivian presented her research at the New England Psychological Association and won eighth place overall for her poster out of over one hundred other students. One of Vivian’s contributions to the Saint Anselm community is bringing the Special Olympics to Saint A’s because of her experiences volunteering at the Stonehill College Special Olympics. The next step for Vivian is to pursue a career in occupational therapy.

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“Me, Myself, and I” Presentation by Dr. Gilbert M. Foley

We would first like to thank Dr. Gilbert M. Foley, EdD for joining us on campus alongside many accomplished professionals in the field! As students, it is always great to see our facilities such as the NHIOP being used openly by the community whilst also allowing students to gain a broader knowledge of study from outside the College’s affiliates. For those of us interested in childhood psychology, trauma, and attachment, this program was a great supplement to our studies. This presentation was very enriching because of the amount of detail and background given to support the main objective that infants, toddlers, and children have specific and important attachment needs. Not only was evidence of this idea provided by brain scans of children whom had experienced neglect, but also in the philosophical formation of the self. The early formation of the self plays a role in the “Brain-Self Connection” in that a lack of ego identification can be detected in many (though not one specific) locus of the brain. Ego and early sense of self can only be developed properly within a secure and stimulating attachment environment, further promoting the importance of early childhood and parental interventions. Alongside this concept, it is clear that children in particular need secure attachment through relationships, affection, sensation, and language in order to relate to the rest of the world through their sense of self. As students in this field, what should we be focusing on as we approach our professional research and fieldwork? Dr. Foley suggests that attachment interventions should incorporate affectionate touch, mutual gaze (reflective functioning), and certain vocal-rhythm combinations. A special focus should be put on responsive and secure caregiving while also being mindful of age-appropriate sensory input. As students, these lessons were very helpful and enriching, and we are very thankful for Dr. Gilbert Foley for representing his important work here on campus!

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Adventures Down Under: Study Abroad in Sydney, Australia

April 23, 2015 Thanks to a connection Professor Brady made while on her Fulbright in Cyprus a few years ago, I have had the opportunity to work as an intern with Dr. Eva Kimonis while studying abroad in Sydney, Australia. Dr. Kimonis is a professor at the University of New South Wales—a “Uni” located about 20 minutes outside downtown Sydney, where I live—and has been working on jumpstarting a study on Parent Child Interaction Therapy (PCIT). It is with this year-long research project that I am having the pleasure of helping with for the time that I am here. This project is concerned with children aged from two to eight years with difficult behaviors and how the parent-child relationship can be improved to remedy these behaviors. If eligible for the experiment, the child and at least one of their caregivers work with the team for a number of weeks (based on the needs of the particular family) going through a variety of different testing situations.

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After completing the eligibility screening, the child and caregiver(s) are invited to one of the Karitane parenting clinics based on the age of the child (ages two to five are in the toddler clinic, and ages six to eight are in the child clinic) for preliminary assessment. Families are then invited to the UNSW lab where the actual PCIT can begin and take place. Caregivers are trained to encourage positive behaviors from the child via reflection, behavior descriptions, and labeled/unlabeled praise while avoiding negative talk, commands, and questions in both the Parent Directed Interactions (PDI) as well as the Child Directed Interactions (CDI). All behaviors are coded and assessed throughout the experiment to quantify progress made by psychologists viewing behind a one-way mirror and by reviewing the tape recordings. My involvement with this experiment is twofold. One day per week, I go to the UNSW lab to conduct screening interviews with parents/caregivers and to go through the Dyadic Parent-Child Interaction Coding System (DPICS) for the tape recordings. Screening interviews are conducted over the phone to ensure that the child’s age, behavioral difficulties, and treatment history (the child ca

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nnot be currently receiving psychological treatment in order to participate) are alight with this study. I then use the DPICS to code videos of PCITs that have already been conducted for the behaviors of interest. Once a week on a different day, I also work at the Karitane Toddler Clinic in Carramar, NSW, located about an hour outside of the city. Here, I am able to administer tests such as the Dynamic Faces Emotion Recognition Task, Theory of Mind: False Belief Task, the Denver Developmental Screening Test, and a few others in order to assess empathy, cognitive ability, and the developmental level of the child. For someone who aspires to someday be a clinician and potentially run similar experiments on my own, this internship has already taught me so much of value. Not only that, I also believe that there is no better way to learn about the culture of a new country than to work with local families and professionals. Again, I’m thankful for this opportunity - professors at Saint Anselm are always thinking of how they can support their student's interests beyond the classroom. Dr. Kimonis’ recent work: Kimonis, E. R., Bagner, D. M., Linares, D., Blake, C. A., & Rodriguez, G. (2014). Parent training outcomes among young children with callous–unemotional conduct problems with or at risk for developmental delay. Journal of child and family studies, 23(2), 437-448. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3913175/pdf/nihms-509125.pdf

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Welcome Back!

Welcome to the start of a new academic year! Last week, faculty in the Psychology Department met with incoming freshman during orientation (pictured below). We look forward to getting to know all of the incoming freshman, new majors, minors, and transfers in our classes and around the department. As we begin a new year, we would like to make you aware of some of the activities and opportunities within the department.  Are you interested in learning more about the field of Psychology and getting involved beyond the classroom? Here are some great opportunities: Use your Work Study hours in the Psychology Department: Work study students who would like to work in the Psychology Department should contact the Chair of the Department, Professor Ossoff for more information. Get Involved with Psi Chi: Psi Chi is the National Honors Society for Psychology, founded in 1929 for the purpose of encouraging, stimulating, and maintaining excellence in scholarship and advancing the science of psychology. You can find more information regarding eligibility and how to join on the Psychology Department website. Work on Research with a Faculty Member: Click on the “Meet the Faculty” link above to learn more about the various research interests of the faculty in the department. Join the Psychology Student Club: The Psychology club seeks to advance the science of psychology and to encourage, motivate, and maintain scholarship of the individual members in all fields, particularly in psychology. The organization works to encourage interaction among students and faculty through both academic and social endeavors. Contact the President, Elizabeth Gallagher ’16, for more information or to join. Apply to be a Psychology Student Ambassadors: Professor Brady recently sent out a call for applications for the Psychology Student Ambassador Program, which is a program designed to create opportunities for student involvement in departmental efforts to educate, evaluate, and communicate our scientific discipline with a variety of audiences and methods. Check your email inbox for more information regarding the program, application and eligibility. Applications are due on Friday, September 11th at 9am (email applications to lbrady@anselm.edu). Lastly, keep your eye out for an email about a “beginning of the year” meeting for all Psychology Majors and Minors and subscribe to this Psychology Department Blog to stay updated on activities and events within the department. Best wishes for a great semester!

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Student Research Spotlight: Evan Rushton

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Last week, we sat down with Evan Rushton, '16 to discuss the research he has been working on with Psychology Professor Adam Wenzel. Evan presented his research at the New England Psychological Association (NEPA) Annual Meeting at Fitchburg State University on October 10th. 1. Could you briefly describe your research? We used a within-subjects design measuring for taste threshold and intensity. Before and after, subjects were given two taste modifiers, Miracle fruit, which turns sour tastes sweet, and Gymnema Sylvestre tea which suppressed sweet taste entirely. 2. What is your year of graduation and majors/minors? I am a senior psychology major with a minor in human relations and work. 3. How did you get involved with this research? Which professor are you working with?

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In relation to this research, Professor Wenzel and I collaborated. At the end of the spring semester sophomore year, an email went out about a summer research position related to the INBRE grant. INBRE (i.e., Idea Network of Biomedical Research Excellence) is a program that funds research opportunities for undergraduate students to work on biomedical research. I talked to Professor Wenzel about doing something with taste because whenever I would talk to him after class he would always mention something from the class I took with him, Sensation and Perception, such as the miracle fruit. I thought that it was pretty interesting so I was glad to get on board with the project. 4. What is the most valuable tool you have gained from being involved in research? I think the most important thing gained from being involved in research is experience. Since I am looking to go into graduate school, it is helpful to have experience especially if you are looking to go into a research-oriented field. Also, it gave me the independence and ability to organize a research project. Otherwise, I probably wouldn’t know how to go through the Institutional Review Board application and many other research procedures.

5. What advice would you give to incoming freshman about getting involved in research?

I would tell the freshman to definitely try to get a research position. Get as involved as early as possible with the department and develop a relationship with professors. Eventually you are going to need their help, and they are very helpful to say the least.

6. What are your plans after graduation?

After graduation, I would very much like to go into grad school, or get a job right out of college. I am interested in organizational psychology. If I go to grad school, I am interested in pursing a doctorate.

7. How do you think this experience will benefit your future goals?

In relation to the research that I did, even though it is not directly relatable to Industrial Organizational psychology, it gave me valuable tools in order to understand the research process.