Her research question: What are the differences between how hearing people think they view the deaf community and how they actually view the deaf community?

Wheatley is one of nine senior psychology majors selected to present their findings at the Virginia Association for Psychological Science annual conference April 20-22, 2016, in Newport News, Virginia. All of the students are classmates in a two-semester applied psychology research course taught by Professor .

For most students, their projects have led not only to the desired academic goals, but also to personal revelation and clarity of professional goals.

Wheatley, for example, is also involved in an independent study in Deaf culture and community, and she has plans to continue the research in graduate school. And that friend who shared the feelings that were the impetus behind Wheatley’s research? Her future mother-in-law.

With curriculum change, students enter research process earlier

A strength of the at EMU is that all students have the opportunity to conduct individual research on a topic related to their unique interests, says department chair . “These original projects introduce every student to the ins and outs of scientific inquiry.”

Senior psychology majors at EMU enter the research course with a “broad background in the field of psychology,” having fulfilled prerequisites of general, developmental, social and cognitive psychology, as well as a course on interpersonal relationships among others, Koop said. They all have been introduced formally to the research process in the Cognitive Psychology class, where each student formulates a research proposal.

Many of those proposals then develop into the independent research project required in Psychology 472/473, Koop says.

New curriculum that begins next year will introduce the design and analysis portions of the research process earlier, an emphasis which will not only build critical skills but quickly immerses majors in the intellectual rigor of their discipline.

Topics move students deeper into field

In Psychology 472/473, students delve into the research process while designing, developing and implementing their own project. The individualized research projects is intended to create “more critical consumers of scientific results” and “strong candidates for graduate programs,” Koop said.

Most of the classmates expressed both a new appreciation for the “intricacies of research,” as one student put it, and also for the seriousness of the endeavor. “It takes such precaution to make even basic claims,” says Rachel Bowman, who designed an experiment on racial bias.

“When you read a research article, it often seems as though the researchers easily attained the results they are sharing with the world,” said Emily Myers, who has used the project to familiarize herself with attachment theory in preparation for a career in counseling. “In reality, conducting research takes an incredible amount of background research, planning, gaining feedback, working with others, etc.”

In developing her research about developmental trauma associated with foster care and adoption, Bethany Chupp realized her project called for something “along the lines of a doctoral thesis…a longitudinal study of adoptive families over the course of several years.” Setting that aside, she scaled down to the question of whether “changing the vocabulary used to discuss adoption changes participants’ attitudes toward adoption and foster care.”

The title of her project is “Adoption as Trauma: Viewing Adoption Through a Restorative Lens.”

“It takes baby steps to get to bigger goals,” she said. “I need to start a basic level of examining attitudes and language before applying that to concrete case studies.”

 Meeting and networking at conferences

Attending conferences is an important professional development opportunity for undergraduate students, Koop said. “You get to test ideas, receive feedback and meet future colleagues. It’s a great experience not only to witness scientists discussing their original work, but to contribute to this exchange of knowledge and develop professional communication skills.”

Other students selected to attend the conference include

• Brooke Lacock, Does Anticipation of Smartphone Notification Interfere with Working Memory Performance?
• Mackenzie Lapp, High and Low Information-Load Music: Implications for Reading Comprehension;
• Kathryn Phillips, Self-Affirmation While Test Taking;
• Sam Swartzendruber, The Effect of Caffeine Deprivation on Sleep Deprived College Students;
• Wesley Wilder, Seeking Clarity: Violent Video Games, Image Quality, and Aggression.

ABS is a convenient acronym, then, for the weekly Athlete Bible Study that’s begun meeting over lunch on the ˛ÝÝ®ÉçÇř campus this semester – and just one manifestation of senior cross-country runner Jolee Paden’s efforts to enrich the spiritual lives of her fellow athletes and classmates.

Last January, she also helped launch a monthly event called Athletes Speak, during which students gather over pizza to hear athletes and coaches talk about their lives and faith. Both events are affiliated with EMU’s chapter of the (FCA), in which Paden has been a leader since she was a first-year student.

At the time, FCA didn’t have a particularly large or active presence on campus, and so, just as she’d done previously at her high school in St. Joseph, Illinois, Paden threw herself into the task of building it up.

“FCA is for athletes and coaches to have the opportunity to encounter biblical truth and authentic community,” said Paden, a double-major in and . “Over the last three years and going into the fourth, it’s just done a complete 360 in terms of getting people involved.”

One of the ways she’s promoted the ABS and Athletes Speak events was dropping any reference to FCA from their names. She decided to do so after discovering that some student-athletes didn’t understand the purpose of the group or had developed negative impressions of it in high school.

This decision, said EMU athletics director , “demonstrated her sensitivity and creativity” as a leader.

“Jolee has provided the most critical ingredient for any successful program aimed at student athletes – student leadership,” King continued. “Sustainable programs have quality student leadership and Jolee has provided that.”

Paden is also a pastoral assistant with EMU’s , and spoke in chapel in late September. (Audio of her talk is available .)

“Jolee brings energy and focus to spiritual life on campus. She is always noticing and discerning opportunities for ministry among her peers,” said campus pastor . “She presents with confidence and poise. There’s no doubt that she will continue to develop as a keynote speaker and preacher.”

In addition to her work on campus, Paden is an intern at Grace Covenant Church in Harrisonburg, and helps lead the congregation’s ministry for college students. She has also published a running-themed devotional book, , writes , and begun accepting more public speaking invitations.

“I think God has just really blessed me with the capacity and the grace to do so much, because I still find time to relax and have a weekend sometimes. It’s kind of amazing,” said Paden.

As the fall semester slips by, she’s thinking more and more about life after EMU. Perhaps she’ll enter seminary. Maybe she’ll go back to Washington D.C., where she lived last summer and loved working for , a nonprofit that uses running to empower people experiencing homelessness. As she weighs those options, she’s also intent on making sure that the FCA and affiliated events that have been so important to her time at EMU will continue to thrive after she’s gone.

“I’ve put a lot of my heart and hopefully the Lord’s heart into this,” said Paden. “Building up other people who are passionate about it is really, really important to me.’”

As a practical matter, that’s meant handing over more and more responsibility to students who will return next year. One of them is Amanda Williams, a sophomore soccer player who helps schedule speakers for the Athletes Speak events. Williams hopes that she and her peers will continue building on Paden’s efforts to enrich the spiritual lives of EMU athletes.

“I think Jolee has an authentic relationship to God and displaying her faith just comes naturally to her,” Williams said. “She has a different perspective on the Bible – it’s refreshing to me, just to hear the things that God reveals to her.”

Regardless of what, exactly, next year might bring for her, Paden plans to continue on the same general path she’s followed through EMU – sharing, speaking, encouraging and nurturing the spiritual lives of the people around her.

“My dream would just be to tour and talk to young people and athletes,” she said. “But it’s just a matter of how the Lord is opening those doors.”

In addition, two incoming students, Hannah Chappell-Dick, a senior at Bluffton High School in Bluffton, Ohio, and Charlie Good, a senior at Warwick High School in Lititz, Pa., were recognized as Yoder Scholars, the highest academic award an incoming student can receive.

“I’m very excited about the number and caliber of students who applied this year,” said Mark Sawin, program director and chair of history at EMU. “Hannah and Charlie are both wonderfully creative and curious people with wide-ranging interests and strong leadership abilities. I’m grateful they’ve decided to join us as next year’s Yoder Scholars.”

Honors student candidates are evaluated on academic performance, community and extra-curricular involvement, creativity, clarity of thought and leadership potential. In addition to being in the honors program, candidates submit a portfolio of their high school achievements, write a series of essays and meet with a member of the honors faculty for a one-on-one interview.

“The interaction with faculty mentors and each other in a variety of settings provides an opportunity for highly motivated scholars to develop as thinkers and wrestle with big questions,” says Sawin, a 2008-09 Fulbright Scholar at University of Zagreb in Croatia.

Chappell-Dick is an incoming biochemistry major while Good plans to major in chemistry.

The students accepted into the honors program are:

Alex Bender from Sarasota, Fla., Pine View School

Malachi Bontrager from Westbrookville, N.Y., Iowa Mennonite School

Rachel Bowman from Archbold, Ohio, Archbold High School

Kristoffer Broadley from Wichita, Kan., homeschooled

Anne Brothers from Rockville, Md., Montgomery Blair High School

Ashley Cox from Mountville, Pa., Hempfield High School

Melissa Cox from Mountville, Pa., Hempfield High School

Patty Danaher from South Chesterfield, Va., Matoaca High School

Isaac Driver from Harrisonburg, Va., Eastern Mennonite High School

Amy Feeser from Lancaster, Pa., Penn Manor High School

Rehana Franklin from Modesto, Calif., Modesto High School

Derek Harnish from Strasburg, Pa., Lampeter-Strasburg High School

Kate Harrold from Millersville, Pa., Penn Manor High School

Amanda Helfrich from Bradford, Ohio, Greenville Senior High School

Caitlin Holsapple from Harrisonburg, Va., Eastern Mennonite High School

Melissa Jantzi from Albany, Ore., Eastern Mennonite High School

Brianna Kauffman from Harleysville, Pa., Christopher Dock Mennonite High School

Andrea King from Lititz Pa., Warwick High School

Kari King from Harrisonburg, Va., Harrisonburg High School

Sierra Kiser from Stuarts Draft, Va., Stuarts Draft High School

Jaclyn Kratz from Telford, Pa., Christopher Dock Mennonite High School

Rachelle Kratz from Telford, Pa., Christopher Dock Mennonite High School

Brooke Lacock from Paradise, Pa., Pequea Valley High School

Olivia Mast from Lancaster, Pa., Lancaster Mennonite School

Katie Miller from San Antonio, Tex., Louis D. Brandeis High School

Maddie Miller from Wellman, Ia., Iowa Mennonite School

Elise Mitchell from Elkhart, Ind., Elkhart Central High School

Erin Nafziger from Archbold, Ohio, Archbold High School

Jolee Paden from Saint Joseph, Ill., St. Joseph-Ogden High School

Aaron Patterson from Midlothian, Va., homeschooled

Alicia Poplett from Plymouth, Minn., Wayzata Senior High School

Emilie Raber from Dalton, Ohio, Central Christian High School

Jesse Reist from Lancaster, Pa., JP McCaskey High School East

Jess Rheinheimer from Manheim, Pa., Lancaster Mennonite School

John David Satriale from Gap, Pa., Lancaster Mennonite School

Lauren Sauder from Smoketown, Pa., Lancaster Mennonite School

Michelle Sauder from Linville, Va., Eastern Mennonite High School

Carissa Sherer from Joy, Pa., Donegal High School

Kritika Shrestha from Germantown, Md., Clarksburg High School

Rachel Springer from Minier, Ill., Olympia High School

Seth Stauffer from Lebanon, Pa., Northern Lebanon Jr-Sr High School

Sarah Sutter from Urbana, Ill., University Laboratory High School

Kate Swartz from Spring City, Pa., Christopher Dock Mennonite High School

Sam Swartzendruber from Kalona, Ia., Iowa Mennonite School

Ryan Swartzendruber from Sellersville, Pa., Christopher Dock Mennonite High School

Stephanie Toth from Lake Milton, Ohio, Cardinal Mooney High School

Aaron Wile from Telford, Pa., Christopher Dock Mennonite High School

Alena Yoder from Elkhart, Ind., Bethany Christian High School

Kegan Yoder from Plaine City, Ohio, Jonathan Alder High School