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Psychology

University of the Pacific

Benerd College Faculty Presentations

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Evaluation Of A Flipped Classroom In Mechanics Of Materials, Luke S. Lee, Rachelle K. Hackett, Hector Estrada Jun 2015

Evaluation Of A Flipped Classroom In Mechanics Of Materials, Luke S. Lee, Rachelle K. Hackett, Hector Estrada

Benerd College Faculty Presentations

Recent interest towards the implementation of flipped (or inverted) classroom models parallelsthe wide availability of technology and the shift from lecture-based teaching methods towardsstudent-centered teaching methods in undergraduate engineering education. The flippedclassroom involves two components, computer-based video instruction outside of the classroomand interactive learning activities inside the classroom. The intent is to create an active andengaging classroom experience that can be tailored to meet the needs of students possessing awide range of learning styles. This can potentially reduce attrition, improve knowledge retention,and enhance skill development in engineering.The goals of this study are to compare and contrast the effectiveness of a …


Differences Between Resolved Versus Unresolved Adolescents On Selected Measures Of Behavior And Cognitive Processes, Linda L. Webster, Rachelle K. Hackett Apr 2005

Differences Between Resolved Versus Unresolved Adolescents On Selected Measures Of Behavior And Cognitive Processes, Linda L. Webster, Rachelle K. Hackett

Benerd College Faculty Presentations

This study investigated differences between unresolved attachment, reports of behavior, and associated cognitive processes in a maltreatment sample. Participants were 22 adolescents with a history of maltreatment. Measures included the Adult Attachment Projective (George, West, & Pettem, 1997), the Behavioral Assessment System for Children (Reynolds & Kamphaus, 1998), and selected scales from the Woodcock-Johnson Third Edition Tests of Cognitive Ability (Woodcock, McGrew, & Mather, 2001). Results found that parent ratings on five BASC subscales were significantly different for resolved versus unresolved adolescents, and adolescent self-reports were found to differ on four BASC subscales and one BASC composite. Results also found …