Lindsay Masland

Research Interests

  • Student motivation
  • Motivating teaching strategies
  • Student diversity
  • Universal design for learning
  • Peer relations
  • Classroom assessment
  • Social/emotional/behavioral interventions

My research agenda focuses on classroom context factors that impact the achievement motivation and academic engagement of students. In my past work, I have examined the social and motivational characteristics of children who influence and conform in the academic domain, with a special focus on the role of peers. Currently, I am exploring the effects of classroom teaching and assessment strategies on the motivation of college students. I am also working on projects related to the effects of racial and sexual identity on motivation and psychological functioning in high school and college students. My overarching goal is to isolate mechanisms in the laboratory that can be adapted for use in the classroom in ways that encourage students to embrace the task of learning.

Current Projects

1) The "Why College?" Project

The purpose of this study is to explore the reasons students choose to attend college, the reasons professors think students should (or should not) be attending college, and how the relationship between the two affect faculty course design decisions and student achievement motivation orientations in the college classroom. Thus far, this study has involved several sub-components, including explorations of:

  • the relationship between ethnic diversity and student motivation
  • the relationship between LGBTQ student identity and student motivation
  • a revision of the Student Motivations for Attending University Scale

2) The RAISE Project: A Social-Behavioral Curriculum for High School Students in Baltimore

The RAISE Project (Raising Awareness and Increasing Safety for Everyone) is a collaboration between Baltimore City Schools, GM Research and Training of Baltimore, and Appalachian State University. The RAISE Program is a social-behavioral intervention program designed for the secondary classroom that aligns and integrates with the core curriculum. Through training modules and real-life videos, students learn to interact safely with law enforcement. Law enforcement/community relations have been strained for decades and recent events in various parts of the nation, including Baltimore, have brought the issue to the forefront. While the media and others focus on training officers and changing their standard operating procedures, there is little discussion of the role of the community in empowering itself to safely and effectively interface with law enforcement. The RAISE program seeks to change that. Along with Dr. Tracy Smith (Curriculum and Instruction, ASU), Dr. Masland is working to build the curriculum and assessment design for this ambitious project. The project is currently in the concept-testing phase with a small group of high school students. Subsequent phases include pilot testing in full schools, deployment to the entire school system, and potential packaging of the intervention for nation-wide release.

3) Universal Design for Learning in University Settings

Although some students are successful in the prototypical read-lecture-test environment that dominates most college classrooms, the reality is that many students are not. Universal Design for Learning (UDL) is a set of principles upon which to base course design that, when properly applied, maximizes student access to course content, regardless of learning strengths, weaknesses, or preferences. In the UDL framework, students are given many choices in their learning with the goal of increasing access to content for all types of learners. In other words, regardless of whether you love or hate to read, write, take notes, do projects, or engage in group activities, E. ,in a universally-designed class, all learners have equal opportunity to learn the class content. The goal of this study is to explore the utility of UDL in university settings.

Education

  • Ph.D., 2011, School Psychology, University of Georgia
  • M.A., 2005, General Experimental Psychology, Wake Forest University
  • B.A., 2003, Honors Psychology, Wake Forest University

Representative Publications

  • Ellis, J. M., Masland, L. C., Bergman, S. M. (under review). Psychometric Properties of the Student Course Engagement Questionnaire (SCEQ): Measuring Engagement or Missing the Mark? Click here for Virtual Appendix. [DOCX]
  • Masland, L. C., Gizdarska, S., Fairbairn, B., Morris, C., Rawson, K., and Crater, A. (under review). Then what am I paying you for? Student attitudes concerning video lectures in the flipped college classroom.
  • Masland, L.C. & Lease, A. M. (2016). Characteristics of academically-influential children: achievement motivation and social status. Social Psychology of Education, 19 (10), 195-215.
  • Masland, L. C., & Lease, A. M. (2013). Effects of achievement motivation, social identity, and peer group norms on academic conformity. Social Psychology of Education, 16(4), 661-681.
  • Davies, N. R., Masland, L. C., Lane, S. J., Rice,E.,and Holman, L. M. Practical applications for Universal Design for Learning and Instruction in higher education. Status: In preparation.

Grants and Contracts

  • Wingrove, T. and Masland, L.C. (2016-2018). "An Exploration of the Active Components and Boundary Conditions of a Mindset Intervention," Translating Research to Improve the Teaching of Psychological Science, Association for Psychological Science.($15,000 for 2 years; role: PI; Status: funded).
  • Smith, T. W. and Masland, L. C. (2016). Appalachian and Baltimore: Raising Awareness and Safety for Everyone (RAISE) Program Sponsored by the Graduate Research Associate Mentoring program, Cratis D. Williams Graduate School, Appalachian State University. ($3,600; role: PI; Status: funded).
  • Masland, L. C. (2014-2016). The "Why College?" Project: Intersections between college purpose beliefs and the teaching and learning decisions of faculty and students. Sponsored by the Graduate Research Associate Mentoring program, Cratis D. Williams Graduate School, Appalachian State University. ($22,000 for 2 years; role: PI; Status: funded).
  • Lease, A.M. and Masland, L.C. (2008). Talbot County 21st Century Community Center Learning Grant. Awarded to Talbot County Schools, Georgia State Department of Education ($350,000 total; subcontract to University of Georgia; 8/2008 to 8/2011; $31,500; role: data management, analysis, and results presentation.
  • Lease, A.M. and Masland, L.C. (2008). Building responsible individuals during guided enrichment sessions. Awarded to Catoosa County Schools, Georgia State Department of Education ($350,000total; subcontract to University of Georgia; 8/2008 to 8/2011; $31,500; role: data management, analysis, and results presentation).
  • Hannafin, M. J., Hickey, D. T. (2003). Georgia Department of Education Title IID Initiative Evaluation. (Subcontract to University of Georgia; 8/2005 to 8/2009; $800,000; role of Masland, L. C.: data management, analysis, and results presentation).

Current Topics of Research

  • student motivation
  • academic engagement
  • diverse learners
  • impact of classroom assessment and teaching strategies on student motivation
  • the flipped classroom
  • universal design for learning
Title: Associate Professor
Department: Department of Psychology

Email address: Email me

Phone: (828) 262-8954

Office address
300D Smith Wright Hall