I became interested in physiology and medicine in undergraduate school, which led me to the neuroscience degree. I became interested in teaching over a more research-oriented position while working as the psychology teaching assistant coordinator at Virginia Tech.
One of my professional accomplishments is being one of the youngest to give a symposium talk at the Society for Psychophysiological Research (SPR) a few years ago and having my anxiety and the cardiovascular system talk go over well.
With my courses, I like to bring in actual research examples into the classroom so students can either read from the source or experience it firsthand. In the neuroscience courses, students read topical articles from the field and discuss them in class. In the advanced courses, each student will lead a day of discussion. I also bring in various processing, construction and language tasks so students can view how everyone processes information differently.
Research and Curricula
I recently completed a study that looks at whether or not students actually read consent forms or not for both online and in-lab studies, and will be conducting an updated version of it this spring. My honors thesis student has submitted her paper on how birth control impacts physiological factors and facial attraction for publication over the winter. The undergraduate research team will be in its second semester in spring 2013 with four students running multiple cardiovascular and neuropsychological studies. As for curricula, I’ve redone the neuroscience classes to include electrophysiology basic and applied human research labs.
It’s Tolerton and Hood Hall, because I do enjoy the view of the Campus Lakes from my office when the fountains are on.
I find it’s easier here versus the larger schools I have been at to conduct more personalized demonstrations. There are certain types of small projects you can do in these settings to get students some applied field knowledge that you just cannot do at other places.
Mount Union gives students the skill sets needed not only to pursue a job in their defined major but to open up ways to use what they learned to assist their way through their careers. In our department, the focus is on methodology and getting practical internship and research experience. This approach can give different approaches to thinking and reasoning, which leads to better preparation for the work environment and graduate school.
Knepp, M. M. (2018). Examining group setting impacts on neuropsychological testing using deception and undergraduate research assistants as confederates. Sage Research Methods Cases-Part 2, 1-10. doi: 10.4135/9781526437266
Knepp, M.M. (2016). Academic entitlement and right-wing authoritarianism are associated with decreased student engagement and increased perceptions of faculty incivility. Scholarship of Teaching and Learning in Psychology, 2 (4), 261-272. doi: 10.1037/stl0000072
Eerland, A., Sherrill, A. M., Magliano, J. P., Zwaan, R. A., Arnal, J. D., Aucoin, P., . . . Prenoveau, J. M. (2016). Registered replication report: Hart & Albarracín (2011). Perspectives on Psychological Science, 11, 158–171. doi: 10.1177/1745691615605826 (Note: 5th authorship as contributing lab).
Knepp, M. M., Yoza, J. J., & Quandt, E. A. (2015). Depression increases health activity comparisons but decreases exercise amounts. Perceptual and Motor Skills, 120 (3), 945-959. doi: 10.2466/15.29.PMS.120v14x8
Knepp, M.M., Krafka, E.R., Boulton, A.N., & Myers, M.P. (2014). Group administration influences design but not written word fluency testing. Laterality: Asymmetries of Body, Brain, and Cognition, 19 (5), 615-637. doi: 10.1080/1357650X.2014.892507
Knepp, M.M. (2014). Personality, sex of participant, and face-to-face interaction affect reading of informed consent forms. Psychological Reports: Sociocultural Issues in Psychology, 114, 297-313. doi: 10.2466/17.07.PR0.114k13w1