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Increasing Equity in the Academy: Undergraduate Classroom-Based Research Experiences
Providing opportunities for students to present and publish empirical research increases their competitiveness in both the post-graduation job market and graduate school application process. Unfortunately, these resources and opportunities are not equally available to all students.
During this session we will provide a detailed examples of how we open access to doing research among groups varying in size, from 6 – 25 people. Through case studies and a summary of hard outcomes (e.g., number of presentations, publications, graduate school interviews), we illustrate student successes and offer instructors ideas about how to increase access to research opportunities within their own courses. For more information, visit the WVU AGE-ADAR Scholars Program website.
Julie Hicks-Patrick
PROFESSOR, LIFE-SPAN DEVELOPMENTAL PSYCHOLOGY, Department of Psychology
Dr. Patrick earned her doctorate from The University of Akron (OH). Prior to joining the faculty at WVU, she held positions at the Myers Research Institute at Menorah Park in Beachwood (Ohio) and at the Center on Aging at Bradley University (Peoria, IL). Since joining the faculty at WVU in 1998, Dr. Patrick has received more than $30,000 to support her teaching interests and more than $285,000 from National Institutes of Health (NIA, NCI) and other local, regional, and national sources.
Dr. Patrick’s interests are broadly in the field of adult development, with a focus on families at mid- and late-life and successful aging. She has research expertise in cognitive aging, including decision making and memory interventions. Her lab is active in health promotion and health intervention studies.
Kristina Hash
PROFESSOR, School of Social Work
Dr. Hash’s work has been published in the Journal of Gerontological Social Work, Journal of Gay and Lesbian Social Services, the International Journal of Aging and Human Development, Clinical Social Work Journal, and Geriatric and Gerontology Education as well as in edited books. Her book, Aging in Rural Places, was published in 2015 and her edited volume, Annual Review of Geriatrics and Gerontology: Contemporary issues and future directions in lesbian, gay, bisexual, and transgender (LGBT) aging, was published in 2017.
She has been an investigator for four geriatric education grants funded by the John A. Hartford Foundation, the National Institute of Health/National Institute on Aging, and the DHHS/HRRSA/Bureau of Health Professions. She was a recipient of the Outstanding Principal Investigator Award from the New York Academy of Medicine’s Social Work Leadership Institute, the David Z. Morgan Award for Excellence in Geriatric Education from the WV Geriatric Education Center and WV Geriatrics Society, the Alumni Making a Difference Award from the Virginia Commonwealth University School of Social Work, the West Virginia University Foundation Outstanding Teaching Award, the WVU Eberly College Faculty Teaching Award, the WVU Community Engagement Award, the WVU Digital Learning Award, and the Judith Gold Stitzel Award from the West Virginia University Center for Women’s Studies.
Her practice background includes positions in home health care, social work continuing education, and research and program evaluation. She currently serves in community as a family court mediator, a conflict coach, and a support group facilitator. Additionally, she has been involved in several volunteer activities with community-based agencies serving older adults. Her experience as a caregiver for her grandmother was the driving force behind her interest in social work and aging.