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Dr. Allison Master, @allisonmaster.bsky.social Profile
Dr. Allison Master, @allisonmaster.bsky.social

@AllisonMaster

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Asst Prof at U of Houston, studying how to motivate students in STEM. Academic mama. Bookworm. Every mistake, we must surely be learning. She/her/hers.

Houston, TX
Joined September 2014
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
7 months
Goodbye, (X) Twitter! We've had some laughs, but now I'm done. From now on, you can find me only on Bluesky at
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
Made it through the last week of classes! We had an amazing semester in Educational Psychology. Here is the Padlet with students' reflections on the semester. @PHLSatUH @UHCOE @AERA_TEPsig @AERA_MotSIG @AERADivC
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
RT @UW_ILABS: New research collaboration led by colleague @AllisonMaster shows computer science stereotypes can make girls feel like they d….
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
This and many other warm up activities that I do with my graduate/undergraduate students can be found in this powerpoint file:.
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
Educators: this is a really good time to take a few minutes at the start of your class to check in with your students about how they are doing. This week, my class made wordclouds about how they feel and what they need. @AERA_MotSIG @AERADivC @AERA_TEPsig
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
RT @UHCOE: ⏳ Time’s running out! Apply to join our faculty at one of the nation’s most diverse R1 universities. *AI, Teaching & Learning.*….
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
@kquest has worked to support transfer students for years, and she brought that deep understanding to her dissertation and this paper. I learned so much from her, and am so excited to share her work! (14/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
Institutions can provide course/service releases for faculty who teach large courses so they have more time for student-faculty interactions. They can incentivize transfer students to participate in campus activities with scholarships or stipends (e.g., book vouchers). (13/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
Faculty can help students engage more in high-impact and collaborative learning practices by incorporating them into their curriculum. BUT integrating these into the course should not increase the amount of time students must spend outside of the classroom on the work. (12/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
This may take the form of a required transfer seminar course focused on study strategies or time management, or targeted one-on-one or group academic success coaching. (11/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
What are implications for higher education institutions? Institutions may benefit greatly from investing early in helping transfer students to develop strong behavioral engagement (persistent effort). (10/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
We also compared transfer students to non-transfer students at the same institution. Collaborative learning and high-impact practice participation were more impacted by part-time enrollment status for transfer students. (9/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
Many of the effects were strongest for Hispanic/Latino students and women. These groups may be especially likely to experience negative stereotypes and bias in higher education. (8/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
Dr. @kquest also looked at these links for specific groups. This provides an incredible amount of information that minority-serving institutions can explore based on their own students’ backgrounds. (7/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
School engagement, particularly high-impact practice participation, mediated the link between working full time and getting lower grades. Collaborative learning also mediated the negative relation between enrolling part-time and getting lower grades. (6/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
Behavioral engagement (persistent effort) predicted semester grades during the pandemic (even controlling for transfer GPA). (5/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
Study 1 (N = 721 transfer students) focused on behavioral engagement/persistent effort. Study 2 (N = 1278 transfer students) used NSSE data and focused on school engagement as a mediator between working full time/enrolling part time and grades. (4/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
They are also more likely to be enrolled part-time, spend fewer hours studying, and spend fewer hours involved and engaged on campus. (3/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
Transfer students are 1/2 of all undergrad students, but we rarely focus on their specific motivational experiences. They tend to experience more challenges: more likely to be older, come from low-income households, work more hours off campus, & care for dependents at home. (2/n)
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@AllisonMaster
Dr. Allison Master, @allisonmaster.bsky.social
8 months
Excited to share: the 2nd paper from @kquest's dissertation ("Student engagement, school involvement, and transfer student success") now available OPEN ACCESS in Contemporary Educational Psychology! (1/n) @AERA_MotSIG @AERADivC @AERADiv_J @UHCOE @PHLSatUH
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