About Dr. Marchand

Marchand

Dr. Marchand is an Associate Professor in the UNLV Department of Educational Psychology and Higher Education. She is a former Lincy Assistant Professor of Education and a recipient of an APA Division 15 Early Career Award and Lincy Institute Fellowship Award. She received her Ph.D. in Systems Science: Psychology from Portland State University in 2008, with an emphasis in human development, student motivation and engagement, and quantitative research methods. Her current research focuses on the motivational development of students across the educational lifespan and the social and personal factors that influence student engagement.

Dr. Marchand is an active member of the academic community, currently serving as the President of the Southwest Consortium for Innovative Psychology in Education (SCIPIE – www.scipie.org) and the Chair of the American Educational Research Association Division C New Faculty Mentoring Program. She mentors multiple graduate students in the UNLV Department of Educational Psychology and Higher Education. Dr. Marchand also serves as a program evaluator for community organizations and on state and federal grants.

Selected Publications

Maderick, J., Zhang, S., Hartley, K, & Marchand, G. (2016). Preservice teachers and self-assessing digital competence. Journal of Educational Computing Research.

Marchand, G. C. & Gutierrez, A. (2016). Processes involving perceived instructional support, task values, and engagement in graduate education. Journal of Experimental Education. 

Marchand, G. C. & Schraw, G. (2015). Finding common ground when teaching motivation: Examples from teaching self-determination theory and self-efficacy. In C. Smith & N. DeFrates-Densch (Eds.), Challenges and innovations in Educational Psychology teaching and learning.Charlotte, NC: Information Age Publishing.

Feucht, F., Marchand, G. & Olafson, L. (2015). Use of concept maps to facilitate student           learning in research and measurement courses. In M. McCrudden, G. Schraw, & C. Buckendahl (Eds.), Use of visual displays in research and testing: Coding, interpreting, and reporting data. Charlotte, NC: Information Age Publishing.

Marchand, G.C., Nardi,N., Reynolds, D. & Pamoukov, S. (2014). The impact of the classroom built environment on student perceptions and learning. Journal of Environmental Psychology, 40, 187-197.

Marchand, G. C. & Furrer, C. J. (2014). Formative, informative and summative assessment: The relationship between curriculum-based measurement of reading (CBM-R), classroom    engagement, and reading performance.  Psychology in the Schools, 51, 659-676.

Marchand, G. C., Olafson, L., & Steaffans, S. (2013). Using school and university partnership resources to enhance rigor in self-assessment and evaluation at Professional Development Schools. School-University Partnerships, 6, 7-19.

Bubb, D., Schraw, G., James, D., Brents, B., Kaalberg, K., Marchand, G., Amy, P., & Cammett, A. (2013). Making the case for formative assessment: How it improves student engagement and faculty summative course evaluations. Assessment Update.

Marchand, G. C., Schraw, G. & Olafson, L. (2013). The Role of Deliberate Practice in the Development of Graduate Researchers. In M. Shaugnessey (Ed.), Developing skills, talents and abilities.  Hauppauge, NY. Nova Science Publishing.

Olafson, L., Feucht, F., & Marchand, G. (2013). A typology of visual displays in qualitative analyses. In G. Schraw & McCrudden, M. (Eds.) Learning through Visual Displays.

Marchand, G. C. & Taasoobshirazi, G.  (2013). Stereotype threat and women’s performance in physics.  International Journal of Science Education, 35, 3050-3061

Marchand, G. C. & Gutierrez, A. P. (2012). The role of emotion in the learning process: Comparisons between online and face-to-face learning settings. The Internet and Higher Education15, 150-160.

Marchand, G. C. & Sanders, K. (2012). Being the new kid: Implications of within-year academic transitions for motivational development in school. In S. A. Karabenick & T. C. Urdan (Eds.). Advances in Motivation and Achievement : Transitions Across Schools and Cultures, (Volume 17, pp. 109-145). Bingley, UK: Emerald Books.

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom:   Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781.

Marchand, G., & Skinner, E. (2007). Motivational dynamics of children’s academic help-seeking and concealment. Journal of Educational Psychology, 99(1), 65-82.

Hammer, L. B., Cullen, J. C., Marchand, G., Dezsofi, A. (2006). Coping strategies for negotiating the demands of work and family. In C. Castro, A. Adler, & T. Britt (Eds.). Studies in Military Psychology (Vol. 3). Praeger Press.