Doub, A.E., Small, M. L., Levin, A., LeVangie, K., & Brick, T. (In Press). Identifying users of traditional and Internet-based resources for meal ideas: An association rule learning approach. Appetite. doi: 10.1016/j.appet.2016.04.006
Small, M. L., & Waterman, E. A. (in press). Predictors of engaged scholarship among college students. Journal of College Student Development.
Waterman, E. A., Wesche, R., Leavitt, C. E., Jones, D. E., & Lefkowitz, E. S. (2017). Long-distance dating relationships, relationship dissolution, and college adjustment. Emerging Adulthood, advance online publication.
Doub, A. E., Small, M. L., & Birch, L. L. (2016). A call for research exploring social media influences on mothers' child feeding practices and childhood obesity risk. Appetite, 99, 298-305. doi: 10.1016/j.appet.2016.01.003
Doub, A. E., Small, M. L., & Birch, L. L. (2016). An exploratory analysis of child feeding beliefs and behaviors included in food blogs written by mothers of preschool-aged children. Journal of Nutrition Education and Behavior, 48(2), 93-103.e1. doi: 10.1016/j.jneb.2015.09.001
Doub, A.E., Levin, A., Heath, C. E., LeVangie, K. (2015). Mobile appetite: Consumer attitudes towards and use of mobile technology in the context of eating behaviour. Journal of Direct, Data, and Digital Marketing Practice, 17(2), 114-129. doi:10.1057/dddmp.2015.44
Waterman, E. A., Small, M. L., Newman, S., & Steich, S. P. (2016). Increasing students’ familiarity with co-curricular experiences: A pilot trial. Journal of College Student Development, 57, 892-897.
Lauff, C., Menold, J., & Small, M. L., (2016, September). Design Thinking, Empathic Design and Rapidly Prototyping: A Successful Recipe for Solving Complex Social Problems. Paper to be presented at the International Conference on Design and Emotion, Amsterdam, MP.
Menold, J., Joblokow, J., Simpson, T., & Waterman, E. A. (2016, June). The prototype of X (PFX) framework: Assessing its impact on students’ prototyping awareness. Paper to be presented at the American Society for Engineering Education, New Orleans, LA.
Waterman, E. A., Small, M. L., Newman, S., & Menold, J. (2016, May). Using engineering methods during intervention design to increase participant engagement: A case study. Poster to be presented at the Society for Prevention Research, San Francisco, CA.
Gardner, L., Waterman, E. A., & Small, M. L. (2016, April). Association Between Demographic Characteristics and Frequency of Parent-College Student Communication. Poster presented at the Penn State Undergraduate Research Exhibition and the College of Health and Human Development's Alumni Society Research Poster Competition, State College, PA.
Small, M. L., Waterman, E. A., & Lender, T. M. (2016, March). Students’ time use during their first year at college is associated with engaged scholarship during their third and fourth years. In E. A. Waterman (Chair) Exploring risk factors and protective processes to improve the transition to college for late adolescents. Paper to be presented at the Society for Research on Adolescence, Baltimore, MD.
Roledo, M., Caldwell, L., Small, M. L., & Waterman, E. A. (2015, November). The association between high school engagement and leisure experiences among first year college students. Poster presented at the Annual Biomedical Research Conference for Minority Students, Seattle, WA.
Waterman, E. A., Small, M. L., Newman, S., & Steich, S. P. (2015, June). Using design thinking to facilitate students' transition to college: A pilot trial. Poster presented at the Society for Prevention Research, Washington, D.C.
Waterman, E. A., Steich, S. P., Small, M. L., & Lefkowitz, E. S. (2015, March). Parental financial assistance, paid work, and undergraduate campus involvement, GPA, and alcohol use. Poster presented to the Society for Research in Child Development, Philadelphia, PA.
Doub, A. E., Small, M. L., & Birch, L. L. (November, 2014). Tweeting differently: A case study comparing @MyPlate and @FoodNetwork. Poster presented at the annual meeting of the Obesity Society: Obesity Week 2014, Boston, MA.
Links to Papers
Partners and Associated Grants
Jablokow, K. W. (Principal Investigator), Grant, "Mapping the High Performance Design Team 'Genome'," National Science Foundation, Federal Agencies. Total awarded: $300,000.00. (Funded: August 2016 – July 2018).
Abstract: In this collaborative project (PSU-Stanford), we are observing engineering design teams from industry to develop a new integrated model of High Performance Design Teams (HPDTs) based on three frameworks: Interaction Dynamics, Adaption-Innovation Theory, and the Engineering Innovativeness model (developed by K. Jablokow in previous NSF-funded research). The behavioral interactions and individual cognitive characteristics of the team members will be assessed, along with the products of team design sessions. The individual characteristics of the team members and their behavioral interactions will be mapped in relation to their performance in terms of innovative design to identify the behavioral building blocks of High Performance Design Teams.
Jablokow, K. W. (Principal Investigator), Grant, "Investigating Impacts on the Ideation Flexibility of Engineers," National Science Foundation, Federal Agencies. Total awarded: $702,199.00. (Funded: May 2013 - April 2017).
Abstract: This on-going collaborative project (PSU-Michigan-Iowa State-Rutgers) combines study of the design process with cognitive diversity. We are characterizing the ideation of students using existing and new metrics, with cognitive style as a mediating variable. We have designed three interventions aimed at increasing an individual’s range of ideation along the style spectrum from more adaptive to more innovative: problem framing, design heuristics, and cognitive style-based teaming. We are investigating the effects of these interventions across multiple age groups (high school to graduate level), multiple domains (engineering and design programs), and multiple institutions (PSU-UM-ISU). We have developed 3 tools (the Ideation Flexibility Trio) that educators and practitioners can use to implement these interventions in engineering and design classrooms and in design practice based on individual and project needs. These tools are currently being validated in both academic and corporate settings.