Lindenwood University’s College of Science, Technology, and Health continues to gain recognition as students in the Social and Behavioral Sciences and Psychology program present their own research at conferences across the country this spring. From regional student conventions to national gatherings, both current students and alumni from the psychology program are making a strong impact.
The department’s conference season began on March 27-28 at the Great Plains Students’ Psychology Convention in Point Lookout, Missouri, where one current and one alumna presented their research. The momentum continues through to April 10 at the St. Louis Psychological Association Conference in St. Louis, Missouri, where three current students will be sharing their work.
Lindenwood’s presence expands even further than Missouri at the Midwestern Psychological Association Conference in Chicago, Illinois, where 12 current students and alumni will be presenting their research before heading back on campus, where 17 current students will showcase their research at Lindenwood’s Academic Showcase on April 23 in St. Charles, Missouri. The department’s national reach will extend to the Western Psychological Association Convention in Tacoma, Washington, April 29-May 3, where one current student will present their research.
The faculty members say the growing number of presentations reflects the strength of the program and its focus on undergraduate research opportunities. After speaking to Drs. Sara Bagley and Michiko Nohara-LeClair, it was clear why the program is such a success.
“What makes our program stand out is that we have seven full-time faculty members who are not only experts in their areas but who also have a passion for getting the students involved in research,” said Dr. Bagely.
That passion is supported by the program’s evolution over time. Dr. Michiko Nohara-LeClair (MNL) explained that the department now offers a wider range of research opportunities than ever before.
“I have been here for 25 years now. When I first started, no one really had a lab,” Dr. MNL said. “Now every faculty member has a research lab, which opens the door to many different opportunities. What is most special is the strong relationship that the students and faculty have. There is a mentorship, and the students even mentor each other; it’s a ‘pay it forward’ environment.”
Students typically begin their research journey early on in their academic careers, building skills before they take on independent projects. According to Dr. Bagley, while introductory courses expose students to research concepts, hands-on experience becomes more prominent later.
“Most students begin to actively do research in statistics and methods courses to make sure they have the tools and training,” Dr. Bagley said. “It is encouraged in sophomore and junior years, then after that, students can continue if they choose to do so.”
Dr. MNL added that structured lab experiences help guide students through their whole research process.
“In my lab, students design their study in the first semester, then go through the IRB (Institutional Review Board) approval, and present their proposal,” Dr. MNL said. “In the second semester, they collect and analyze data and present again. The proposal stage is really a training ground.”
The transition from classroom learning to conference presentation really involves extensive preparation, from developing research ideas to navigating the ethical review processes.
“Students come up with a project idea, get IRB approval to ensure it is ethically designed, and then conduct the research through experiments or surveys,” Dr. Bagley said. “There is a lot of background and preparation that happens before presenting the findings. Sometimes they even present research proposals before collecting data.”
Faculty play a critical role in helping students through this process, often serving as mentors, collaborators, and supporters.
“The psychology faculty is always here to support students,” Bagley said. “We try to train them not only as collaborators but as future mentors.”
Dr. MNL described her own role using a sports analogy.
“I am like a coach, cheerleader, teammate, trainer, and fan all in one,” she said. “I help to guide students, support them emotionally, and assist with things like analyzing data or improving their posters, but they do the work. I am here to help them succeed.”
This supportive environment helps to foster a collaborative mentorship dynamic where the students are encouraged to take ownership of their work while still being able to receive guidance.
“I want students to rely on me, but I do not want to micromanage,” Dr. MNL said. “It is collaborative, I guide and encourage them, but ultimately it is their research. Some of these relationships turn into long-term connections after graduation.”
Students say that this level of support has been an essential factor for them to succeed. Ava Bilton, a senior psychology student who presented her research on the perceptions of physical disabilities and accessibility on a college campus, said the department helped her discover her passion for research.
“The Psychology program has a special way of helping students find a passion for research, even if they do not think they have one,” Bilton said. “When I doubted myself, they motivated me beyond anything I could have imagined. They push you through the hardest parts because they know how difficult it is, and they want you to succeed.”
Kay DeKock, a senior who presented research on pet attitudes and gender perceptions, echoed that sentiment.
“The faculty is very good at recognizing potential,” DeKock said. “They make research opportunities very accessible and are always willing to help. Even if you are not in their lab, they will support you. They really go out of their way to make sure students know what is available.”
In addition to conference presentations, Lindenwood offers students the opportunity to earn a professional research certificate that complements any academic degree. To earn this certificate, students complete a series of modules and requirements that serve as the foundation of research education, further preparing them for graduate school and careers.
Faculty members say they are most proud of the diverse paths students take after they engage in research.
“You do not have to be an A+ student to succeed in research,” Dr. Bagley said. “Students who are willing to put in the effort gain confidence and develop skills that take them in many directions, from clinical psychology and social work to occupational therapy and beyond.”
Dr. MNL reflects on the program’s growth as she plans to retire next year, stating, “I am most proud of the students’ accomplishments and how far the program has come. The strength of this department is the students and the ideas they bring. I am going to miss working alongside them in their research.”
As Lindenwood students continue to present their own work across the country, the psychology program remains committed to fostering a culture of inquiry, mentorship, and academic achievement while preparing students to contribute meaningfully to the field of psychology.
