Robert M. Kurland
- Courses2
- Reviews3
- School: Rutgers State University of New Jersey
- Campus: State University of New Jersey
- Department: Psychology
- Email address: Join to see
- Phone: Join to see
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Location:
249 University Avenue
Newark, NJ - 07102 - Dates at Rutgers: April 2015 - September 2017
- Office Hours: Join to see
Biography
Rutgers State University of New Jersey - Psychology
Senior Associate Dean of Undergraduate Programs
Robert M.
Kurland, Ph.D.
Greater New York City Area
Dynamic leader with over twenty years’ experience fostering unparalleled academic and student services. Expertise in student engagement and intervention, enrollment management, retention and statistical analysis, assessment, budgeting, and program supervision and development. Adept at providing strategic planning, leadership, and vision within higher education.
Experience
Education
Kean University
MA
Human Behavior and Organizational Psychology
Kean University
Assistant Director of Undergraduate Admissions
• Responsible for recruiting, interviewing, and evaluating prospective students for admission. Reviewed applications and made admissions decisions for Second Degree, Post-Baccalaureate Major, Transfer, Freshmen, EEO Program, and Athletics populations. Supervised the Student Ambassador Program.Rutgers, The State University of New Jersey-Newark
Doctor of Philosophy (Ph.D.)
Psychology
Rutgers University - Newark
Instructor
• Instruct classes (face to face, hybrid, and online) in Critical Thinking in Psychology. • Serve as an instructor for Educational Psychology. Designed online format/curriculum. • Serve as an instructor for Academic Success course. Designed online format/curriculum. • Oversees all business internships and co-ops.
Publications
Attachment and Student Success During the Transition to College
NACADA Journal
We used 2 studies to examine attachment security and college student success. In the 1st study, 85 first-semester students provided information on attachment dimensions and psychological, ethical, and social indices. More anxious students performed worse academically in college than they had in high school and indicated they would be more willing to cheat; they also scored lower on measures of academic locus of control and self-esteem than their peers. Securely attached students reported low levels of depression and anxiety. Findings were supported with regression analysis conducted with controls for attachment avoidance, high school grade-point average, and gender. A 2nd follow-up study showed that college students who had plagiarized papers reported high levels of attachment anxiety. The contribution of attachment theory to academic advising is discussed.
Attachment and Student Success During the Transition to College
NACADA Journal
We used 2 studies to examine attachment security and college student success. In the 1st study, 85 first-semester students provided information on attachment dimensions and psychological, ethical, and social indices. More anxious students performed worse academically in college than they had in high school and indicated they would be more willing to cheat; they also scored lower on measures of academic locus of control and self-esteem than their peers. Securely attached students reported low levels of depression and anxiety. Findings were supported with regression analysis conducted with controls for attachment avoidance, high school grade-point average, and gender. A 2nd follow-up study showed that college students who had plagiarized papers reported high levels of attachment anxiety. The contribution of attachment theory to academic advising is discussed.
Attachment and Academic Classroom Behavior: Self-Efficacy and Procrastination as Moderators on the Influence of Attachment on Academic Success
Psychology
Attachment, self-efficacy, and procrastination were measured in 161 college students enrolled in an Introductory Psychology class. Class grades and overall academic records were also obtained. Students who had higher levels of attachment anxiety had lower final grades in the class, higher levels of procrastination, and lower self-efficacy. Students with higher levels of attachment avoidance had lower grades within the class and a lower overall Grade Point Average (GPA). Regression analysis showed that self-efficacy moderated the relationship between attachment and class grade as well as overall GPA. Procrastination also moderated the relationship between both attachment anxiety and GPA and attachment avoidance and GPA.
