Blinn College - Psychology
Housing Tour Coordinator
• Supervised tour guides on a daily basis for their performance and work attitude towards prospective students.
• Applied hiring, training, and evaluation tools to improve tour guides performance and presentation skills.
• Reviewed, documented, and analyzed survey forms filled by visitors to evaluate tour effectiveness.
• Coordinated regularly with conference and guests services to set up private group tour requests for up to 200 visitors.
Graduate Teaching Consultant
• Responsible for providing training to new Teaching Assistants (TA’s) by hosting an 8-hour workshop on three consecutive days that included a variety of topics.
• Consulted with TA’s to aid in the implementation of classroom policies, learning objectives, and syllabi construction.
• Worked with different departments, including the Texas A&M School of Law and Medical School, to implement effective teaching practices.
• Developed and share effected practices by conducting interactive workshops and presentations.
Psychology Instructor
• Develop powerpoint slides, create syllabi, and outline requirements for course.
• Use Desire2Learn online software to input grades, share outside class material, and facilitate discussions.
• Design and evaluate examinations, group assignments, and individual research papers.
Academic Advisor
• Used Internet Native Banner software to view student information regarding academic performance, financial aid holds, application materials, and test scores (e.g., SAT/ACT, TSIA, THEA, COMPASS, etc.)
• Met with students to develop course plan and to discuss intended degree requirements.
• Discussed guidelines regarding university transfer requirements with freshman and non-traditional students.
• Advised students on career paths and job outcomes regarding multiple departments and majors.
• Trained new advisors to use the Touchpoint call center software to conduct telephone advising sessions.
I assisted Blinn College in reviewing applications for the Teaching Excellence Award, an honor that is presented to one faculty member each year.
I volunteered to review textbooks for the 2017 - 2020 school year for the General Psychology course at Blinn College.
I am a volunteer advisor for the Psychology Club at Blinn College where we plan field trips, invite speakers, conduct fundraisers, and hold social events to spread the awareness of applied and experimental psychology.
Psychology Faculty (Tenure-Track)
Shaan worked at Seattle Central College as a Psychology Faculty (Tenure-Track)
Doctor of Philosophy (PhD)
Leadership Education
Bachelor of Science (B.S.)
Psychology
Melbern G. Glasscock Humanities Award
1st place award for outstanding research granted to one undergraduate and one graduate student during Student Research Week
Frank W. Sheppard, Jr. Graduate Scholarship
Texas Aggie Graduate Grant
Chalres H. & Frances Fleming Scholarship
Association of Former Students Graduate Student Grant
Housing Tour Coordinator
• Supervised tour guides on a daily basis for their performance and work attitude towards prospective students.
• Applied hiring, training, and evaluation tools to improve tour guides performance and presentation skills.
• Reviewed, documented, and analyzed survey forms filled by visitors to evaluate tour effectiveness.
• Coordinated regularly with conference and guests services to set up private group tour requests for up to 200 visitors.
Graduate Teaching Consultant
• Responsible for providing training to new Teaching Assistants (TA’s) by hosting an 8-hour workshop on three consecutive days that included a variety of topics.
• Consulted with TA’s to aid in the implementation of classroom policies, learning objectives, and syllabi construction.
• Worked with different departments, including the Texas A&M School of Law and Medical School, to implement effective teaching practices.
• Developed and share effected practices by conducting interactive workshops and presentations.
Master of Arts (M.A.)
General Psychology
Asian Journal of Agricultural Extension, Economics & Sociology, Vol. 11, pgs 1-7
Asian Journal of Agricultural Extension, Economics & Sociology, Vol. 11, pgs 1-7
The International Journal of Volunteer Administration, Vol. 31, pgs 23-25.
Asian Journal of Agricultural Extension, Economics & Sociology, Vol. 11, pgs 1-7
The International Journal of Volunteer Administration, Vol. 31, pgs 23-25.
Lambert Academic Publishing
Asian Journal of Agricultural Extension, Economics & Sociology, Vol. 11, pgs 1-7
The International Journal of Volunteer Administration, Vol. 31, pgs 23-25.
Lambert Academic Publishing
The International Journal of Volunteer Administration, Vol. 31, pgs 13-17
Asian Journal of Agricultural Extension, Economics & Sociology, Vol. 11, pgs 1-7
The International Journal of Volunteer Administration, Vol. 31, pgs 23-25.
Lambert Academic Publishing
The International Journal of Volunteer Administration, Vol. 31, pgs 13-17
Proceedings of the 2013 Association of Leadership Educators Conference, Vol 23, pgs 339-350
Asian Journal of Agricultural Extension, Economics & Sociology, Vol. 11, pgs 1-7
The International Journal of Volunteer Administration, Vol. 31, pgs 23-25.
Lambert Academic Publishing
The International Journal of Volunteer Administration, Vol. 31, pgs 13-17
Proceedings of the 2013 Association of Leadership Educators Conference, Vol 23, pgs 339-350
The Journal of General Psychology, Vol 143, pg 1-14
Our experiment examined two questions: (1) Does reinstating a studied context affect recognition of an associated word, and (2) Does reinstating a studied word affect recognition of an associated context? After encoding 75 words, each of which was shown superimposed over a different 5-sec video of an environment (e.g., a playground, a traffic scene, or a grocery store), participants were asked to recognize 50 of the words and 50 of the video scenes. On the test, half of the studied words were shown superimposed over the same video contexts that had been present at encoding, and half were shown over new scenes. Similarly, videos were presented with either old or new words. Context reinstatement increased hits and reduced false alarms for words, but word reinstatement did not affect recognition of video contexts. The results suggest that the associations that bind word events with their contexts may not be bidirectional.
Asian Journal of Agricultural Extension, Economics & Sociology, Vol. 11, pgs 1-7
The International Journal of Volunteer Administration, Vol. 31, pgs 23-25.
Lambert Academic Publishing
The International Journal of Volunteer Administration, Vol. 31, pgs 13-17
Proceedings of the 2013 Association of Leadership Educators Conference, Vol 23, pgs 339-350
The Journal of General Psychology, Vol 143, pg 1-14
Our experiment examined two questions: (1) Does reinstating a studied context affect recognition of an associated word, and (2) Does reinstating a studied word affect recognition of an associated context? After encoding 75 words, each of which was shown superimposed over a different 5-sec video of an environment (e.g., a playground, a traffic scene, or a grocery store), participants were asked to recognize 50 of the words and 50 of the video scenes. On the test, half of the studied words were shown superimposed over the same video contexts that had been present at encoding, and half were shown over new scenes. Similarly, videos were presented with either old or new words. Context reinstatement increased hits and reduced false alarms for words, but word reinstatement did not affect recognition of video contexts. The results suggest that the associations that bind word events with their contexts may not be bidirectional.
The Qualitative Report, Vol. 20, pgs 234-250
Asian Journal of Agricultural Extension, Economics & Sociology, Vol. 11, pgs 1-7
The International Journal of Volunteer Administration, Vol. 31, pgs 23-25.
Lambert Academic Publishing
The International Journal of Volunteer Administration, Vol. 31, pgs 13-17
Proceedings of the 2013 Association of Leadership Educators Conference, Vol 23, pgs 339-350
The Journal of General Psychology, Vol 143, pg 1-14
Our experiment examined two questions: (1) Does reinstating a studied context affect recognition of an associated word, and (2) Does reinstating a studied word affect recognition of an associated context? After encoding 75 words, each of which was shown superimposed over a different 5-sec video of an environment (e.g., a playground, a traffic scene, or a grocery store), participants were asked to recognize 50 of the words and 50 of the video scenes. On the test, half of the studied words were shown superimposed over the same video contexts that had been present at encoding, and half were shown over new scenes. Similarly, videos were presented with either old or new words. Context reinstatement increased hits and reduced false alarms for words, but word reinstatement did not affect recognition of video contexts. The results suggest that the associations that bind word events with their contexts may not be bidirectional.
The Qualitative Report, Vol. 20, pgs 234-250
Journal of Muslim Minority Affairs
While leadership is a foundational component of guidance in most societies, Muslim children born in America to immigrant parents lack such guidance. A qualitative case study was recently conducted with six first-generation Muslim American college students and professionals. The purpose of this study was six-fold: to examine the concept of leadership in Muslim communities in America, to observe perceptions of Muslim leadership in mosques and community centers, to examine the practice and beliefs of Muslims in America, to view the social interaction of Muslim Americans within their community, to view the mentorship and leadership aspects of Muslim Americans in their community and to inspect marital and cultural aspects within those societies. Findings reveal four themes that show that Muslim Americans are subject to role confusion as they go through adolescence and need a leadership role model to assist them through this stage.
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4.4(102)