Dr. Angela Vaughan

Founder Director

Angela Vaughan holds a doctoral degree in Educational Psychology from the University of Texas at Austin.  She is the Faculty Director of the University 101 program at the University of Northern Colorado (UNC) in Greeley.  She began her 20+ year career as an educator as a United States Air Force Officer. From there, she has taught and developed curriculum at the high school, community college and university levels. In her present position, she focuses on undergraduate student success as well as helping current and future faculty develop their practice and become more effective.  Angela has delivered many campus workshops and conference presentations and has authored numerous articles on student learning, success and retention and effective teaching.  Her textbook, Educational Psychology for Learners: Connecting Theory, Research and Application (2nd Ed.), provides the basis for academically rigorous first-year seminars.  She has served as a member of editorial review boards for college student success journals including the Journal of the First-Year Experience and Students in Transition and currently, for the Journal of College Students Retention: Research, Theory & Practice.

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Testimonials

 

“Everything, models of instruction and ideas that were given and the book, the binder. I've used pieces from that. [It’s] little bits of everything that was modeled… [I’m] not saying I use it all exactly, but everything that was presented, I've used pieces of it. Styles of teaching, materials, direct activities.”

Fall 2019 FYS Instructor

We are very pleased with the initial responses from our students and faculty who used your textbook as the foundation of their learning experiences in MUS 121 (The Academic Life) last semester. In particular, the poster nights fostered a sense among the students that they “belong” within an academic community. Also, providing these students with multiple opportunities to read and digest college-level writing from the outset of the course was a powerful way for many of them to recognize and own their individual capacities for success in college.

Jan 2020 Chadron State College

Angela has been the most influential professor that I have had thus far in my 3 years at [university]. She was brilliant, and I learned so much about being an educator just by watching her teaching style, while also learning the content of the class. She has too many strengths to name, but the one that stands out most to me was her ability to trick me into learning. I found that I spent less time writing down notes, and more time focusing on interacting with the material and elaborating on it so that it stuck. I also felt that she provided every student with equal opportunities to learn through experiences and leading classes.

Spring 2019 Secondary Education Student

Professional FYS Experience

2010 to Present

Director, University 101 Program

Assistant Professor, Curriculum and Instruction

Graduate Faculty and Affiliate Psychology Faculty
Department of Applied Psychology and Counselor Education

University of Northern Colorado, Greeley, CO

Provide the overall leadership, administration, and management for the university’s first year programs designed to increase student academic engagement, success, and retention.  This includes a 3-credit full semester academic first-year seminar (FYS) and an embedded peer mentor program.  Responsible for the research, development, implementation, and evaluation of the recruitment, enrollment, curriculum and delivery functions of the programs. Manage and administer program budgets.

  • Conducted comprehensive program evaluation that led to the redesign of recruitment, marketing and enrollment processes as well as course design, content, and delivery of the programs.

    • Program currently includes 25 FYS sections, 15 instructors and 15 peer mentors.

    • Program includes sections specifically for the TRIO/SSS program, Honors students, and Business majors.

  • After first implementation of new program and curriculum, significant effects on student achievement and persistence. Greatest differences continue to occur for at-risk undergraduate student populations.

    • Three-year persistence rates include a 15% difference for first-generation students and a 34% difference for male minority students.

    • Graduation rates are as much as 20% higher for our most at-risk student populations (conditionally admitted first-generation students).

  • Responsible for ongoing program evaluation and research.  Analyses include mixed-methods, quantitative, and qualitative methodologies. Mentor and partner with undergraduate and graduate students on all research processes including research design, IRB processes, data collection, analysis, and manuscript preparation. Serve on dissertation committees.

  • Design and deliver comprehensive summer and semester weekly instructor training that includes topics such as lesson planning, student engagement, test construction, and effective classroom management.

  • Invited regularly to speak at graduate student and teacher conferences on topics such as setting expectations, student-centered pedagogy, assessment, and classroom management.

    • Invited to develop graduate student instructional videos on effective teaching.

  • Contracted by other universities to develop similar first-year program curriculum and to design and deliver instructor training.

  • Maintain relationships and communications with offices and groups across campus such as Admissions, Registrar, New Student Orientation, leadership councils, and faculty committees.

  • Teach undergraduate educational psychology course for secondary teacher education majors.

    • Taught Chinese students during three summer exchange partnerships with Capital Normal University.

  • Coordinate with the GOAL (GO ON and Learn) program on campus to accommodate curriculum and serve students who have intellectual and/or developmental disabilities and are required to complete UNIV 101.

 
 

Recent Publications

Books + Chapters

Vaughan, A. L., & Wilkinson, B. D. (2019). Educational psychology for learners: Connecting theory, research and application (2nd ed.). Dubuque, IA: Kendall Hunt.

Vaughan, A. L., & Wilkinson, B. D. (2017). Educational psychology for learners: Connecting theory, research and application (Revised ed.). Dubuque, IA: Kendall Hunt.

Vaughan, A. L., & Wilkinson, B. D. (2016). Educational psychology for learners: Connecting theory, research and application. Dubuque, IA: Kendall Hunt.


Weinstein, C. E., Tomberlin, T. L., Julie (Vaughan), A. L., & Kim, J. (2004). Helping students to become strategic learners: The roles of assessment, teachers, instruction, and students. In J. Be, A. Chang, and O. Tan (Eds.), Thinking about Thinking: What Educators Need to Know (pp. 282 -310). Asia: McGraw-Hill Education.

Journal Publications + More

Ward, C., Ohde, K., Rose, J. S., Park, J., & Vaughan, A. L. (2020). First-year seminars: Supporting STEM college student academic success and persistence. The Journal of The First-Year Experience & Students in Transition, 32(2).

Vaughan, A. L., Pergantis, S. I., & Moore, S. M. (2019). Assessing the difference between 1-, 2-, and 3-   credit first-year seminars on college student achievement. The Journal of The First-Year Experience & Students in Transition, 31(2), 9 – 28.

Swanson, N. M., Vaughan, A. L., & Wilkinson, B. D. (2017). First-year seminars: Supporting male college students’ long-term academic success. Journal of College Student Retention: Research, Theory & Practice, 18(4), 386 - 400. doi: 10.1177/1521025115604811


Jenkins-Guarnieri, M., Vaughan, A. L., & Wright, S. (2015). Development of a self-determination measure for college students: Validity evidence for the basic needs satisfaction at college scale. Measurement and Evaluation in Counseling and Development, 48(4), 266 - 284. doi: 10.1177/0748175615578737

Jenkins-Guarnieri, M.A., Horne, M., Wallis, A., Rings, J., & Vaughan, A. (2015). Quantitative evaluation of a first year seminar program: Relationships to persistence and academic success. Journal of College Student Retention: Research, Theory & Practice, 16(4), 593-606. https://doi.org/10.2190/CS.16.4.f

Vaughan, A. L., Lalonde, T., & Jenkins-Guarnieri, M.A. (2014). Assessing student achievement in large-  scale educational programs using hierarchical propensity scores.  Research in Higher Education, 55(6), 564-580. doi: 10.1007/s11162-014-9329-8


Vaughan, A. L., Parra, J., & Lalonde, T. (2014).  First-generation college student achievement and the first year seminar: A quasi-experimental design. The Journal of The First-Year Experience & Students in Transition, 26(2), 53-69.


Vaughan, A. L. (2005). An interaction of teacher and school variables: Assessing influences on secondary teacher motivation, retention, school participation, and professional development. Dissertation Abstracts International.

Alderete, K., Vaughan, A. L., & Coneway, C. (2005). Gear Up Austin: Impacting lives project. 2004-2005. Publication No. 04.09.

Vaughan, A. L. (2005). The self-paced student. A high school math teacher dares to let students take control of their own learning and raises student achievement in the process. Educational Leadership, 62(7), 69 - 73.

Weinstein, C.E., Julie (Vaughan), A. L., Corliss, S. B., Cho, Y., & Palmer, D. (2004). Knowing about learning how to learn is as important as knowing what to learn: The Learning and Study Strategies Inventory (LASSI). In R. L. Swing (Ed.), Proving and Improving Volume II: Tools and Techniques for Assessing the First College Year (First Year Experience Monograph No. 37). Columbia: University of South Carolina.

 
 

Recent Presentations

Pickenpaugh, E. N., Wayne, I., Hauck, A., Graham, M., & Vaughan, A. L. (February, 2020). Strategies for creating an atmosphere of belonging in the classroom. Paper to be presented at the annual meeting on the First Year Experience, Washington, D.C.

Hauck, A., Graham, M., Pickenpaugh, E. N., Wayne, I., & Vaughan, A. L. (February, 2020). FYS instructor of record professional development and pedagogy training. Paper to be presented at the   annual meeting on the First Year Experience, Washington, D.C.

Wayne, I., Martell, J. L., Graham, M., Hauck, A., & Vaughan, A. L. (February, 2020). Using challenge to promote engagement: Strategies for any classroom. Paper to be presented at the annual meeting on the First Year Experience, Washington, D.C.

Graham, M., Hauck, A., Martell, J. L., Pickenpaugh, E. N., & Vaughan, A. L. (February, 2020). Comprehensive assessment of a peer mentor program for first-year students. Paper to be presented at the annual meeting on the First Year Experience, Washington, D.C.


Hauck, A., Pickenpaugh, E. N., Wayne, I., Martell, J. L., & Vaughan, A. L. (February, 2020). Wellness, critical thinking and holistic learning through intentional course design.  Paper to be presented at the    annual meeting on the First Year Experience, Washington, D.C.


Hauck, A., Graham, M., Pickenpaugh, E. N., Martell, J. L., & Vaughan, A. L. (February, 2020).   Reflective writing and FYS: Promoting critical thinking and metacognition. Paper to be presented at the annual meeting on the First Year Experience, Washington, D.C.


Dorn, B., Rose, J. S., Ward, C., Vaughan, A. L., & Lail, D. J. (February, 2019). TRIO/SSS programs and FYS: Creating meaningful partnerships for first-generation students. Poster presented at the annual meeting on the First Year Experience, Las Vegas, NV.


Hauck, A., Critchlow, C., Persutte-Manning, S. L., Ward, C., Ohde, K., & Vaughan, A. L. (February, 2019). Designing FYS curriculum to promote college engagement, academic self-efficacy, and student achievement. Paper presented at the annual meeting on the First Year Experience, Las Vegas, NV.


Moore, S., M., Dorn, B., Graham, M., & Vaughan, A. L. (February, 2019).  Four-year persistence and first-year seminar: A quasi-experimental design. Paper presented at the annual meeting on the First Year Experience, Las Vegas, NV.


Persutte-Manning, S. L., Manson, J. L., Graham, M., Pergantis, S. I., & Vaughan, A. L. (February, 2019). Three-year development, analysis and implementation of a peer mentor program. Paper presented at the annual meeting on the First Year Experience, Las Vegas, NV.

Yoast, S. R., Pickenpaugh, E. N., & Vaughan, A. L. (February, 2019). Undeclared students at-risk? Supporting first-year college success with FYS. Paper presented at the annual meeting on the First Year Experience, Las Vegas, NV.

Ward, C., Ohde, K., Rose, J. S., Park, J., & Vaughan, A. L. (February, 2019). Research-based academic FYS: Leading STEM students’ through demanding first year. Paper presented at the annual meeting on the First Year Experience, Las Vegas, NV.

 
 

Curious how Angela can support your program? 

Email us for more information! 

(970) 616-4014

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