#nameToDisplay#

Portrait of Robert Stupnisky

Robert Stupnisky

  • EFR Programs Coordinator (PhD, MS, LA Cert, Qant Cert), Education, Health & Behavior

Contact Info

Office Address

Education Building Room 252
231 Centennial Dr Stop 7189
Grand Forks, ND 58202-7189

Curriculum Vitae

Biography

Dr. Robert Stupnisky arrived at UND in 2010 after completing his PhD at the University of Manitoba and a postdoctoral fellowship at Laval University. He is interested in how motivation and emotions affect individual’s success higher education, initially studying college students and more recently focusing on university professors. Dr. Stupnisky teaches educational psychology, research methods, statistics, learning analytics, and R programming. He is currently the coordinator of the Educational Foundations and Research (EFR) programs: PhD, MS in Educational Studies, Quantitative Research Methods certificate, and Learning Analytics certificate. Rob is the father of three boys, coaches hockey and soccer, and enjoys playing golf.

EFR 509 - Introduction to Educational Research

EFR 501 - Psychological Foundations of Education (Ed Psych)

EFR 512 - Survey and Test Design

EFR 516 - Statistics II

EFR 522 - Mixed Methods Research

EFR 523 - Structural Equation Modeling

EFR 530 - Learning Analytics

EFR 535 - Data Analytics and Visualization with R

Faculty development and achievement; student development and achievement; motivation; emotions; educational psychology; quantitative methods and statistics; mixed methods; learning analytics

SAMPLE PUBLICATIONS:

Stupnisky, R. H., Hall, N. C., & Pekrun, R. (in press). The emotions of pretenure faculty: Implications for teaching and research success. The Review of Higher Education.

Stupnisky, R. H., BrckaLorenz, A., Yuhas, B., & Guay, F. (2018). Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types. Contemporary Educational Psychology, 53, 15-26. doi: https://doi.org/10.1016/j.cedpsych.2018.01.004

Stupnisky, R. H., Hall, N. C., Daniels, L. M., & Mensah, E. (2017). Testing a model of pretenure faculty members’ teaching and research success: Motivation as a mediator of balance, expectations, and collegiality. The Journal of Higher Education, 88(3), 376-400. doi: http://dx.doi.org/10.1080/00221546.2016.1272317

Stupnisky, R. H., Pekrun, R., & Lichtenfeld, S. (2016). New faculty members’ emotions: A mixed method study. Studies in Higher Education, 41(7), 1167-1188. doi: 10.1080/03075079.2014.968546

Stupnisky, R. H., Weaver-Hightower, M., & Kartoshkina, Y. (2015). Exploring and testing predictors of new faculty success: A mixed method study. Studies in Higher Education, 40(2), 368-390. doi: 10.1080/03075079.2013.842220

Stupnisky, R. H., Perry, R. P., Renaud, R. D., & Hladkyj, S. (2013). Looking beyond grades: Comparing self-esteem and perceived academic control as predictors of first-year college students’ well-being. Learning and Individual Differences, 23, 151-157. doi:10.1016/j.lindif.2012.07.008

Stupnisky, R. H., Perry, R. P., Hall, N. C., & Guay, F. (2012). Examining perceived control level and instability as predictors of first-year college students’ academic achievement. Contemporary Educational Psychology, 37, 81-90. doi:10.1016/j.cedpsych.2012.01.001

RECENT PRESENTATIONS:

Stupnisky, R. H., Hall, N. C., & Pekrun, R. (2018, April). Pretenure faculty enjoyment, anxiety, and boredom for teaching and research: Testing predictors of success. Paper presented at the American Educational Research Association (AERA) Conference in New York, NY, April, 2018.

Stupnisky, R. H., BrckaLorenz, A., Yuhas, B., & Guay, F. (2018, April). Faculty members’ motivation for teaching and best practices: Testing a SDT-based model across institution types. Paper presented at the American Educational Research Association (AERA) Conference in New York, NY, April, 2018.

Stupnisky, R. H., Peterson, M. L., & Hall, N. C. (2017, April). Pretenure faculty members’ motivation for teaching and research success: Testing a model of Self-determination Theory. Paper presented at the American Educational Research Association (AERA) Conference in San Antonio, TX, April, 2017.

Stupnisky, R. H., Hall, N. C., & Pekrun, R. (2016, April). Frustrated but enjoying it: Pretenure faculty members’ emotions for teaching and research. Paper presented at the American Educational Research Association (AERA) Conference in Washington, DC, April, 2016.

Stupnisky, R. H., Hall, N. C., Daniels, L. M., & Mensah, E. (2015, April). Testing a model of pretenure faculty members’ teaching and research success: Motivation mediating established predictors. Paper at American Educational Research Association (AERA) Conference in Chicago, IL, April 16-20, 2015.

Stupnisky, R. H. (2014, April). Examining faculty members’ emotions in teaching and research: Comparing ranks and correlating with success. Poster presented at the American Educational Research Association (AERA) Conference, Philadelphia, PA, April 3-7, 2014.

Rose Isabella Kelly Fischer Professorship (2018-2021)

Robert J. Menges Award for Outstanding Research in Educational Development (Allison BrckaLorenz, Bridget Yuhas, Robert Stupnisky; 2017), Why Do We Teach? Examining Faculty Teaching Experiences and Motivation, Professional and Organizational Development (POD) Network

Outstanding International Research Collaboration Award (2017), Technology, Instruction, Cognition, and Learning (TICL) Special Interest Group, American Educational Research Association

University of North Dakota, Alumni Association, Foundation Fellow (2016

University of North Dakota New Faculty Scholar Award (2013)

University of North Dakota Outstanding Graduate Teaching Award Nominee (2011, 2012, 2014, 2017, 2018)

University of Manitoba Distinguished Dissertation Award (2010)

University of Manitoba Certificate of Higher Education Teaching (2009)

Postdoctoral Fellow (2010), Educational Psychology, Laval University

Doctor of Philosophy (2009), Social/Educational Psychology, University of Manitoba

Visiting Doctoral Researcher (2008), University of Munich (Ludwig-Maximilian-Universität)

Master of Arts (2005), Social/Educational Psychology, University of Manitoba

Bachelor of Arts (2003), Psychology, University of Manitoba

Journal Peer Reviews: Journal of Educational Psychology, British Journal of Educational Psychology, Educational Psychology, Research in Higher Education, Studies in Higher Education, Journal of Personality and Social Psychology; Motivation and Emotion, Anxiety Stress & Coping, Basic and Applied Social Psychology, European Journal of Psychology of Education; AERA Open; Sage Open; Educational Research Policy and Practice; Studies in Graduate and Postdoctoral Education

Editorial board: Journal of The First-Year Experience & Students in Transition (Jan 2013-2016)

Conference Peer Reviews: American Educational Research Association, Western Psychological Association Conference, SELF conference

Flaherty, C. (March 22, 2018). What Motivates Good Teaching? Study of faculty motivation for teaching says intrinsic motivation and believing that teaching is important are linked to best teaching practices. Inside Higher Education. (Details Stupnisky et al., 2018). https://www.insidehighered.com/news/2018/03/22/study-faculty-motivation-teaching-says-intrinsic-motivation-and-believing-teaching

          - Cited by Academia Group Top Ten (March 23, 2018) https://www.academica.ca/topten/20180323

Flaherty, C. (March 23, 2017). New paper proposes framework for supporting pretenure faculty members’ needs. Inside Higher Education. (Details Stupnisky et al., 2017).  https://www.insidehighered.com/news/2017/03/23/new-paper-proposes-framework-supporting-pretenure-faculty-members-needs