Dr. Gwen C. Marchand is the Associate Dean for Research and Sponsored Projects of the College of Education and an Associate Professor in the UNLV Department of Educational Psychology and Higher Education. Dr. Marchand received her Ph.D. in Systems Science: Psychology from Portland State University in 2008, with an emphasis in human development, student motivation and engagement, and quantitative research methods. Her work focuses on classroom motivation systems and the methods used to investigate complex phenomena. She is the Principal Investigator of a National Science Foundation (NSF) project (https://m-plans.org/home) that aims to support middle school science teachers in promoting student motivation and engagement. Dr. Marchand is also the former director of the UNLV Center for Research, Evaluation, and Assessment (CREA – http://crea.sites.unlv.edu/) and continues to partner with research-focused institutes and centers on the evaluation of collaborative research.

Dr. Marchand is an active member of the academic community, currently serving as the Treasurer for Division 15 of the American Psychological Association (https://apadiv15.org/) and member-at-large of the Scholarly Consortium for Innovative Psychology in Education (SCIPIE – www.scipie.org). She mentors multiple graduate students in the UNLV Department of Educational Psychology and Higher Education. Students interested in joining Dr. Marchand’s lab should email her at gwen.marchand@unlv.edu.

Selected Publications

Part, R., Pererra, H., Marchand, G.C., & Bernacki, M. (in press). Revisiting the dimensionality of subjective task value: Toward clarification of competing perspectives. Submitted to Contemporary Educational Psychology.

Marchand, G.C. & Hilpert, J.C. (in press). Complex systems approaches to educational research: Introduction to the special issue. Journal of Experimental Education.

Furrer, C.J. & Marchand, G.C. (2020). The adolescent peer system and academic engagement. Educational Psychology: An International Journal of Experimental Educational Psychology. DOI: 10.1080/01443410.2019.1706722

McCrudden, M., Marchand, G.C., & Schutz, P. (2019). Mixed methods in educational psychology inquiry. Contemporary Educational Psychology, 57, 1-8.

Marchand, G. & Hilpert, J. (2018). Design considerations for education scholars interested in complex systems research. Complicity, 15(1), 1-14.

Marchand, G.C, Hilpert, J.C., Bragg, K.M., & Cummings, J. (2018). Network-based assessment of collaborative research in neuroscience. Alzheimer’s and Dementia: Translational Research & Clinical Interventions.  https://doi.org/10.1016/j.trci.2018.08.006.

Marchand, G. C. & Gutierrez, A. (2017). Processes involving perceived instructional support, task values, and engagement in graduate education. Journal of Experimental Education. 

Marchand, G. C. & Schraw, G. (2015). Finding common ground when teaching motivation: Examples from teaching self-determination theory and self-efficacy. In C. Smith & N. DeFrates-Densch (Eds.), Challenges and innovations in Educational Psychology teaching and learning.Charlotte, NC: Information Age Publishing.

Feucht, F., Marchand, G. & Olafson, L. (2015). Use of concept maps to facilitate student learning in research and measurement courses. In M. McCrudden, G. Schraw, & C. Buckendahl (Eds.), Use of visual displays in research and testing: Coding, interpreting, and reporting data. Charlotte, NC: Information Age Publishing.

Marchand, G. C. & Furrer, C. J. (2014). Formative, informative and summative assessment: The relationship between curriculum-based measurement of reading (CBM-R), classroom    engagement, and reading performance.  Psychology in the Schools, 51, 659-676.

Marchand, G. C., Schraw, G. & Olafson, L. (2013). The Role of Deliberate Practice in the Development of Graduate Researchers. In M. Shaugnessey (Ed.), Developing skills, talents and abilities.  Hauppauge, NY. Nova Science Publishing.

Olafson, L., Feucht, F., & Marchand, G. (2013). A typology of visual displays in qualitative analyses. In G. Schraw & McCrudden, M. (Eds.) Learning through Visual Displays.

Marchand, G. C. & Taasoobshirazi, G.  (2013). Stereotype threat and women’s performance in physics.  International Journal of Science Education, 35, 3050-3061

Marchand, G. C. & Gutierrez, A. P. (2012). The role of emotion in the learning process: Comparisons between online and face-to-face learning settings. The Internet and Higher Education , 15, 150-160.

Marchand, G. C. & Sanders, K. (2012). Being the new kid: Implications of within-year academic transitions for motivational development in school. In S. A. Karabenick & T. C. Urdan (Eds.). Advances in Motivation and Achievement : Transitions Across Schools and Cultures, (Volume 17, pp. 109-145). Bingley, UK: Emerald Books.

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom:   Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781.

Marchand, G., & Skinner, E. (2007). Motivational dynamics of children’s academic help-seeking and concealment. Journal of Educational Psychology, 99(1), 65-82.

Hammer, L. B., Cullen, J. C., Marchand, G., Dezsofi, A. (2006). Coping strategies for negotiating the demands of work and family. In C. Castro, A. Adler, & T. Britt (Eds.). Studies in Military Psychology (Vol. 3). Praeger Press.