JS Coon G53A
Ph.D. (2014) Educational Psychology, Georgia State University
Dr. Christopher Stanzione is an Educational Psychologist who is interested in the scientific study of human learning. He focuses on how students best acquire new skills and knowledge as they learn, and helps develop and refine instructional methods and materials to enhance the classroom learning experience. Moreover, Dr. Stanzione is interested in studying language and cognitive development in both at-risk and deaf and hard-of-hearing children.
Dr. Stanzione is the 2018 Recipient of GT's Center for Teaching and Learning Undergraduate Educator Award. This award recognizes the outstanding contributions of non-tenure-track faculty to the education of Georgia Tech undergraduate students. "Students and colleagues say Stanzione has an unparalleled passion for teaching, which manifests in instructor effectiveness. Stanzione’s instructor effectiveness ratings for each of his classes are never lower than 4.7 and often reach 5.0." http://www.cos.gatech.edu/hg/item/604504
*Denotes Georgia Tech student
Mitchell, J.* & Stanzione, C. M. (2018, May). Socioeconomic status, deafness, and theory of mind. Poster presented at the 2018 Annual Meeting of the Association for Psychological Science, San Francisco, CA.
Dubey, S.* & Stanzione, C. M. (2018, March). Narcissism and the big-five factor inventory. Poster presented at the 2018 Annual Meeting of the Southeastern Psychological Association, Charleston, SC.
Browning, E*. & Stanzione, C. M. (2017, March). Participant misresponse and the big five-factor inventory. Poster presented at the 2017 Annual Meeting of the Southeastern Psychological Association, Atlanta, GA.
- Stanzione, C. M., *Hocker, G., & Babcock, M. J. (2016, January). Identifying undergraduate students’ misconceptions in general psychology. Paper submitted to the 2016 Annual Meeting of the National Institute on the Teaching of Psychology, St. Pete Beach, FL.
- Stanzione, C. M. & Schick, B. (2014). Environmental language factors in theory of mind development: Evidence from children who are deaf/hard-of-hearing or who have specific language impairment. Topics in Language Disorders, 34, 296-312.
- Stanzione, C. M., Perez, S. M., & Lederberg, A. R. (2013). Assessing aspects of creativity in deaf and hearing high school students. Journal of Deaf Studies and Deaf Education, 18(2), 228-241.