College of Nursing
Kevin P. Gosselin
Assistant Professor of Biostatistics
Department: College of Nursing
Building: GNOAC #119
The University of Texas at Tyler
M.S., Kinesiology, 2012 (December)
- Texas Tech University
Ph.D., Educational Psychology, 2009
- Texas Tech University
M.Ed., Educational Psychology, 2007
- Arizona State University
B.A., Psychology, 2001
- Graduate Statistics for Health Providers
- Biometric Methods
- Data Management
- Advanced Statistics
- Sport Psychology
- Advanced Study in Human Growth and Development
Postsecondary online teaching self-efficacy, applied sport psychology, psychometrics, health promotion and mixed methods design.
Notable Academic Awards
1st Place Winner, Graduate School Outstanding Dissertation Award, Texas Tech University, Lubbock, TX
Recognition of Merit, Phi Delta Kappa International Outstanding Doctoral Dissertation Award Program, Bloomington, Indiana
Dong, X., Shirvaikar, M., Gosselin, K., & Su, W. (June, 2012). Enhanced Fracture Risk Assessment of Spine Using Stochastically Treated DXA Images. Proposal funded by the National Institutes of Health ($427,476). Role: Co-PI.
Gosselin, K. (May, 2012).
Online teaching self-efficacy and threshold concepts in faculty development. Proposal funded by the University of Texas at Tyler Internal Research Support Program ($10,000). Role: PI.
Mastel-Smith, B., Stanley-Hermanns, M., & Gosselin, K. (in press). “It’s like we’re grasping at anything”. Caregivers’ education needs and preferred methods of learning. Qualitative Health Research.
Verdan, P., Marzilli, T. S., Barna, G., Fenter, B., Roquemore, A., Blujus, B., & Gosselin, K. (in press). Effect of the Power Balance® Band on static balance, hamstring flexibility, and arm strength in adults: The Lifespan Wellness Research Center. The Journal of Strength and Conditioning Research.
Gard, D., Paton, V., & Gosselin, K. (in press). Student perceptions of the factors contributing to community college to university transfer success. Community College Journal of Research and Practice.
Northcote, M., Beamish, P., Reynaud, D., Martin, T., & Gosselin, K. (2011). Bumpy moments and joyful breakthroughs: The place of threshold concepts in academic staff development programs about online learning and teaching. ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies , 30(2), 75-90.
Gosselin, K. & Burley, H. (2011). Developing an Online Course On-the-Fly with an IR State of Mind. In H. Burley (Ed), Cases on Institutional Research (174-193). Hershey, PA: IGI-Global.
Hamman, D., Gosselin, K., Romano, J., & Bunuan, R. (2010). Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education, 26(7), 1349-1361.
Gosselin, K., & Wyrick-Morgan, L. (2012, September). Examining the Use of Psychological Skills Training in Recreational Martial Arts Athletes. Paper accepted for presentation at the annual meeting of the Association of Applied Sport Psychology in Atlanta, GA.
Moore, B., Sorensen, B., Gosselin, K., Pérez, A., & Ballard, J. (2012, March). Influence of Diet-Related Behaviors and Perceived Social Norms on Obesity in 8th and 11th Grade Students. Paper presented at the annual conference of the Functional Foods and Bioactive Compounds in Health and Disease: Science and Practice, Santa Barbara, CA.
Gosselin, K. & Wyrick-Morgan, L. (2011, September). The Application of Mixed Methods Research in Counseling Program Evaluation. Paper presented at the annual meeting of the Association for Assessment in Counseling and Education, Fort Worth, TX.
Gosselin, K. (2011, April). Development and Psychometric Properties of the Online Teaching Self-Efficacy Inventory. Paper presented at the annual meeting of the American Educational Research Association in New Orleans, LA.
Northcote, M., Beamish, P., Reynaud, D., Martin, T., & Gosselin, K. (2010, July). Bumpy moments and joyful breakthroughs: The place of threshold concepts in academic staff development programs about online learning and teaching. Paper presented at the Third Biennial Threshold Concepts Symposium, Sydney, Australia
Hamman, D., Wang, E., & Gosselin, K. (2010, April). Confirmatory factor analysis of the New Teacher Possible Selves Questionnaire. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
There are many aspects to teaching that must be considered, but to me, the central tenant in instruction, from design, implementation and assessment, should be centered on holistic student development. I feel I can best serve student development by approaching teaching with a pragmatic orientation. In order for students to become lifelong learners, think critically, work collaboratively, and to take ownership of their learning, it is integral that they are provided with every opportunity, method, and tool throughout their educational pursuits to achieve these goals. There are great abundances of opportunities and challenges in the world, and it is my belief that taking a multifaceted approach to teaching will better prepare students to take advantages of opportunities and overcome challenges than if I were to view my role as one-dimensional.
To reach the goal of holistic growth, my role as a teacher is to emphasize the importance of not only cognitive development, but also individual and psychosocial expansion. My approach follows theoretically driven models of development. I feel that a multifaceted, eclectic, and adaptable method allows for a greater comprehension of how to understand students and the ways they learn effectively. Moreover, while I believe that theoretical knowledge of development is necessary in successful teaching, I feel it is also important that good judgment is exercised, ethical and philosophical values are considered in decision making, and innovative approaches are continually pursued.
I believe that all students are valuable contributors to the education process, and that each student brings a unique background and perspective that they can share with others to enrich the learning environment. While my role should be aimed at supporting each individual student according to the unique qualities that they possess, I am also cognizant of the interaction among increasingly diverse student populations. Within institutions of higher education, individual perspectives are varied; cultural values, ideas, practices, and perspectives present situations where the potential for conflict can arise. It is my role to encourage students to teach, and learn from, each other and to foster a positive learning environment in which all students feel valued and respected.
Although I am a teacher, I am also a student and I must continually learn to improve my teaching. I believe that both the pursuit of holistic student growth and my own growth as a teacher are synergistic processes. I aim for continual learning through repeatedly soliciting feedback from my students, attending and presenting at educational conferences, discussing teaching with colleagues, reflecting on my own teaching practices, taking courses, and through conducting rigorous research across a variety of fields and disciplines. Through this, I strive to continually grow and develop by putting the learning processes into action.