Barry University faculty proudly mark a significant accomplishment with the publication of a new research paper in the Journal of Educational Psychology, created in collaboration with Northwestern University and Yale University and supported by the National Science Foundation (NSF) S-STEM program. This publication highlights Barry’s commitment to research-driven student success. Barry’s contributing authors include Dr. Karen Callaghan, Dr. Tamara Hamilton, Dr. Stephanie Bingham and Dr. Zuzana Zajickova.

The published study provides empirical evidence demonstrating that faculty who participated in Barry’s Faculty Institute created more positive academic experiences and helped improve course outcomes for students from first-generation, low-income, and historically marginalized backgrounds. The Faculty Institute is centered on humanizing pedagogy and strength-based approaches, emphasizing respect for students’ lived experiences and the assets they bring to the classroom. The findings affirm that when faculty adopt these approaches, meaningful, measurable gains in student achievement follow.

Many campus partners including Admissions, Housing, and Financial Aid have played a key role in supporting the Engaged STEM Scholars program since its launch in 2019. Their partnership has helped build a model that strengthens student belonging, enhances academic performance, and supports equitable outcomes.

With the success of this study, the research team has demonstrated that they have developed highly effective tools for improving student success on both an institutional and national scale.

They look forward to expanding the implementation of these practices and continuing to elevate the standard for inclusive, student-centered education. To read the full paper, please click here.