Research Interests
Dr. Buskirk-Cohen’s research has focused on how interpersonal relationships influence academic success and well-being. Her doctoral work addressed the role of peer relationships and mental health as students transitioned from elementary to middle school. Once Dr. Buskirk-Cohen began teaching at Delaware Valley University, her interests shifted to explore factors underlying student success in higher education. Her early work examined the role of a learner-centered approach in the college classroom, while her current work considers how professor-student relationships influence student success. Most often, Dr. Buskirk-Cohen’s research relies on self-reports which allow individuals to capture their own experiences through survey questionnaires. Overwhelmingly, her research has demonstrated how powerful the need to connect with others is, particularly within education.
Dr. Buskirk-Cohen received the Delaware Valley University Professorship Award (2018-2020) in recognition of her proven teaching ability, research, and overall contribution to the university. This award supports her research activities.
A complete CV can be found at the bottom of this page.
Relationships & Adjustment
Always fascinated by youth, Dr. Buskirk-Cohen has been researching the social lives of children, adolescents, and young adults for many years. She is interested in how peer and family relationships impact adjustment, particularly during significant transitions. A few recent publications include:
Education
More recently, Dr. Buskirk-Cohen also has become interested in studying teaching and learning in higher education. She is an advocate of learner-centered education, in which the focus is on the process, and how both students and teachers contribute to the learning environment. A few recent publications include:
Buskirk-Cohen, A.A. (2020). Taking Sides: Clashing Views in Life-Span Development, 7th edition. New York: McGraw-Hill.
Buskirk-Cohen, A.A., & Plants, A. (2019). Caring about success: Students’ perceptions of professors’ caring matter more than grit? International Journal of Teaching and Learning in Higher Education, 31, 108-114.
Buskirk-Cohen, A.A., & Balan, J. (Under review). Compassion satisfaction and compassion fatigue in higher education faculty.
Duncan, T.A., & Buskirk-Cohen, A.A. (In press). Cautiously independent: How student-centered learning encourages emerging adults to take risks. In S. Hoidn & M. Klemencic (Eds), Handbook of Student-Centered Learning and Instruction in Higher Education. London: Routledge.
BuskirkCohenCVMarch2020.pdf