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Trent Maurer published in Family Science Review

Congratulations Trent Maurer for his solo authored recent publication!

Maurer, T.W. (2023).  Hindsight bias and perceptions of sexual assault. Family Science Review, 27(2)

Family. Science Review ISSN:2331-6780 Journal

ABSTRACT. This investigation explored hindsight bias in college students’ perceptions of sexual assault. Participants read a vignette about a man and woman who met at a party with the conditions varied across the vignettes: the alcohol use of the characters, the outcome of the vignette, and in the rape outcome, the victim’s actions after the assault. Hindsight bias was assessed using both the posttest-only method and the pretest/posttest method and for both the outcome of the vignette and post-outcome events. Results revealed significant evidence for the existence of hindsight bias with the pretest/posttest method. Additionally, results revealed some evidence for hindsight bias contamination in perceptions of vignette characters, but in ways contrary to those predicted by the Defensive Attribution Hypothesis (Shaver, 1970).

Keywords: hindsight bias, sexual assault, vignette

Last updated: 8/10/2023

Congratulations Trent Maurer, Ph.D. and Emily Cabay on recent publications

Great HDFS faculty and student work that you will want to check out:

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Maurer, T.W. (2023). Translating SoTL findings to students to effect learning in family science: A knowledge mobilization approach. National Council on Family Relations Report, 68(1), F12-F13. Retrieved from

This piece in NCFR Report extends my work on knowledge mobilization and translating the findings of SoTL research to students in ways they can use to enhance their learning.  I show how I incorporate the framework in James Lang’s (2016) Small Teaching in one of my Family Science courses in a way that doesn’t just use those high impact techniques, but explains to students why they work and how students can adapt them to their own studying and learning.  It is an approach that can be adopted with minimal effort to existing learning activities in just about any course.

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The article below was published with his undergraduate researcher Emily Cabay: 

Maurer, T.W., & Cabay, E. (2023).  Challenges of shaping student study strategies for success: Replication and extension. Teaching and Learning Inquiry, 11.

This article in Teaching and Learning Inquiry reports on a project done in collaboration with a former undergraduate student in the course (Emily Cabay, Psychology major) and represents the culmination of two years’ worth of work.  It is a replication/improvement of some of my earlier work that was originally scheduled to be completed during the 2019-2020 academic year, but the pandemic ruined that data collection and postponed starting over until the fall of 2021.  This has been a long time coming, but it was worth the wait:  we found out some really interesting things about how to help students adopt more effective study strategies!  It’s open access, so anyone can read it!  We also have a brief blog post about it, written almost entirely by my student co-author, on the ISSOTL website:

Last updated: 6/23/2023

Visiting Instructor—Search # 12181

HDFS students became the Lead Teachers in a Preschool class in the CDC 2019
Join our team!

College of Behavioral and Social Sciences, School of Human Ecology
The School of Human Ecology in the College of Behavioral and Social Sciences invites
applications and nominations for the position of Visiting Instructor for the Human Development
and Family Science Program. The position is located on the Statesboro campus.
Founded in 1906, Georgia Southern University is a Carnegie Doctoral/R2 institution with a focus
on public-impact research, serving over 25,500 students on three beautiful campuses in
Statesboro, Savannah, and Hinesville, and via a growing online program. Through our degree
offerings at the associate’s, bachelor’s, master’s and doctoral levels, Georgia Southern offers a
distinctive combination of community collaboration, world-class scholarship, innovative teaching,
and hands-on learning opportunities.
To equitably serve a fast growing and highly diverse student body and to fulfill the University’s
commitment to promoting diversity, equity, and inclusion, we actively seek candidates with a
demonstrated commitment to Inclusive Excellence. Candidates whose work furthers the
institution’s goals and who bring to campus varied life experiences, perspectives, and
backgrounds are especially encouraged to apply.
Within this setting, the mission of the Human Development and Family Science (HDFS)
program is to prepare students for careers in human, family, and community services, child care
and early education settings, and in youth, aging, and family programs. Courses focus on all
age groups including the prenatal period, infancy, toddler-age, preschool-age, school-age,
adolescence, adults, and end-of-life. Students gain an understanding of the developmental
needs and experiences of individuals and families throughout their lifespan, seeking to improve
their well-being through the creation and dissemination of knowledge. Undergraduate students
can select courses based on their chosen career pathway or take a variety of HDFS courses to
gain a broader view of the related fields.
Position Description. Reporting to the School of Human Ecology Chair, the Visiting Instructor
requires teaching 15 semester hours each semester in Human Development and Family
Science classes, holding regular in person office hours, and participating in departmental
meetings and activities. The position is a one-year (10-month), non-tenure track appointment,
and the salary is competitive and commensurate with qualifications and experience.
Required Qualifications:

  • Earned master’s or doctoral degree in Human Development and Family Science (or a
    closely related field) by August 1, 2023, with at least 18 graduate semester hours in
    Human Development and Family Science
    Preferred Qualifications:
  • A minimum of one year of college/university teaching experience
    Conditions of Employment:
  • Must be authorized to work in the United States for the duration of employment without
    assistance from the institution.
  • All work (with limited exceptions such as research and study abroad and outside
    activities such as grading and email correspondence) for Georgia Southern University
    must be completed while the employee is physically present in the state of Georgia,
    unless specifically authorized by the university for a specific purpose and limited period
    of time within current policy.
  • Faculty are expected to contribute to the vibrant university community by engaging
    students, participating in events, and performing other responsibilities on-campus
  • Faculty may be required to teach, conduct research, or perform service duties on any of
    the three campuses. Georgia Southern provides accessible transportation options
    between campuses.

Screening of applications begins July 4 and continues until the position is filled. The preferred
position starting date is August 1, 2023. A complete application consists of a letter addressing
the qualifications cited above; a curriculum vitae; and the names, addresses, telephone
numbers, and email addresses of at least 3 professional references. Other documentation may
be requested. Only complete applications submitted electronically will be considered. Finalists
will be required to submit to a background investigation. Applications and nominations should be
sent to:
Contact person: Dr. Beth McGee, Re: Search #12181
Georgia Southern University
Electronic mail:
Telephone: 912-478-0477
More information about the institution is available through or The names of applicants and nominees,
vitae, and other non-evaluative information may be subject to public inspection under the
Georgia Open Records Act. Georgia Southern University provides equal employment
opportunities to all employees and applicants for employment without regard to race, color, sex,
sexual orientation, gender identity or expression, national origin, religion, age, veteran status,
political affiliation, or disability. Individuals who need reasonable accommodations under the
Americans with Disabilities Act to participate in the search process should notify Human
Resources at 912-478-6947.

See pdf of job ad:

Last updated: 6/22/2023

Exciting curriculum changes

Check out the new updates happening:

Starting Fall 2023, students enrolling in or transferring in to the Human Development & Family Science (HDFS) major will no longer select an HDFS concentrations. Included in this update, the Child Life concentration will not be available starting Fall 2023. More flexibility will be offered.

Last updated: 5/23/2023

Congratulations Jennifer Zorotovich

Jennifer Zorotovich was awarded the CBSS Award of Excellence for her noteworthy contributions to the College and beyond. Great job!

Jennifer Zorotovich photo
Jennifer Zorotovich photo

Last updated: 6/22/2023