Dr. Charlsie A. Myers
Associate Professor of Psychology
Offices: Camden Center room 210 and ACN 106
Ph.D., Health Psychology, University of North Carolina at Charlotte, 2011.
M.A., Experimental Psychology, University of Alabama in Huntsville, 2007.
B.S., cum laude, Biology, University of Alabama in Huntville, 2005.
Warden, D.N.*, & Myers, C.A. (2017). Nonintellective variables and nontraditional college students: A domain-based investigation of academic achievement. College Student Journal, 1(3), 380-390.
Jones, K.*, Mendenhall, S.*, & Myers, C.A. (2016). An investigation of the relationship between personality, stress, and coping styles in traditional and non-traditional college students. Journal of American College Health, 64(3), 205-213. doi: 10.1080/07448481.2015.1117462
* denotes undergraduate student
PSYC 1101 Introduction to General Psychology
PSYC 3000 Research Methods and Statistics
PSYC 3200 Foundations of Brain and Behavior
PSYC 3240 Intro to Health Psychology
PSYC 3270 Psychology of Stress Management
PSYC 4200 Learning and Behavior
PSYC 4300 Supervised Research
PSYC 4600 Special Topics (topics such as Sleep & Dreaming and Drugs & Health)
One of Dr. Myers’s favorite things to do is research, from testing her own hypotheses, to teaching students about it in the classroom, to mentoring students with their own projects that they then take to research conferences and/or submit for publication. Dr. Myers’s research interests are primarily those related to stress, emotions, and health. Much of her past research has focused on factors such as personality, gender, and coping strategies that affect cardiovascular responses to anger and stress. Some representative projects include the studies investigating yoga and mindfulness meditation for anger management, a study on the effects of loneliness, social support, and mental health on drug use behaviors, and a study of how one’s gender, gender role identity, and personality affects stress and coping behaviors. Her secondary research area involves the scholarship of teaching and learning. For example, one project examined factors non-IQ related factors related to non-traditional college student success while another project examined personality and cognitive variables related to extra credit completion.