University Profile Database

Dr. Suzanne F. Lindt

Email Addresses
suzanne.lindt@msutexas.edu
My Websites
  • Curriculum and Learning
    Associate Professor

    Office Location
    Ferguson Hall 110
    Office Hours

    Tuesday 8:30am - 9:30am, 11:00am - 2:00pm

    Thursday 8:30am - 9:30am, 11:00am - 12:00pm, 1:00pm - 5:00pm

    Phone
    Voice: (940) 397-6334
  •   Semester Course # Section Course Name Location Days / Times
    Details Fall 2019 EPSY 3803 DX1/X10 Educational Psychology Online

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Fall 2019 EPSY 3153 DX1 Educational Psychology Online

     

    online

    Details Fall 2019 EDUC 3203 x10/DX1 Classroom Assessment Online online

    online

    Details Fall 2019 EDUC 3203 101 Classroom Assessment Ferguson Hall 303

    TR 12:30-1:50

    Details Fall 2019 EDUC 3183 101 Classroom Assessment Ferguson Hall 303

    online

    Details Fall 2019 EDUC 3183 x10/DX1 Classroom Assessment Online

    online

    Details Fall 2018 EPSY 3803 x10 Human Development, Behavior, and Learning Theory Online
    Details Fall 2018 EPSY 3803 x10 Human Development, Behavior, and Learning Theory Online
    Details Fall 2018 EPSY 3153 x10 Educational Psychology Online
    Details Fall 2018 EPSY 3153 x10 Educational Psychology Online
    Details Fall 2018 EDUC 6023 x10 Learning and Assessment Online
    Details Fall 2018 EDUC 6023 x10 Learning and Assessment Online
    Details Fall 2018 EDUC 3203 101 Development, Analysis and Implementation Dillard College of Business Administration
    Details Fall 2018 EDUC 3203 101 Development, Analysis and Implementation Dillard College of Business Administration
    Details Fall 2018 EDUC 3183 101 Classroom Assessment Dillard College of Business Administration
    Details Fall 2018 EDUC 3183 101 Classroom Assessment Dillard College of Business Administration
    Details Fall 2018 EDUC 3183 x10 Classroom Assessment Online
    Details Fall 2018 EDUC 3183 x10 Classroom Assessment Online
    Details Spring 2018 EPSY 3803 201 Human Development, Behavior, and Learning Theory Ferguson Hall 201

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Spring 2018 EPSY 3803 x20 Human Development, Behavior, and Learning Theory Online

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Spring 2018 EPSY 3153 x20 Educational Psychology Online

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Spring 2018 EPSY 3153 201 Educational Psychology Ferguson Hall 201

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Spring 2018 EDUC 6023 x20 Learning and Assessment Online

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Spring 2018 EDUC 3203 x20 Development, Analysis and Implementation Online 0

    online

    Details Spring 2018 EDUC 3203 201 Development, Analysis and Implementation Dillard College of Business Administration 175

    online

    Details Spring 2018 EDUC 3183 x20 Classroom Assessment Online

    online

    Details Spring 2018 EDUC 3183 201 Classroom Assessment Dillard College of Business Administration 175

    online

    Details Fall 2017 EPSY 3803 102 Human Development, Behavior, and Learning Theory Dillard College of Business Administration 338

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Fall 2017 EPSY 3153 101 Educational Psychology Dillard College of Business Administration 338

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Fall 2017 EDUC 6023 101 Learning and Assessment Dillard College of Business Administration 338

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Fall 2017 EDUC 3203 x10 Development, Analysis and Implementation Online

    online

    Details Fall 2017 EDUC 3183 x10 Classroom Assessment Online

    online

    Details Fall 2017 EDUC 3183 x11 Classroom Assessment Online

    online

    Details Spring 2017 EPSY 3153 201 Educational Psychology Ferguson Hall 201

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Spring 2017 EDUC 5053 x21 Introduction to Educational Research Online

    online

    Details Spring 2017 EDUC 3183 x20 Classroom Assessment Online

    online

    Details Spring 2017 EDUC 3183 x20 Classroom Assessment Online

    online

    Details Fall 2016 EPSY 3153 101 Educational Psychology Ferguson Hall 202

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Fall 2016 EDUC 6023 101 Learning and Assessment Ferguson Hall 202

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Fall 2016 EDUC 3183 x10 Classroom Assessment Online

    online

    Details Fall 2016 EDUC 3183 x11 Classroom Assessment Online

    online

    Details Spring 2016 EPSY 3153 201 Educational Psychology Ferguson Hall 201

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Spring 2016 EPSY 3153 201 Educational Psychology Ferguson Hall 201

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Spring 2016 EPSY 3153 201 Educational Psychology Ferguson Hall 201

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Spring 2016 EDUC 6023 Educational Psychology Ferguson Hall

     

    TR: 9:30 a.m. – 10:50 a.m.

    Details Spring 2016 EDUC 3183 x20 Classroom Assessment Online

    online

    Details Spring 2016 EDUC 3183 x21 Classroom Assessment Online

    online

    Details Fall 2015 EPSY 3153/EDUC 6023 x10 Educational Psychology/Learning and Assessment Online

    online

    Details Fall 2015 EDUC 3183 101 Classroom Assessment Online

    online

    Details Fall 2015 EDUC 3153 101 Educational Psychology Ferguson Hall 202

     

    TR: 9:30 a.m. – 10:50 a.m.

  • Institution Degree Graduation Date
    University of Houston PhD May 14 2010 12:00AM
    University of Texas at Austin BA May 19 2001 12:00AM
    Nova Southeastern University MS Sep 30 2005 12:00AM
  • Institution Position Start Date End Date
    University of Phoenix Faculty 01/01/2010 12/15/2010
    University of Houston Adjunct Instructor 01/05/2009 05/15/2009
    Weatherford College Adjunct Instructor 08/15/2009 05/15/2010
    Decatur ISD Teacher 08/2003 05/2005
    Fort Bend ISD Teacher 08/2005 05/2006
    Midwestern State University Associate Professor 09/01/2016
    Alvin Community College Adjunct Instructor 12/05/2008 01/15/2009
    Midwestern State University Assistant Professor 8/16/2010 08/31/2016
  • PUBLICATIONS 

    Miller, S. C., & Lindt, S. F. (in press). Textbook Proposed Title: Moving INTO the Classroom. Springer.

     

     Gupta, D., Lindt, S. F., & Moss, D. (in press). Chewing your way to understanding. Ohio Journal of Mathematics, 76, 30-36.

     

     

    Lindt, S. F., & Rutherford, E. (in press). The Impact of Student Achievement Goals and Engagement on Students’ Writing Improvement. Special Education Research, Policy, & Practice.

     

    Miller, S. C., McIntyre, C. J., & Lindt, S. F. (2017). Interdisciplinary Approach to Undergraduate Research in Education: Collaborating on the Development of a Practitioner's Textbook. CUR Quarterly.

     

    Lindt, S. F., & Miller, S. C. (2017). Using movement to teach: Instructional methods to increase student interest. Kappan.

     

    Lindt, S. F., & Miller, S. C. (2017). Using movement to teach: Instructional methods to increase student interest. Kappan.

     

    Lindt, S. F. & Blair, C. (in review). Making a Difference with At-Risk Students: The Benefits of a Mentoring Program in Middle School. Middle School Journal.

     

    Lindt, S. F. & Yu, S.L. (2015). Factors of Ethnic Identity and Parents’ Goals in Examining College Students’ Academic Achievement Goals. Journal of Education and Human Development, 3(3), 1-19.

     

    Schultz, E., Stephens, T. L., & Lindt, S. F. (2015). When a Student Does Not Qualify For Special Education: Issues and Recommendations. Preventing School Failure, 59(2), 116-119.

     

    Miller, S. M., Lindt, S. F., & McIntyre, C. J. (2014). Methods for Improving Pre-service Teacher Efficacy to Integrate Movement in the Classroom. The Texas Forum of Teacher Education, 4, 105-120.

     

    Lindt, S. F., & Miller, S. C. (2014). Improving student engagement in college. Academic Exchange Quarterly, 18(4), 24-30.

     

    Lindt, S. F., Corkin, D. M., & Yu, S. L. (2014). Multiple methods of assessment for active delay in college students: Gaining a better understanding of active procrastination. American International Journal of Contemporary Research, 4(2), 28-32.

     

    Lindt, S. F. & Kitchen, M. (2013). Awareness of diversity: Teacher education students’ reactions to diversity following a mentoring experience. The Texas Forum of Teacher Education, 3, 47-56.

     

    Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective.  Learning and Individual Differences, 11(5), 602-606.

     

    Fan, W., Lindt, S. F., Arroyo-Giner, C. A., & Wolters, C. A. (2009). The role of social relationships in promoting student academic self-efficacy and MIMIC approaches to assess factorial mean invariance.International Journal of Applied Educational Studies, 5, 34-53.

     

    Lindt, S. (2006). 6 Steps to conflict resolution. Middle Ground, 9(4), 33.

     

    PRESENTATIONS

     

    Gupta, D. & Lindt, S. F. (June 30, 2015). Math’s not hard when it’s fun! Paper presented at the annual meeting of the CAMT, San Antonio, TX.

    Lindt, S. F. & Gupta, D. Changing Self-Efficacy for Middle School Students and Pre-service Teachers During a Week-Long Math Camp. Proposal submitted to the American Educational Research Conference, Washington, D.C. for Spring 2016.

     

    Miller, S. C., & Lindt, S. F. Engaging Students through Movement Integration: A Mixed Method Study to Understand Interest and Concept Retention. Proposal submitted to the American Educational Research Conference, Washington, D.C. for Spring 2016.

     

    Lindt, S. F. & Wagner, H. (November, 2015). Developing Self-Concept in Gifted Elementary School Children: A Mixed-Methods Analysis. Paper to be presented at the National Association for Gifted and Talented Convention, Phoenix, Arizona.

     

    Lindt, S. F. & Miller, S. C. (August, 2015). Building Engaging College Classrooms: Creating a Tool for Measurement. Paper presented at the European Association for Research on Learning and Instruction Conference, Larnaca, Cyprus.

     

    Lindt, S. F. (April 17, 2015). The Impact of Student Achievement Goals and Engagement on Students’ Writing Improvement. Paper presented at the American Educational Research Association Conference, Chicago, IL.

     

    Wagner, H., & Lindt, S. F. (February, 2015). Understanding the Development of Self-Concept in Gifted Elementary School Children. Paper presented at the Southwestern Education Research Association Conference, San Antonio, TX.

     

    Miller, S. C., Lindt, S. F., Freeman, C., & Marroquin, S. (February, 2015). Building Engaging College Classrooms: Bridging the Gap between Students and Professors. Paper presented at the Southwestern Education Research Association Conference, San Antonio, TX.

     

    Lindt, S. F. & Miller, S. C. (February, 2014). Improving Student Engagement in the College Classroom: An Action Research Study. Paper presented at the Southwestern Educational research Association Conference, New Orleans, LA.

     

    Lindt, S. F., Miller, S. C., & McIntyre, C. J. (February, 2014). Movement Integration in the Classroom: Methods for Improving Pre-service Teacher Efficacy. Paper presented at the Southwestern Educational research Association Conference, New Orleans, LA.

     

    Blair, C., Braveboy, P., Cavett, R., Farnsworth, C., Nash, C., Piper, J., Viamontes, C., Woodruff, G., Owen, J. C., & Lindt, S. F. (January 28, 2014). “Creating a new vision for public education in Texas”: Applications in districts in North Texas. Paper presented at the annual meeting of the Texas Association for School Administrators, Austin, TX.

     

    McIntyre, C. J., Miller, S. C., & Lindt, S. F. (October, 2014). Improving Pre-service Teacher-efficacy for Movement Integration into Content Areas in the Early Childhood and Elementary Setting. Paper presented at The Global Gathering for Early Childhood Education, Dublin, Ireland.

     

    Lindt, S. F. (February, 2013). Awareness of Diversity: Teacher Education Students’ Reactions to Diversity Following a Mentoring Experience. Paper presented at the Southwestern Educational Research Association Conference, San Antonio, TX.

     

    Lindt, S. F. (April, 2013). Contextual Influences of Students’ Learning in Middle School: Understanding Classroom Goal Structures and their Relationship to Classroom Engagement. Paper presented at the annual Scholarship Colloquium at Midwestern State University.

     

    Lindt, S. F., & Benzon, M. B. (February, 2012). Construct Validity of Racial Ethnic Identity Scales among High School and College Students. Paper presented at the Southwestern Educational Research Association Conference, New Orleans.

     

    Lindt, S. F., Corkin, D. M., Yu, S. L. (April, 2012). Procrastination in college students: A qualitative analysis. Paper presented at the American Educational Research Association Conference, Vancouver, Canada.

     

    Lindt, S. F. (February, 2011). Contextual influences of students’ learning and achievement outcomes: Can classroom goal structures predict student engagement in elementary school? Paper presented at the Southwestern Educational Research Association Conference, San Antonio.

     

    Lindt, S. F. (October, 2011). Using metacognitive strategies to decrease procrastination in college students. Paper presented at the annual Reinventing Learning and Instruction Conference through the Texas Higher Education Coordinating Board, Austin.

     

    Corkin, D. M., Yu, S. L., & Lindt, S. F. (2010). The role of self-regulated learning on active and passive procrastination. Paper presented at the American Psychological Association Conference, San Diego.

     

    Lindt, S. F., Yu, S. L., Wolters, C. A., Fan, W., & Horn, C. (2010). Parents and identity as influences on college students’ achievement goals. Paper         presented at the American Educational Research Association Conference, Denver.

     

    Lindt, S. F., Corkin, D. M., & Yu, S. L. (2009). Motivation and learning: An examination of procrastination in college students. Paper presented at the Southwestern Educational Research Association Conference, San Antonio.

     

    Corkin, D. M., Lindt, S. F., & Yu, S. L. (2009). The role of interest and self-regulated learning on active and passive procrastination. Paper presented at the Southwestern Education Research Association Conference, San Antonio.

     

    Lindt, S. F., Yu, S. L., Wolters, C. A. Fan, W., & Benzon, M. B. (2009). Achievement goal orientations among African American and Hispanic adolescents: The influence of perceived parental goals and racial ethnic identity. Paper presented at the American Educational Research Association Conference, San Diego.

     

    Benzon, M. B., Wolters, C. A., Lindt, S. F. & Yu, S. L. (2009). The relation between achievement motivation in mathematics and racial ethnic identity among African American adolescents. Paper presented at the American Educational Research Association Conference, San Diego.

     

    Lindt, S. F., & Fan, W. (2009). Effects of classroom activities and parent involvement on Kindergarten students’ motivation. Paper presented at the American Psychological Association Conference, Toronto, Canada.

     

    Fan, W., Lindt, S. F., Arroyo-Giner, C. A., Wolters, C. A. (2009). The role of social relationships in promoting student academic self-efficacy. Paper presented at the American Psychological Association Conference, Toronto, Canada.

     

    Lindt, S. F., & Yu, S. L.  (2008). Achievement goal orientations in African American and Hispanic adolescents: The influence of perceived parental goals and racial ethnic identification. Paper presented at the Southwestern Educational Research Association Conference, New Orleans.

    Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective.  Learning and Individual Differences, 11(5), 602-606.

    Lindt, S. F., Corkin, D. M., Yu, S.L. (2012). Procrastination in college students: A qualitative analysis. Paper presented at the American Educational Research Association Conference, Vancouver, Canada.