Jennifer Gonder
Associate Professor, Psychology | Farmingdale State College
Farmingdale, NY, UNITED STATES
Dr. Gonder is a licensed, Industrial/Organizational Psychologist. She joined the Farmingdale community in 2007 and is an outside consultant.
Biography
Dr. Gonder joined the Farmingdale faculty in 2007. She earned her PhD in Applied Organizational Psychology from Hofstra University, and is a licensed New York State Psychologist.
She teaches on subjects such as psychological statistics and organizational behavior, and serves as a research mentor for undergraduate and graduate students. She was the recipient of the Farmingdale Foundation Award for Excellence in Teaching in 2013.
Her research programs focus on consumer psychology and pedagogy, and her work has led to more than 35 conference presentations. She belongs to several professional associations, including the Society for the Teaching of Psychology and the Association for Psychological Science.
Dr. Gonder is the chairperson of Farmingdale's Institutional Review Board and co-chairperson of her department's Annual Teaching of Psychology Conference. She is an outside consultant for a psychological risk management company, and has provided professional service for companies such as PepsiCo and J.P. Morgan Chase.
Areas of Expertise (6)
Consumer Psychology
Industrial/Organizational Psychology
Organizational Behavior
Research Ethics
Scholarship of Teaching and Learning
Pedagogy
Industry Expertise (4)
Corporate Training
Education/Learning
Consumer Services
Human Resources
Accomplishments (1)
Farmingdale Foundation Award for Excellence in Teaching (professional)
2013-05-01
Award for teaching excellence from Farmingdale State College's Foundation
Education (3)
Hofstra University: PhD, Applied Organizational Psychology
Hofstra University: MA, Industrial/Organizational Psychology
Hofstra University: BA, Psychology
Affiliations (2)
- Association for Psychological Science
- Society for the Teaching of Psychology
Languages (1)
- English
Event Appearances (11)
How is this class going? Do I have any idea?
National Institute on the Teaching of Psychology Florida
2009-01-01
Psychology Department “Map”: A Comprehensive, Systematic Approach to Academic Advisement and Career Development.
29th Annual Teaching of Psychology Conference Tarrytown, NY
2015-01-01
The coupon craze: An exploratory investigation of coupon use.
2013 Annual Meeting of the Eastern Psychological Association New York, NY
2013-01-01
Effects of subjective feedback on subsequent ratings and objective performance.
23rd annual conference of the Society for Industrial and Organizational Psychology San Francisco, CA
2008-01-01
Exploring Consumer Perceptions of Social Media and Brand Outcomes.
27th Annual Convention of the Association for Psychological Science New York, NY
2015-01-01
Does quality customer service pay in competitive markets?
2012 Annual Conference for the Society of Industrial and Organizational Psychology Atlanta, Georgia
2012-01-01
A tutorial on the number of factor decision in exploratory factor analysis.
Professional Development Workshop Annual Meeting of the Academy of Management, Atlanta, Georgia
2006-01-01
Psychology Department “Map”: A Comprehensive, Systematic Approach to Academic Advisement and Career Development.
29th Annual Teaching of Psychology Conference, Tarrytown, NY 29th Annual Teaching of Psychology Conference, Tarrytown, NY
2015-01-01
Does quality customer service pay in competitive markets?
The Customer Experience in I/O Theory and Practice Annual Conference for the Society of Industrial and Organizational Psychology, Atlanta, Georgia.
2012-01-01
A Field Study of Organizational Justice in the Customer Service Experience
Service behaviors and customer reactions: Justice, satisfaction and loyalty 25th Annual Conference for the Society of Industrial and Organizational Psychology, Atlanta, Georgia
2010-01-01
At your service: Applying I/O Psychology to customer service issues.
Symposium at the 21st Annual Conference for the Society of Industrial and Organizational Psychology 21st Annual Conference for the Society of Industrial and Organizational Psychology, Dallas, Texas
2006-01-01
Style
Availability
- Moderator
- Panelist
- Workshop Leader
Research Grants (3)
National Science Foundation Grant
National Science Foundation Grant $14,425
2009-01-01
Funding for the Undergraduate Teaching of Psychology: Ideas & Innovations
SUNY Office of Equity, Diversity, and Inclusion
SUNY $5,500
2013-01-01
Funding for the Undergraduate Teaching of Psychology: Ideas & Innovations Conference
Pre-College and Undergraduate Teaching Conferences Grant
American Psychological Association’s Board of Educational Affairs $1,000
2012-01-01
Funding for the Undergraduate Teaching of Psychology: Ideas & Innovations Conference
Partnerships (2)
Law Enforcement Psychology Joint Venture Agreement
Suffolk County Civil Service Stone, McElroy & Associates, Inc.
2007-01-01
External Consultant with Stone, McElroy & Associates since 2007; I conduct pre-employment psychological assessments of candidates seeking sensitive, public safety positions for Suffolk County Civil Service.
New York State Department of Health Grant
Parker Jewish Institute Hofstra University
2008-01-01
Member of the Program Evaluation Team (2008-2011); The training program was designed to improve the health and quality of life outcomes for dementia patients by implementing a best practice training program for nurses caring for these residents.
Published Articles (6)
Can faculty predict student perceptions?
Academic Exchange Quarterly
2009-01-01
Can faculty predict student perceptions?
Investigating the Accuracy of Instructor Perceptions of Student Interest and Learning
Psychology Learning and Teaching
2011-01-01
Instructors adjust pace, methods, and other aspects of instruction based on their perceptions of student interest and learning. The current study is an exploratory investigation of the congruence between faculty and student perceptions within a single class session. The study examined the degree to which faculty could predict each student's self-reported interest, perceived learning and actual learning. Overall, instructors are more accurate in reading their students' level of interest than their perceived or actual learning. There is, however, great inconsistency between faculty in their ability to accurately predict interest and learning. Personal characteristics of the instructor may significantly impact predictive accuracy. Results suggest that faculty should assess the accuracy of their own student perceptions in the classroom.
The Scales of Justice in Service Recovery.
ICCM Weekly
2005-09-28
The Scales of Justice in Service Recovery.
The Effect of Communication Mode in Justice-based Service Recovery
Managing Service Quality
2006-01-01
The purpose of this paper is to investigate the effects of organizational justice-based recovery strategies and the mode of communication used following a service failure on key organizational variables including customer satisfaction, loyalty, and complaining behavior. Design/methodology/approach – A scenario-based experiment was used to depict a service failure and recovery experience involving a fictitious cellular phone provider. The scenario manipulated the type of organizational justice-based recovery strategy and the mode of communication used during the recovery process. Surveys were used to measure participants' reactions to the experience. Findings – The results of the study suggest no difference between the effect of justice-based strategies on overall customer satisfaction or loyalty. However, participants who communicated in-person or with a toll-free number were more satisfied with the communication than those who used e-mail. Customers were more likely to engage in informal negative word-of-mouth behavior than formally complaining to the company. Research limitations/implications – Future research should investigate the length of the recovery process, whether or not the problem was successfully solved, and the effect of customers' communication mode preference. Scenario-based experiments need to be replicated using real life service encounters/simulations. Practical implications – Implications for organizations developing recovery strategies include: the cost of the recovery effort; utilizing multiple channels to increase formal complaining; and differences between in-person and technological strategies. Originality/value – The present study investigated both service recovery and communication mode using an experimental manipulation.
An experimental investigation of justice-based service recovery on customer satisfaction, loyalty, and word of mouth intentions.
Psychological Reports, 99
2007-01-01
Service recovery is related to many important organizational outcomes such as customer satisfaction, loyalty, and profitability. Within the theoretical framework of organizational justice, an experiment using a simulated "live" service failure was used to assess the effects of justice-based service-recovery strategies on customer satisfaction, loyalty, positive word-of-mouth intentions, and negative word-of-mouth intentions. Analysis indicated that strategies including interactional justice, distributive justice, and a combination of these were equally effective in maintaining customer satisfaction, loyalty, and positive word of mouth, and minimizing negative word of mouth after a service failure. No support for the service recovery paradox, that is, increased satisfaction following service failure and recovery compared to never having a problem, was found. Satisfaction and loyalty for those in the failure conditions were equal to, although not higher than, in the no-failure control condition. Practical implications for organizational practices are discussed.
Courses (3)
PSY 248 - Statistics for Psychology
This course will introduce students to the basic descriptive and inferential statistics used in the behavioral and social sciences. Topics will include the organization of data, measures of central tendency and variability, correlation and regression, hypothesis testing, and various parametric and nonparametric tests of significance including t-tests, ANOVA, and chi-square analysis. Students will learn the interconnections between theory, research methods, and statistical techniques in order to use statistics to analyze experimental data and reach objective conclusions regarding research questions in the social sciences. The course will also provide an introduction to using statistical software for data summarization, presentation and analysis. Prerequisite(s): PSY 101 and MTH 110. Credits: 3
PSY 442 - Applied Psychology Internship/Senior Project I
This course will provide seniors in the Applied Psychology Program with the opportunity to apply psychology knowledge and methods in an actual work environment. A variety of options will be available for completion of this course: internship, research assistantship or independent project. In an internship, the student will work in a local organization. As a research assistant, the student will work with a faculty member as an assistant in the faculty member's ongoing research and/or consultation with organizations. Alternatively, the student may develop an independent project under the supervision of a faculty member. The selection of which option is best will be made by the student and his/her advisor based on which option best meets the student's educational and career goals. Regardless of the option selected, each student will attend seminars and complete a research or application project. Prerequisite(s): Senior Status in Applied Psychology Bachelor's Program or PSY 248. Credits: 3
PSY 331 - Industrial / Organizational Psychology
Students will explore how the science and practice of psychology is applied in the world of work and organizations. Among the topics that will be examined are the history and research methodology of industrial/organizational psychology, job analysis, employee selection, performance evaluation, training, work motivation, job satisfaction, leadership, group dynamics, and organizational development. The course will highlight emerging trends in the modern workforce and examine how these changes will impact research and practice in today's organizations. Students will examine the factors influencing cross-cultural diversity and globalization, the theoretical and practical implications of these workforce trends, and how current organizational theories and practices apply to cultures outside of the United States. Implications for the full range of topics discussed in the course will be examined including how cultural diversity and globalization affect employee selection procedures, group dynamics, preferences for leadership, training needs, work motivation, and organizational development. Prerequisite(s): PSY 101. Credits: 3