Profile of <span>Robert Moeller</span>
Office
McCardell Bicen Hall 230
Tel
(802) 443-5381
Email
rmoeller@middlebury.edu
Office Hours
AY '24-'25 Email for an appointment

Robert Moeller is an Associate Professor of Psychology and a Developmental Psychologist. He is also the Director of Residential Education and Innovation and directs Middlebury’s MiddCORE leadership and innovation programs. Professor Moeller received a Ph.D. in Psychological Development from New York University, a Master’s in Human Development and Psychology from Harvard University and a Bachelor of Science in Human Development from Cornell University.

Professor Moeller’s research explores mental health trajectories among college students, focusing on social and emotional skill development. Several grants have supported Professor Moeller’s research. He is a principal investigator on the Mental Health Pathways Study, funded by the National Institutes of Health- National Institute of Mental Health. 

Courses Taught

Course Description

Compass: Foundations for the Road Ahead
The transition to college coincides with a range of increased developmental expectations and challenges. Some essential developmental tasks are exploring interests, building relationships, solidifying identities, and creating pathways to a life of meaning. In addition, mastering the college experience includes gaining and applying new skills to increasingly complex contexts. Utilizing literature from Psychology and Education, we will explore critical developmental tasks and associated skills that drive healthy outcomes for college-age students. We will then work collaboratively to begin honing essential skills and practice applying them over the semester. Through written assignments, projects, and presentations, students will leave the course prepared to experience their liberal arts education with greater intention and be better prepared to live engaged, consequential, and creative lives. (Open to first semester, first year students.)

Terms Taught

Fall 2023

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Course Description

Prepared for a Life of Meaning
In this course we will explore psychology, education and sociological literature detailing the promise of higher education and opportunities to create a life of meaning. Students will contemplate the relation between the social and economic promises of higher education and corresponding ideals of a life of meaning. Students will formulate their own definitions and goals for a meaningful life. Using multidisciplinary frameworks, students will develop skills that enhance the likelihood of leading meaningful lives for themselves and their communities. 3 hrs. lect. Instructor Approval only.

Terms Taught

Spring 2022, Spring 2023, Spring 2024

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Course Description

MiddCORE 2024
MiddCORE’s mentor-driven leadership and innovation immersion program builds skills and confidence through collaborative, experiential, and impact-focused learning. Through daily, weekly, and month-long challenges, students gain experience in leadership, strategic thinking, idea creation, collaboration, persuasive communication, ethical decision-making, cross-cultural understanding, conflict resolution, empathy, and crisis management. Acceptance into MiddCORE is by approval only. To learn more about this January's MiddCORE curriculum and to apply to the program, please visit go/MiddCOREwinter. (Pass/Fail; Approval Required)

Terms Taught

Winter 2021, Winter 2022, Winter 2023, Winter 2024

Requirements

WTR

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Course Description

Introduction to Psychology
This course will provide a general introduction to the field of psychology. The most central and important theories, concepts, findings, controversies, and applications in the following areas will be considered: biological bases of behavior, learning, perception, thinking, development, personality, psychological disorders, and social behavior. (Open to Juniors and Seniors by waiver only) 3 hrs lect./1 hr. disc.

Terms Taught

Fall 2021, Spring 2022

Requirements

SOC

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Course Description

Research Methods in Psychology
This course will provide students with an understanding of the research methodology used by psychologists. Students will learn to read psychological studies and other related research as informed consumers. Students will collect, analyze, and interpret data during lab assignments. They will also design an empirical study, review the related literature, and write a formal APA-style research proposal. (PSYC 0105 and PSYC 0201 or MATH 0116 or ECON 0111 (formerly ECON 0210); not open to first-year students; open to psychology and neuroscience majors) 3 hrs. lect./1.5 hr. lab

Terms Taught

Fall 2022, Spring 2024

Requirements

CW, DED

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Course Description

Adolescence
This course is designed to provide an overview of adolescent development, including the biological, cognitive, and social transitions of individuals during this period of life. Development also takes place in context, and we will pay particular attention to the role of family, peer group, school, work, and culture. Students will read research literature, as well as cases, in order to examine the central psychological issues of this developmental period, including identity, autonomy, intimacy, sexuality, and achievement. (PSYC 0105; open to Psychology majors and undeclared majors only; open to seniors by waiver only) 3 hrs. lect./1 hr. disc.

Terms Taught

Fall 2020, Spring 2021, Fall 2021, Spring 2023

Requirements

SOC

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Course Description

Social and Emotional Development
In this course students will explore current research and theory on the interrelated domains of social and emotional development from infancy through adulthood. Families and peers serve as the primary relationships for children’s and adolescents’ socialization, and relationships will be explored to further understand how they influence emotion regulation, adaptation to stressful life events, and intrapersonal conflicts. Emphasis will be placed on the role of context and culture in the formation of social and emotional competencies and experiences. We will explore the theory and practice of Social Emotional Learning (SEL) curricula to enhance individuals’ social and emotional skills. (PSYC 0105; PSYC 0216 or PSYC 0225; not open to first-year students; open to Psychology majors, others by waiver). 3 hrs. lect./1.5 hrs lab.

Terms Taught

Fall 2022, Fall 2023

Requirements

SOC

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Course Description

Directed Research in Psychology
Directed research provides opportunities for advanced students to become familiar with and participate in ongoing research projects under the direction of a faculty member. The student will first read background literature on the content area to be investigated and experimental methodologies to be used. Procedures involved in conducting psychological research will then be learned through firsthand experience. Potential activities include the design of research and the defining of conceptual variables and the gathering, analyzing, and interpretation of data. Finally, students will learn how to write technical articles in psychology by preparing a paper describing the project, using APA style. (Approval required; not open to first-year students) 3 hrs. lect.

Terms Taught

Fall 2020, Winter 2021, Spring 2021, Fall 2021, Winter 2022, Spring 2022, Fall 2022, Winter 2023, Spring 2023, Fall 2023, Winter 2024, Spring 2024, Fall 2024, Winter 2025, Spring 2025

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Course Description

Advanced Research
A program of research arranged to meet the needs of advanced students majoring in psychology. (Approval required)

Terms Taught

Fall 2020, Winter 2021, Spring 2021, Fall 2021, Winter 2022, Spring 2022, Fall 2022, Winter 2023, Spring 2023, Fall 2023, Winter 2024, Spring 2024, Fall 2024, Winter 2025, Spring 2025

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Course Description

Senior Research
A program of research arranged to meet the needs of advanced senior majors in psychology. (PSYC 0201 and PSYC 0202; Approval required)

Terms Taught

Fall 2020, Winter 2021, Spring 2021, Fall 2021, Winter 2022, Spring 2022, Fall 2022, Winter 2023, Spring 2023, Fall 2023, Winter 2024, Spring 2024, Fall 2024, Winter 2025, Spring 2025

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Course Description

Senior Thesis Proposal
Students hoping to be considered as candidates for departmental honors must enroll in PSYC 0701 under the sponsorship of a department faculty member. Their semester’s work will culminate in the submission of a formal, written research proposal by the due date as specified by the department. If the proposal is approved, the student will enroll in PSYC 0702 during the winter term and PSYC 0703 during the spring term of their senior year. (Feb graduates should consult with their advisors about the appropriate semester in which to begin a thesis.) (PSYC 0201 and PSYC 0202; Approval required)

Terms Taught

Fall 2020, Winter 2021, Spring 2021, Fall 2021, Winter 2022, Spring 2022, Fall 2022, Winter 2023, Spring 2023, Fall 2023, Winter 2024, Spring 2024, Fall 2024, Winter 2025, Spring 2025

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Course Description

Senior Thesis Second Semester
Students whose honors thesis proposal (PSYC 0701) has been approved will collect, analyze, and interpret their data. This is the second semester of the 3-semester senior thesis. (PSYC 0201, PSYC 0202, and PSYC 0701; Approval required)

Terms Taught

Fall 2020, Winter 2021, Spring 2021, Fall 2021, Winter 2022, Spring 2022, Fall 2022, Winter 2023, Spring 2023, Fall 2023, Winter 2024, Spring 2024, Fall 2024, Winter 2025, Spring 2025

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Course Description

Senior Thesis*
This is the third and final semester of the senior thesis. Students will finish analyzing and interpreting their data. This process culminates in a written thesis to be submitted by the due date as specified by the department, a presentation, and an oral defense. The decision about awarding departmental honors will be made after the student submits the thesis. (PSYC 0201, PSYC 0202, and PSYC 0702; Approval required)

Terms Taught

Fall 2020, Winter 2021, Spring 2021, Fall 2021, Winter 2022, Spring 2022, Fall 2022, Winter 2023, Spring 2023, Fall 2023, Winter 2024, Spring 2024, Fall 2024, Winter 2025, Spring 2025

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Course Description

MiddCORE—Sierra Nevada College, Incline Village, NV
MiddCORE’s mentor-driven leadership and innovation program builds skills and confidence through collaborative, experiential, impact-focused learning. Through daily, weekly, and month-long challenges, students gain experience in leadership, strategic thinking, idea creation, collaboration, persuasive communication, ethical decision-making, cross-cultural understanding, conflict resolution, empathy, and crisis management. The class meets over 40 hrs/week with additional evening and weekend activities. Acceptance into MiddCORE's Summer Program is by application only. To learn more about this summer's MiddCORE curriculum and how to apply, visit www.middcore.com or email middcoreadmissions@middlebury.edu. (Pass/Fail).

Terms Taught

Summer Study 2020

Requirements

Summer Study

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Publications

Selected Publications

*Includes Middlebury undergraduate student authors

*Moeller, R. W., Seehuus, M., Simonds, J., Lorton, E., Randle, T. S., Richter, C. R., & Peisch, V. (2020). The differential role of coping, physical activity, and mindfulness in college student adjustment. Frontiers in Psychology, 11, 1858.

Moeller, R.W., Seehuus, M., Peisch, V. (2020). Emotional intelligence, belongingness, and mental health in college students. Frontiers in Psychology, 11(93), 1-10.

Seehuus, M., Moeller, R.W., & Peisch, V. (2019). Gender effects on mental health symptoms and treatment in college students. Journal of American College Health, 1-8.

Moeller, R.W., & Seehuus, M. (2019). Loneliness as a mediator for college students’ social skills and experiences of depression and anxiety. Journal of Adolescence, 73, 1-13.

 

Selected Conference Presentations

*Clarner, J., Moeller, R.W., & Seehuus, M. (2023, March). Changes in social skills among college students during the COVID-19 pandemic. Poster presented at the International Convention of Psychological Sciences, Brussels, Belgium.

*Hendrickson, E., Seehuus, M., Khodakhah, D., & Moeller, R.W. (2023, March). What makes student athletes less lonely? Poster presented at the International Convention of Psychological Sciences, Brussels, Belgium. 

*Garbe, C., Moeller, R.W., & Seehuus (2023, March). Emotional intelligence: A predictor for help seeking among college students with depression and anxiety. Poster presented at the International Convention of Psychological Sciences, Brussels, Belgium. 

*Ostrow, K., Seehuus, M., Rieur, O., Lander, M., Khodakhah, D., & Moeller, R.W. (2023, March). Emotional repair partially mediates the relationship between sleep quality and loneliness in college students. Poster presented at the International Convention of Psychological Sciences, Brussels, Belgium. 

*Pierce-Scher, S., Moeller, R.W., & Seehuus, M. (2023, March). Emotional attention as a protective factor for college women. Poster presented at the International Convention of Psychological Sciences, Brussels, Belgium. 

*Lawrence, P., Moeller, R.W., & Seehuus, M. (2022, March). Differences in social skills between first years and seniors. Poster presented at the Eastern Psychological Association, New York, NY.

*Olson, T., Moeller, R.W., & Seehuus, M. (2022, March). Differential effects of COVID-19 isoloation on athletes vs. non-athletes. Poster presented at the Eastern Psychological Association, New York, NY. 

*Conner, B., Seehuus, M., & Moeller, R.W. (2022, March). Changes in college student mental health over time. Poster presented at the Eastern Psychological Association, New York, NY. 

Moeller, R.W., & Seehuus, M. (2019, March). Loneliness as a mediator for college students’ social skills and experiences of depression and anxiety. Poster presented at International Convention of Psychological Sciences, Paris, France.

Seehuus, M., & Moeller, R.W. (2019, March). Mental health burden and treatment are not evenly distributed on campus. Poster presented at the International Convention of Psychological Sciences, Paris, France.

*Regenauer, K.S., Tetreault, H.J., Fields, A., Conrad, G., Seehuus, M., & Moeller, R.W. (2017, March). The importance of belonging: The relation between undergraduate student expectations and stress. Poster presented at the 88th Annual Meeting of the Eastern Psychological Association. Boston, MA.

*Lorton, E., Richter, C., Randle, T.S., Simonds, J., Seehuus, M. & Moeller, R.W. (2017, March). Coping mechanisms and college students’ stress: An investigation. Poster presented at the 88th Annual Meeting of the Eastern Psychological Association. Boston, MA.

*Ou, J.Y.N, Milbury, C.L., Fine, D.S., Seehuus, M. & Moeller, R.W. (2017, March). Fear of Missing out, & social media use among college students. Poster presented at the 88th Annual Meeting of the Eastern Psychological Association. Boston, MA.

*Jacobsen, A.K., Valle Flores, D., Malik, N., Fleming, W., Seehuus, M., & Moeller, R.W. (2017, March). Procrastination’s college cruelty: College student procrastination, academic satisfaction, and stress. Poster presented at the 88th Annual Meeting of the Eastern Psychological Association. Boston, MA.

*Gratch, I.M., & Moeller, R.W. (2016, April). Self-efficacy, perceived career barriers and leadership aspirations among emergent adult women. Poster presented at the Western Psychological Association Convention, Long Beach, CA.

*Moeller, R.W., Gratch, I., & Seehuus, M. (2016, April). Social support, interpersonal trust and sociosexual domains. Paper presented at the 96th Annual Western Psychological Association Convention. Long Beach, CA.