An educational psychologist reshaping how students learn, and a volunteer firefighter dedicated to helping her community, Goldman brings both heart and rigor to everything she does
Jackie Goldman
By Jessica Floescu, CLA Student Writer - Feburary 25, 2026
Professor of Teaching in the School of Psychological Science Jacqueline (Jackie) Goldman discovered her deep interest in cognitive psychology and how the brain affects learning while attending Whitworth University in her hometown of Spokane, Washington. She loved it so much that she decided to keep going to school.
After a stint in a theoretical psychology lab at the University of North Carolina at Greensboro, she went on to receive her M.Ed. and Ph.D. in educational psychology from the University of Oklahoma. Behind all of Goldman’s research was the fundamental question: how do we help students learn how to learn? Her wider research agenda examines the study strategies, motivation theory, and systemic issues that prevent students from being successful.
Much of her research resume has focused on challenges faced by first-generation college students. Her dissertation showed that first-generation college students have a higher sense of costs and perceive coursework to have a higher value. Later research also looked at understanding what motivates first-generation students and how high-stakes assignments, where one test or paper is heavily weighted, affect stress levels in first-generation students more.
After completing her advanced degrees in the Sooner State, Goldman entered her first academic role as an assistant professor at Delta State University in Cleveland, Mississippi, which she described as a “tough” experience, particularly as a queer woman in the South. Her eyes set on returning to the Pacific Northwest, Goldman accepted a professor of teaching role at the School of Psychological Science in 2021, focused on learning strategies that help students achieve success.
Goldman co-leads the Motivation and Engagement For Student Success (MESS) Lab with Rachel Soicher, Ph.D. ‘20, a part-time psychology instructor at OSU and associate director for research and evaluation at the Massachusetts Institute of Technology. Described as an “unorthodox” psychology research lab, Goldman and Soicher support students testing their own psychology theories through research projects.
“The MESS Lab isn’t a traditional type of research lab,” explained Goldman. “We bring in students starting at the undergraduate level to be a part of this mentorship-style program. It’s the students who propose a research project that Rachel and I help them develop from the ground up.”
Current and previous research projects proposed by students include burnout, goal-setting, student motivation and more. A recent project by undergraduate student Samantha Vogt considered the accuracy of comments by students on digital course materials. OSU students use the annotation tool Perusall to comment on materials provided by instructors. Vogt’s study explored how inaccurate comments made by students on that app affected their peers’ test scores.
Goldman’s own research is currently exploring the relationship between student autonomy and burnout. It’s a student’s responsibility to study, Goldman explained, but educators can still play a larger role in offering the appropriate amount of support.
“When students aren’t receiving the help or support they need in their classes, the rate of burnout is naturally higher,” said Goldman. “Offering more choices to students and making them feel like real people can significantly affect a student’s level of stress. My research takes place in the classroom, which isn’t a controlled environment, but any real world implications are worth exploring.”
Goldman’s wider research agenda has touched on some of the largest obstacles to student success. From effective faculty-student communication and online learning to pedagogy and challenges facing first-generation students, Goldman’s research is focused on helping students and finding solutions within the wider higher education framework.
“There are always going to be broader systematic issues outside of the classroom that will create barriers for students,” she explained. “I cannot change an entire school system that I believe is set up to mostly benefit affluent white people, but there are ways that educators can help break down learning barriers and frame obstacles to help all of our students succeed.”
Goldman tries to convey practical applications for psychology in the everyday lives of students, hoping to create personal connections and encourage students to continue in the field.
“There’s so much to explore and left to research in psychology, especially in educational settings,” said Goldman. “We’re still learning what are the best study strategies for students and what effective course pedagogy looks like, but there’s always going to be outside variables in the lives of students who require us to be flexible. I could run a beautiful study in a clean lab about the best ways to learn, but for a student with a demanding schedule applying these tips might not even be possible.”
Outside of research and teaching, Goldman has been a volunteer firefighter since her time in Mississippi. Certainly not something she thought she’d be doing, it was a way to become more involved and active during the initial year of the COVID-19 Pandemic. After moving to Oregon, Goldman continued volunteering, first with the Philomath Fire District and now with the Tangent Fire Department, where she serves as a volunteer lieutenant.
“Everyone in our department is there because we want to help people,” said Goldman. “Even though we see some people on their worst days, it’s amazing to interact with the community. I always wanted a life outside of academia and becoming a volunteer firefighter allows me to do that. I also get to do fun things, like eating lunch with kids at an elementary school and showing them the fire engine. I can get really disconnected in academia talking about more abstract theories, so it’s nice to balance it with these real world experiences.”