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Rachel Pizzie

Assistant Professor

Educational Neuroscience

1111 Sorenson Language & Communication Center

About

Dr. Rachel Pizzie is an Assistant Professor in the PhD in Educational Neuroscience (PEN) Program. She is also the director of the Cognitive and Affective Neuroscience (CAN) Lab, which studies how emotion interacts with learning, neural responses, and educational outcomes. Dr. Pizzie also serves as the director of the Cognitive Neuroscience Summer Lab Rotation program within PEN, serving as a coordinator for PEN students to gain experience and knowledge in cognitive neuroscience labs around the world. 

 

To learn more about the research in the CAN Lab, please visit the lab website: tinyurl.com/CANlabgallaudet

Currently Teaching

HSL-870 Hearing, Speech, and Language Science Research Lab Credits: 1
PEN-705 New Directions in Neuroethics Credits: 3
PEN-900 Dissertation Research Credits: 1-6
  • PEN-704 Fdntns of Edu Neuroscience II (2020/02)(01)
  • PEN-705 New Directions in Neuroethics (2020/02)(01)
  • PEN-700 Cgntv Neuro Smr Lab Rotatn I (2020/03)(01)
  • PEN-710 Cog Neuro Smr Lab Rotatn II (2020/03)(02)
  • PEN-705 New Directions in Neuroethics (2021/01)(01)
  • PEN-795 Special Topics (2021/01)(01)
  • PEN-705 New Directions in Neuroethics (2022/01)(1)
  • PEN-795 Special Topics (2022/01)(1)
  • PEN-700 Cgntv Neuro Smr Lab Rotatn I (2021/02)(1)
  • PEN-710 Cog Neuro Smr Lab Rotatn II (2021/02)(1)
  • PEN-700 Cgntv Neuro Smr Lab Rotatn I (2021/03)(1)
  • PEN-710 Cog Neuro Smr Lab Rotatn II (2021/03)(1)
  • PEN-704 Fdntns of Edu Neuroscience II (2021/02)(01)
  • PEN-704 Fdntns of Edu Neuroscience II (2022/02)(01)
  • PEN-705 New Directions in Neuroethics (2023/01)(01)
  • PEN-795 Special Topics (2023/01)(01)
  • PEN-700 Cgntv Neuro Smr Lab Rotatn I (2022/02)(01)
  • PEN-710 Cog Neuro Smr Lab Rotatn II (2022/02)(01)
  • PEN-700 Cgntv Neuro Smr Lab Rotatn I (2022/03)(01)
  • PEN-710 Cog Neuro Smr Lab Rotatn II (2022/03)(01)
  • PEN-704 Fdntns of Edu Neuroscience II (2023/02)(01)
  • PEN-799 Independent Study (2023/02)(01)
  • PEN-710 Cog Neuro Smr Lab Rotatn II (2023/03)(01)
  • PEN-799 Independent Study (2024/01)(01)
  • PEN-782 Emotions, Learning, and the Brain (2024/01)(01)
  • PEN-704 Foundations of Educational Neuroscience II (2024/02)(01)
  • HSL-870 HSLS Research Lab (2024/02)(08)
  • PEN-900 Dissertation Research (2024/02)(03)
  • PEN-900 Dissertation Research (2024/02)(04)
  • HSL-870 HSLS Research Lab (2025/01)(07)
  • PEN-705 New Directions in Neuroethics (2025/01)(01)
  • PEN-900 Dissertation Research (2025/01)(01)
  • HSL 809 (2022/02)
  • NSF REU: Psychophysiology Training (2022/03)
  • NSF-REU: Neuroethics I (2022/03)
  • NSF-REU: Neuroethics II (2022/03)
  • BIO 411/711 Genetics: Research Ethics (2023/01)
  • NSF Research Experiences for Undergraduates (2024/03)
  • Advising Load 2020/02: Total:1 Undergraduate:1
  • Advising Load 2020/03: Total:2 Undergraduate:1 Doctoral:1
  • Advising Load 2021/01: Total:2 Doctoral:2
  • Advising Load 2021/02: Total:2 Doctoral:2
  • Advising Load 2022/01: Total:6 Undergraduate:3 Doctoral:3
  • Advising Load 2022/02: Total:7 Undergraduate:4 Masters:1 Doctoral:2
  • Advising Load 2023/02: Total:7 Undergraduate:3 Masters:1 Doctoral:3
  • Advising Load 2024/01: Total:6 Undergraduate:2 Doctoral:4
  • Advising Load 2024/02: Total:8 Undergraduate:1 Masters:1 Doctoral:6
  • Advising Load 2024/03: Total:8 Undergraduate:2 Doctoral:6
  • Advising Load 2025/01: Total:7 Doctoral:7
  • Neural evidence for cognitive reappraisal as a strategy to alleviate the effects of math anxiety
  • The association between emotion regulation, physiological arousal, and performance in math anxiety
  • Anxiety, not regulation tendency, predicts how individuals regulate in the laboratory: Comparing self-report and psychophysiology
  • The Handbook of Cognitive Mathematics
  • <span style="font-size:11pt;">Summary Presentation from the Cognitive and Affective Neuroscience (CAN) Lab</span><span style="font-size:medium;"></span>
  • <span style="font-size:11pt;color:#0d0d0d;">Memory, learning and math anxiety.</span><span style="font-size:medium;"></span>
  • <span style="font-size:11pt;color:#0d0d0d;">Math Anxiety: Exploring the influence of negative emotion on math performance.</span><span style="font-size:medium;"></span>
  • <span style="font-size:11pt;color:#0d0d0d;">Strategies for remediating math anxiety in high school classrooms</span><span style="font-size:medium;"></span>
  • <span style="font-size:11pt;color:#0d0d0d;">Math Anxiety and Emotional Expressivity.</span><span style="font-size:medium;"></span>
  • <span style="font-size:11pt;color:#0d0d0d;">Preserved retrieval learning and impaired consolidation learning of arithmetic in math anxious individuals</span><span style="font-size:medium;"></span>
  • <span style="font-size:medium;"><span style="font-size:11pt;">Strategies for remediating the impact of math anxiety on high school math performance</span></span><span style="font-size:medium;"></span>
  • <span style="font-size:11pt;">Cognitive, neuroscientific, and behavioral outcomes of learning STEM content via highly-iconic ASL signing.</span><span style="font-size:medium;"></span>
  • <span style="font-size:11pt;color:#0d0d0d;">Leveraging a visuospatial language to enhance quantitative learning.</span><span style="font-size:medium;"></span>
  • <span style="font-size:11pt;color:#0d0d0d;">Math anxiety, spatial anxiety, and spatial language experience.</span><span style="font-size:medium;"></span>
  • <span style="font-size:11pt;color:#0d0d0d;">Investigating affective mimicry in math anxious individuals.</span><span style="font-size:medium;"></span>
  • <span style="font-size:11pt;">Deaf and hard-of-hearing individuals’ affective valence ratings of mental health words</span><span style="font-size:medium;"></span>
  • <p><span style="font-size:11pt;"><em>Exploring Interventions for Math Anxiety in High School Math Classrooms</em> in Symposium: “</span><span style="font-size:11pt;">Understanding How Math Anxiety Develops, Operates, and Is Better Treated Using Multi-Method Approaches.”</span><span style="font-size:medium;"></span></p>
  • <p><span style="color:#222222;font-size:16px;">Language Anxiety: Understanding past research and new directions with d/Deaf communities.</span></p>
  • <p><span style="font-size:11pt;color:#222222;">Math Anxiety and Math Learning: Evidence for Impaired Procedural Memory and Enhanced Declarative Memory.</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;color:#222222;">Math Anxiety and Science Anxiety are Associated with Spatial Cognition and STEM Interest in Deaf, Hard of Hearing, and Hearing People.</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;color:#222222;">A preliminary investigation of deaf individuals’ affective valence ratings of mental health words</span><span style="font-size:medium;"></span></p>
  • <p>Understanding Math Anxiety</p>
  • <p><span style="font-size:11pt;color:#0d0d0d;">Investigating Learning in Signing Students who are Anxious about STEM.</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;">Learning STEM Concepts through Sign Language Videos.</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;color:#0d0d0d;">What’s emotion got to do with it?: Language anxiety, long-term outcomes, and new avenues through American Sign Language.</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;color:#0d0d0d;">Math anxiety predicts the difference in sympathetic arousal between days of math learning.</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;color:#0d0d0d;">Math Anxiety and Science Anxiety are Associated with Spatial Cognition and STEM Interest in Deaf, Hard of Hearing, and Hearing People.</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;color:#0d0d0d;">Supporting STEM Learning in Anxious Students Through Visual Language</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;color:#0d0d0d;">Examining the interplay between anxiety, spatial cognition, and experience with a spatial language in STEM outcomes.</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;color:#0d0d0d;">Comparison of Technical ASL and Manually Coded English for Learning Quantitative Content.</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;color:#0d0d0d;">Psychometric properties of the Academic Anxiety Inventory in the Deaf, DeafBlind, and Hard-of-Hearing community</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;">Preliminary Investigation on the Effectiveness of Technical ASL for Teaching STEM Content</span><span style="font-size:medium;"></span></p>
  • <p><span style="font-size:11pt;color:#0d0d0d;">Math anxiety predicts the difference in sympathetic arousal between days of math learning.</span><span style="font-size:medium;"></span></p>
  • <p>Assessing academic anxiety in d/Deaf, DeafBlind, and Hard of Hearing Individuals</p>
  • <p>STEM in American Sign Language: Producing Concept-Motivated Signs Supports Learning</p>
  • <p>Developing Research Briefs as Tools for Science Communication with Broader Audiences</p>
  • <p>Leveraging ASL for Better Conceptual Understanding in STEM Education</p>
  • <p>Psychometric properties of the Academic Anxiety Inventory in the Deaf, DeafBlind, and Hard-of-Hearint community</p>
  • <p>Measuring language anxiety in d/Deaf, DeafBlind, and hard of hearing communities</p>
  • <p><span style="font-size:12pt;color:#0d0d0d;">Math Anxiety in d/Deaf and Hard of Hearing Individuals. [Virtual Invited Presentation]</span></p>
  • <p><span style="font-size:12pt;color:#0d0d0d;">Math Anxiety in d/Deaf and Hard of Hearing Individuals. [Virtual Invited Presentation]</span></p>
  • <p><span style="font-size:12pt;color:#0d0d0d;">Math Anxiety in d/Deaf and Hard of Hearing Individuals. [Virtual Invited Presentation]</span></p>
  • <p><span style="font-size:12pt;color:#0d0d0d;">Math Anxiety in d/Deaf and Hard of Hearing Individuals [Guest Lecture]</span></p>
  • VL2-PEN Summer School in Educational and Cognitive Neuroscience Methods- (National Science Foundation (NSF))
  • Cognitive and Affective Predictors of Language and Socioemotional Outcomes in Deaf and Hard-of-Hearing Individuals- (NIH NIDCD)
  • Understanding Academic Anxiety in Deaf Learners- (Jacobs Foundation)
  • Exploring ASL Storybooks as an Intervention for Math Anxiety- (Gallaudet University Priority Research Fund)
  • Anxiety, Language, and Learning in Deaf Students- (Jacobs Foundation)
  • Exploring ASL Storybooks as an intervention for Math Anxiety- (Gallaudet University Priority Research Fund)
  • Understanding social and emotional factors in neural representations of language in deaf individuals. - (National Institutes of Health: NIDCD Early Career Research Award (PAR-21-107))
  • Examining the neural correlates of meaning and movement to enhance language and STEM learning- (National Science Foundation: Science of Learning and Augmented Intelligence (PD 19-127Y))
  • Exploring Math Anxiety Research at the Annual Meeting of the Mathematical Cognition and Learning Society (MCLS) in Antwerp, Belgium- (Gallaudet Faculty Development Grant)
  • Language Anxiety, Adverse Childhood Communication Experiences, and Language and Social Outcomes- (Gallaudet Seed Funding)
  • "I get it!”: Enhancing STEM Conceptual Learning in ASL- (Gallaudet Seed Fund)
  • Conference: Creating an accessible conference to support inclusive research in Mathematical Cognition and Learning.- (NSF)
  • REU Site: ASL-English Bilingual Cognitive and Educational Neuroscience Training and Research Experience (ASL-English Bilingual CENTRE)- (NSF)
  • Hands on STEM: Exploring Signed Language as a Scaffold for STEM Learning- (NSF)
  • Language Anxiety, Adverse Childhood Communication Experiences, and Language and Social Outcomes- (Gallaudet Seed Fund)
  • STEM Signs: Behavioral and EDA pilot Study- (Gallaudet Seed Fund)
  • Presenting Math Anxiety Research at the Annual Meeting of the Mathematical Cognition and Learning Society (MCLS) in Loughborough, England- (Gallaudet Faculty Development Grant)
  • LangDiv Hands-On STEM: Exploring visuospatial language as a strategy for improving STEM outcomes- (NSF)
  • LangDiv: Exploring Cognitive and Emotional Influences on Neural Representations of Language in Deaf and Hard of Hearing Individuals- (NSF)
  • Graduate Research Fellowship Program Grant to Graduate Student Christina Kim- (NSF)
  • Conference: Enhancing Accessibility at the Society for Neurobiology of Language (SNL) 2025 Conference- (NSF)
  • Presenting Academic Anxiety Research in Deaf and Hard of Hearing populations at the Meeting of the International Mind, Brain, and Education Society (IMBES) in Leuven Belgium- (Gallaudet Faculty Development Grant)
  • Sarah Kimbley-PhD in Educational Neuroscience (Comprehensive Exam Committee, Dissertation Committee) 2021/01-2023/01
  • Athena Willis-PhD in Educational Neuroscience (Doctoral Dissertation Committee) 2021/01-2022/02
  • Rachel Cetron-Wesleyan University Department of Psychology and Science and Society Program (Undergraduate Senior Thesis Project) 2020/03-2021/02
  • Carly Leannah-PhD in Educational Neuroscience (PEN) Program (Comprehensive Exam Committee, Dissertation Committee) 2022/01-2023/03
  • Nthabeleng Macdonald-Gallaudet University Psychology Program (Honors Capstone Thesis) 2021/02-2022/02
  • Rachel Inghram-Clinical Psychology PhD Program (Pre-Dissertation Committee, Dissertation Committee co-chair) 2022/03
  • Desirée Kirst-Linguistics (Dissertation) 2024/02
  • Megan Hillis-Psychological and Brain Sciences, Dartmouth College (Dissertation Committee) 2024/02-2024/02
  • Rachel Sortino-PEN (Dissertation) 2024/02
  • Christina Kim-PEN (Dissertation) 2024/02
  • Melody Schwenk-PEN (Comprehensive exam, Dissertation) 2023/02
  • Katie McClyman-Psychology (Senior Honors Capstone Project) 2023/02-2024/02
  • Council on Graduate Education: Member 2024/01
  • Uncontrolled: Member 2023/02-2023/02
  • Uncontrolled: Member 2023/02-2023/02
  • Coordinator of PEN Cognitive Neuroscience Summer Lab Rotations 2020/01
  • PEN Steering Committee 2020/01
  • Host of Gallaudet Cognitive Neuroscience Institute (CNI) Discovery Blitz 2020/02
  • Leader of Qualtrics Workshop 2021/01-2021/01
  • Hosted CAN Lab Weekly Online Co-Working Sessions 2021/01-2021/02
  • GLIDE Committee 2021/02
  • Co-Host of Qualtrics Workshop in Professional Development 2023/01-2023/01
  • Coordinator of the Certificate in Educational Neuroscience (CEN) Program 2024/01
  • Faculty Advisor: Innovators in Cognitive Neuroscience 2020/01
  • Peer Reviewer 2020/02
  • Graduate Fellowship Reviewer: National Science Foundation Graduate Research Fellowship Proposal 2022/01-2022/02
  • Graduate Fellowship Reviewer: National Science Foundation Graduate Research Fellowship Proposal 2023/01-2023/02
  • Ad hoc reviewer: National Science Foundation Brain and Cognition Division 2022/03-2024/02
  • Invited Speaker: Colorado College NeuroClub 2020/01-2020/01
  • Faculty Volunteer: Gallaudet Turn a Page Together 2022/01-2022/01
  • SfN-DCMA Faculty Mentor: Society for Neuroscience--DC Metro Area Chapter 2022/02
  • SfN-DCMA Organizer: Society for Neuroscience--DC Metro Area Chapter 2023/01
  • Faculty Online Teacher Training (FOTT) PST 500 2020/01-2020/02
  • Gallaudet University Center for Continuing Online Education (CCOE) hosted series on Audism, District of Columbia 2020/02-2020/02
  • Gallaudet Faculty Research Writing Retreat 2021/01-2021/01
  • Annual Meeting of the Psychonomic Society: online conference 2021/01-2021/01
  • WorkDay Training: Washington, District of Columbia 2022/01-2022/01
  • Innnovators in Cognitive Neuroscience: October 2020
  • Mathematical Cognition and Learning Society: August 2020
  • International Mind, Brain, and Education Society (IMBES): August 2020
  • Social and Affective Neuroscience Society (SANS): August 2020
  • Psychonomic Society: August 2020

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