Ella Grace Hershey
I am a senior Psychology and Neuroscience student at the College of Saint Benedict and Saint John's University, graduating in December 2026. My academic, research, leadership, and service experiences have centered on understanding the cognitive, emotional, developmental, and neurological factors that influence human behavior and mental health. Throughout my undergraduate career, I have worked closely with faculty mentors, including Dr. Amanda Jantzer, Dr. Erin Donohue, Dr. Laura Sinville, and Dr. Linda Tennison, gaining extensive experience in psychological and neuroscience research. These opportunities, combined with my leadership and mentorship experiences, have strengthened my passion for clinical psychology and provided me with a strong foundation in research, advocacy, and supporting individuals across the lifespan.
As a Summer Research Fellow in the Psychology Department under the mentorship of Dr. Erin Donohue, I participated in a competitive full-time research program focused on understanding parent-child emotional and social interactions. My responsibilities included recruiting and communicating with participants, assisting with data collection and management, conducting literature reviews, organizing research materials, and supporting various stages of the research process. Through this experience, I developed strong skills in psychological research methodology, participant engagement, data management, and collaborative scientific inquiry. Working closely with faculty and fellow researchers strengthened my ability to contribute meaningfully to research projects while deepening my interest in developmental and clinical psychology.
As an Undergraduate Research Assistant in the EEG Laboratory under the mentorship of Dr. Laura Sinville and Dr. Linda Tennison, I assisted with research examining the neural and cognitive mechanisms underlying personality, emotion regulation, attention, and social information processing. My responsibilities included preparing participants for EEG recordings, applying electrodes, monitoring data quality during experimental sessions, administering behavioral and cognitive tasks, and assisting with data organization and analysis. Through this experience, I gained hands-on training in neurophysiological research methods and developed a deeper understanding of how brain activity can be used to investigate psychological processes and individual differences in behavior. Working closely with faculty researchers strengthened my skills in scientific inquiry, research methodology, and collaborative problem-solving while furthering my interest in clinical neuropsychology and the relationship between brain functioning and mental health.
Under the mentorship of Dr. Amanda Jantzer, I am conducting an honors thesis examining whether cognitive distortions explain the relationship between perfectionism and anxiety in college students. This independent research project has allowed me to develop advanced skills in research design, survey methodology, statistical analysis, and scientific writing. Through designing and implementing my own study, I have gained valuable experience navigating the research process from hypothesis development and literature review to data collection, analysis, and interpretation. This work reflects my interest in cognitive processes and psychological well-being and has strengthened my desire to pursue research-informed clinical practice.
In addition to conducting research, I have presented my scholarly work at Scholarship and Creativity Day for the past two years. These experiences have allowed me to communicate research findings to academic audiences, engage in professional discussions with faculty and peers, and strengthen my scientific presentation skills. Presenting my work has enhanced my ability to translate complex psychological concepts into accessible and meaningful findings while reinforcing my commitment to contributing to the advancement of psychological science through research dissemination.
Beyond research, I have served as both a Residential Assistant (RA) and Community Advisor (CA), roles that have allowed me to support the academic, social, and emotional well-being of college students. In these leadership positions, I have planned educational and wellness programming, mentored residents, facilitated community-building initiatives, responded to student concerns, and assisted students through challenging personal and academic situations. These experiences have strengthened my leadership, communication, conflict resolution, crisis response, and interpersonal skills while providing firsthand experience supporting the mental health and well-being of diverse student populations.
I have also worked as a psychology tutor, providing one-on-one and small-group academic support to undergraduate students. In this role, I helped students strengthen their understanding of psychological theories, research methods, statistics, and scientific writing while fostering confidence and academic success. Through tutoring, I developed strong teaching, mentorship, and communication skills that have enhanced my ability to explain complex concepts clearly and effectively.
Additionally, I have worked with Upward Bound TRIO programs, supporting high school students as they prepared for college and future academic success. Through this experience, I mentored students from diverse backgrounds, encouraged educational achievement, and helped foster confidence in their ability to pursue higher education. Working with adolescents strengthened my skills in mentorship, communication, and student support while further reinforcing my commitment to increasing educational opportunities and promoting positive developmental outcomes.
I have also volunteered with Reach-Up Head Start, where I supported early childhood education and speech-language development activities for young children. Working alongside educators and support staff, I assisted children in developing communication, social, and learning skills while gaining valuable experience in child development and early intervention. This experience further reinforced my interest in working with children and adolescents and highlighted the importance of early support in promoting healthy developmental outcomes.
Outside of my academic and research experiences, dance has been a significant part of my personal and professional development. I have been a lifelong dancer and continued my passion for dance throughout college as a member of the dance community at the College of Saint Benedict and Saint John's University. Through my college dance experience, I have developed discipline, time management, teamwork, creativity, and the ability to balance rigorous academic responsibilities with extracurricular commitments. I have trained in multiple styles, including jazz, lyrical, ballet, contemporary, hip hop, pom, kick, and improv, which has strengthened my ability to communicate, collaborate, and express ideas through movement.
I currently work as a dance coach, mentoring dancers ranging from 18 months to 18 years old. I coach 12 competitive teams across multiple styles and provide individualized instruction through private lessons, including mentoring 9 soloists. In this role, I create choreography, develop dancers’ technical and performance skills, provide constructive feedback, and support students’ personal growth both inside and outside the studio. Coaching has strengthened my ability to build meaningful relationships, motivate others, provide mentorship, and support the emotional and developmental needs of children and adolescents.
These experiences have solidified my commitment to pursuing a career in clinical psychology with the ultimate goal of becoming a clinical neuropsychologist. I am particularly interested in understanding how brain functioning influences cognition, emotion, behavior, and psychological well-being, as well as conducting neuropsychological assessments and providing evidence-based interventions for children, adolescents, and young adults. Through my research, leadership, teaching, coaching, and service experiences, I have developed the skills, knowledge, and dedication necessary to pursue doctoral training and contribute meaningfully to both psychological research and clinical practice.
Work History
Research Fellow
1 MonthPsychology Summer Research Fellow | College of Saint Benedict & Saint John's University
Supervisor: Dr. Erin Donohue | Summer 2026
- Conducted comprehensive literature reviews using PsycINFO and other scholarly databases to support research on parent-child emotional relationships, grief, and bereavement.
- Assisted with participant recruitment, screening, and scheduling, ensuring adherence to research protocols and ethical standards.
- Administered and supported observational research procedures with parent and adolescent participants in a laboratory setting.
- Collected, organized, and managed quantitative and qualitative research data for ongoing psychological studies.
- Performed statistical analyses using SPSS to examine emotional and social processes within family relationships.
- Collaborated closely with faculty researchers during weekly research meetings to discuss study progress, data interpretation, and project development.
- Maintained detailed research records and ensured accuracy in data entry, coding, and participant documentation.
- Prepared research materials, organized laboratory resources, and contributed to the efficient operation of multiple research projects.
- Applied developmental, social, and emotion-focused psychological theories to research examining family dynamics and emotional functioning.
- Developed advanced skills in psychological research methodology, data analysis, scientific writing, and ethical research practices.
- Conducted independent literature reviews and synthesized empirical findings to inform study design and research questions.
- Assisted in the implementation of IRB-approved research examining parent-child emotional interactions and family bereavement experiences.
- Utilized SPSS for data cleaning, management, and statistical analysis of psychological research data.
- Gained hands-on experience in participant-based research, behavioral observation, and quantitative data collection.
- Collaborated with faculty mentors on all stages of the research process, including recruitment, data collection, analysis, and dissemination of findings.
- Collaborated with faculty to develop educational materials for course enhancement.
Tutor
2 Years 3 Months- Developed personalized learning plans to address individual student needs and enhance comprehension.
- Facilitated engaging tutoring sessions, promoting active participation and critical thinking among students.
- Evaluated student progress through assessments, providing constructive feedback to support academic growth.
- Collaborated with faculty to align tutoring strategies with curriculum objectives and improve student outcomes.
- Provided one-on-one and small-group tutoring to undergraduate students in psychology courses, helping students strengthen their understanding of key psychological theories, research methods, and scientific concepts.
• Assisted students in developing effective study strategies, critical thinking skills, and test-taking techniques to improve academic performance.
• Explained complex psychological concepts in clear and accessible ways, adapting teaching methods to meet individual learning needs.
• Guided students through course assignments, research projects, and APA-style writing, promoting academic success and confidence.
• Supported students in understanding and interpreting psychological research, statistical analyses, and experimental designs.
• Encouraged active learning and problem-solving by facilitating discussions and reviewing course materials.
• Maintained a supportive and inclusive learning environment that fostered student engagement and academic growth.
• Strengthened students' comprehension of topics including cognitive psychology, developmental psychology, abnormal psychology, neuroscience, and research methods.
Demonstrated advanced knowledge of psychological science by mentoring undergraduate students across multiple psychology disciplines.
• Applied strong interpersonal and communication skills to support diverse learners and promote academic achievement.
• Fostered students' analytical thinking and scientific literacy through instruction in psychological research methods and evidence-based reasoning.
Research Assistant
2 Years 4 Months- Assisted in the implementation of EEG research protocols examining neural correlates of emotion regulation, personality traits, and cognitive processing in college-aged participants.
- Prepared participants for EEG data collection by applying electrodes, ensuring signal quality, and monitoring participant comfort throughout experimental sessions.
- Collected and managed electrophysiological (EEG) and behavioral data while maintaining strict adherence to research protocols and ethical guidelines.
- Conducted participant recruitment, scheduling, screening, and informed consent procedures in compliance with Institutional Review Board (IRB) standards.
- Utilized specialized EEG software and laboratory equipment to record neural responses during cognitive and emotional processing tasks.
- Performed data organization, cleaning, and preliminary analysis to ensure accuracy and reliability of research findings.
- Assisted with stimulus presentation and experimental task administration involving emotional face recognition, attention, and reaction time measures.
- Maintained detailed research records and laboratory documentation to support data integrity and project reproducibility.
- Collaborated with faculty researchers and interdisciplinary team members to support ongoing neuroscience and psychology research projects.
- Contributed to the interpretation and communication of research findings through laboratory meetings, written reports, and research presentations.
- Applied statistical analysis techniques using SPSS to analyze behavioral and experimental data.
- Supported the preparation of research materials, participant databases, and study documentation for ongoing and future research initiatives.
- Investigated relationships between personality characteristics, hostile attribution bias, emotional face processing, and behavioral response patterns using EEG and behavioral methodologies.
- Assisted in research examining cognitive and affective mechanisms underlying individual differences in social information processing.
- Gained hands-on experience with neurophysiological research methods, experimental design, data analysis, and scientific communication.
Upward Bound Counselor
8 Months- Provided mentorship, guidance, and academic support to high school students from diverse educational and socioeconomic backgrounds
- Built meaningful relationships with students by providing encouragement, accountability, and individualized support throughout their academic journey
- Served as a positive role model by promoting confidence, personal growth, college readiness, and long-term educational goals
- Assisted students with developing academic skills, study strategies, time management techniques, and effective learning habits
- Supported students in navigating challenges related to school, personal development, motivation, and future planning
- Helped students explore college and career opportunities by encouraging goal setting and preparation for higher education
- Facilitated educational activities, workshops, and group discussions focused on academic success, leadership development, and personal growth
- Created a supportive and inclusive environment where students felt comfortable seeking guidance and expressing concerns
- Monitored student progress and provided feedback to encourage academic improvement and continued engagement
- Collaborated with program staff, educators, and other counselors to support student success and implement program initiatives
- Assisted with planning and leading enrichment activities designed to strengthen students’ academic, social, and professional skills
- Encouraged students to develop self-advocacy, independence, confidence, and resilience
- Provided emotional support and active listening to students navigating personal, academic, or social challenges
- Applied strong communication and interpersonal skills to effectively connect with students across different backgrounds and experiences
- Maintained a student-centered approach by recognizing individual strengths, needs, and goals
- Helped foster a sense of belonging and community among students participating in the program
- Developed leadership, mentoring, conflict-resolution, and youth-development skills through direct work with adolescents
Skills Developed:
Adolescent mentorship
Youth development
Academic advising
Leadership
Communication
Relationship building
Group facilitation
Program coordination
Problem-solving
Cultural awareness
Student advocacy
Educational support
Professional collaboration
Volunteer
5 Months• Supported early childhood education initiatives by assisting teachers with classroom activities, educational games, and developmental learning exercises for preschool-aged children.
• Fostered positive social, emotional, and cognitive development by engaging children in structured and play-based learning activities.
• Assisted in creating a safe, inclusive, and supportive classroom environment that encouraged learning, exploration, and positive peer interactions.
• Provided individualized support to children during educational and recreational activities, promoting engagement and developmental growth.
• Collaborated with educators and staff to implement age-appropriate learning experiences designed to enhance school readiness skills.
• Modeled positive behavior and effective communication skills while building meaningful relationships with children and families.
• Assisted with classroom organization, activity preparation, and daily routines to ensure smooth program operations.
• Gained experience working with diverse populations of children and families from various socioeconomic and cultural backgrounds.
• Developed practical experience observing child behavior, social-emotional development, and early learning processes in an educational setting.
• Strengthened skills in child engagement, communication, and behavioral support through direct interaction with preschool-aged children.
• Enhanced understanding of developmental psychology principles through hands-on experience in an early childhood education program serving at-risk families.
• Assisted speech-language professionals in delivering speech and language interventions for preschool-aged children.
• Reinforced individualized speech and language goals through one-on-one and small-group activities designed to improve communication skills.
• Observed and supported speech therapy sessions, gaining experience with language development, articulation, and early intervention strategies.
Education
Bachelor of Arts - Psychology And Minor in Neuroscience
- Professional Development: [ Summer Research Fellowship]
- Professional Development: [EEG Lab Asstiant]
- Professional Development: [Upward Bound Trio]
- Professional Development: [Resident Assistant (RA)]
- Professional Development: [Community Advisor (CA)]
- Professional Development: [Head Start Reach Up]
- Honoree of [Being the cover of the Fall 2025 College of Saint Benedicts Academic Magazine]
- Awarded [CSB Award of Support]
- Deans List [2023-2027]
- Cum Laude Graduate
- GPA: [3.6/4.0]
- [CSB Club Dance Team 2023-2025] Member
- [Psychology Club 2023-2027] Member
- Resident Assistant (RA) August 2025 - May 2026
- Community Advisor (CA) August 2026 - December 2026
- Extracurricular Activities: Just For Kix Head Coach in three towns (Foley, MN, Little Falls, MN, and Rocori, MN) (12 Dance Teams Total) (9 Soloist) 2019-Present Day
- Senior Thesis: [Do Cognitive Distortions Explain Why Perfectionism Is Associated With Anxiety in College Students?]
- Research Project: [In Spite of Everything: Spitefulness Predicts Hostile Attribution Bias in College Women], [As a Research Assistant in the EEG Lab, I contributed to a study examining the relationships among spitefulness, social cognition, emotional processing, empathy, impulsivity, and aggression in women. Using behavioral and cognitive measures, the study found that individuals with higher levels of spitefulness were more likely to exhibit a hostile attribution bias when interpreting ambiguous social situations and showed slower response times to angry facial expressions. Findings also indicated that higher spitefulness was associated with greater negative urgency, increased aggression, and lower affective empathy. My responsibilities included participant testing, data collection, administration of psychological measures, EEG laboratory procedures, data management, and assisting with the interpretation and presentation of research findings.]
- Research Project: [Can Mindful Parenting be Primed? Pilot and Experimental Studies Examining Parent-Child Anger-Related Conversations], [Still an on going study.]
- [Academic Scholarship] Scholarship Recipient
- [Central MN Scholarship] Scholarship Recipient
- [Access Scholarship] Scholarship Recipient
- [CSB Grant] Scholarship Recipient
- [Laura Musser Scholarship] Scholarship Recipient
- [Rita Johnson Scholarship] Scholarship Recipient
Skills
Accomplishments
- Collaborated with team of [10] in the development of [In Spite of Everything: Spitefulness Predicts Hostile Attribution Bias in College Women].
- Graduating with a 3.6/4.0 GPA
- Receiving the CSB award of supportive figure in the community.
- Being chosen as a EEG Lab Assistant
- Being chosen as a Research Fellow
- Writing a senior thesis in one semester
Certification
- I am CPR Certified
- I am Head Trama (Concussions in sport related injuries) Certified