Faculty Profile: Dr. Chris Fluckinger
Chris Fluckinger has been a faculty member at Bowling Green State University Firelands College since 2010; however, his research contributions to the College have far exceeded all expectations for that tenure.
“Dr. Fluckinger pursues his research interests with vigor and enthusiasm and sets a high standard for all faculty at the College,” said BGSU Firelands Dean Andy Kurtz.
All College faculty are asked to engage in forms of scholarship and professional development; however, as an ‘instructor’ at BGSU Firelands, scholarly production comprises only five percent of Fluckinger’s responsibilities. One look at his contributions would give no clue to that fact.
Throughout a relatively short academic career, Fluckinger’s body of work includes a book, three published book chapters, five peer reviewed journal articles, and more than 20 conference presentations.
“His research in the areas of workplace personality assessments and social behaviors related to hygiene is extensive and noteworthy,” said Kurtz, who recently presented Fluckinger the 2017 BGSU Firelands Creative Scholar Award.
Fluckinger’s research interests began to formulate when he was a senior in the BGSU psychology program.
“I completed a year-long internship with Shaker Consulting Group in Cleveland and really enjoyed the work I did directly supporting clients,” said Fluckinger.
His work at Shaker included the creation and refinement of employment personality assessments for clients and translating the data collected from those assessments into a meaningful format.
“I was surprised how complicated the process was, but the work was challenging and rewarding,” said Fluckinger.
The internship encouraged him to continue his education and he eventually earned both a master’s degree and doctoral degree in industrial/organizational psychology from The University of Akron.
Since that time, one of his primary research interests has been in the area of employment personality assessments and improvement of current tools.
“Many of the current assessments are mundane and ineffective. Equally important, they do not take into account the user reaction,” said Fluckinger.
Fluckinger believes that user perception of a personality assessment is equally as important as the information which an organization collects from the assessment.
“At a macro level, user dissatisfaction of an assessment tool could lead to a reduction in the size, quality, and/or diversity of applicants or client pool. It can also lead to a poor reputation of the organization within the industry,” said Fluckinger.
Aside from his research, Fluckinger also enjoys his classroom interactions and often incorporates his personal research into his lectures.
“I enjoy being able to offer my own personal research contributions to popular theory in my psychology classes,” said Fluckinger.
During his tenure at BGSU Firelands, Fluckinger has seen a marked increase in the number of online classes. Although he admits there are some challenges to online teaching, such as the ability to effectively conduct labs, overall he enjoys the format.
“Because there is an enhanced opportunity to communicate one-on-one with students, I feel you have a better chance of getting to know students personally,” said Fluckinger.
Fluckinger also believes the online environment provides greater opportunities for students to participate in lectures. In a classroom environment students may be reluctant to speak out or just shy; whereas online they have more time to formulate and develop questions and responses which makes them more comfortable.
“I think that online classes engage students more than traditional in-person classes do because you can't just ask your neighbor if you have a question, you have to reread the assignment or personally email the instructor,” said Cate Elgin, a junior in the BGSU communication program who has taken online classes with Fluckinger.
“Chris is my favorite teacher for any online class I've taken thus far because he was extremely thorough. He gave us ample opportunities to learn the material in different ways: we read from the book, followed along with his narrated slideshows, watched videos about the concepts, read articles related to what we learned, and looked at different studies as well,” added Elgin.