Archive of Previous NITOPs: 2004


Janet Belsky (PhD, Clinical Psychology, University of Chicago; Associate Professor, Psychology, Middle Tennessee State University) has been teaching undergraduate courses in developmental psychology and writing college texts for the past twenty-five years. In addition to her two textbooks in adulthood and aging, The psychology of aging (Wadsworth, l999), now in its third edition, and The adult experience (ITP, 1997), she is the author of Here tomorrow (Johns Hopkins Press, l988), which surveys the behavioral science research on aging for older adults. Earlier in her career, she worked as a practicing psychologist in hospitals and nursing homes, and, at The Philadelphia Geriatric Center, helped pioneer the emerging field of gero-psychology. Dr. Belsky's newest textbook writing project, Experiencing the Lifespan, is now approaching its final stages.

Ludy Benjamin, Jr. is Professor of Psychology and Educational Psychology at Texas A&M University and holder of the Murray and Celeste Fasken Chair in Distinguished Teaching and the Glasscock Professorship in Undergraduate Teaching Excellence. In 2001 he received the Distinguished Career Contributions to Education and Training Award from the American Psychological Association (APA), and in 2003 he was selected as one of the first two Texas A&M faculty to be designated Presidential Professor of Teaching Excellence. Benjamin received his PhD in experimental psychology from Texas Christian University in 1971, specializing in perception. He was a member of the faculty at Nebraska Wesleyan University from 1970-1978, served a two-year appointment as Director of Education for the APA in Washington, DC, and joined the faculty at Texas A&M in 1980. His research specialty is the history of psychology where he has focused on the development of the early American psychology laboratories and organizations, on the origins of applied psychology, and on the popularization of psychology, including a concern with the evolution of psychology's public image. He is the author or editor of 17 books and more than 100 articles. His latest book (with David Baker) is entitled From Séance to Science: A History of the Profession of Psychology in America (Wadsworth). Benjamin is a past president of two of the divisions of the APA—the Division on the History of Psychology and the Division on the Teaching of Psychology—and is also past president of the Eastern Psychological Association. He lives in College Station, TX with his wife Priscilla Benjamin, a former elementary school librarian.

Charles Blair-Broeker has taught psychology and Advanced Placement Psychology at Cedar Falls (Iowa) High School since 1978. He has been involved in a number of APA initiatives, serving as a member of the Task Force that authored the National Standards for the Teaching of High School Psychology, chair of the Executive Board of Teachers of Psychology in Secondary Schools (TOPSS), and co-editor of the 4th volume of the APA Activities Handbook for the Teaching of Psychology. For three years, he co-directed Teaching the Science of Psychology, a summer institute for high school psychology teachers supported by the National Science Foundation and the Northern Kentucky University Foundation. He has been a table leader or reader for the Advanced Placement Psychology Examination since the test was first administered in 1992, completed a three year term on the A. P. Psychology Test Development Committee, and led many conferences on A. P. Psychology. He and Randy Ernst have recently written Thinking About Psychology, a high school textbook with Worth Publishers. Among his teaching awards are the Grinnell College Outstanding Iowa Teacher Award, the University of Iowa Distinguished Teacher Award, and the APA Division 2 Teaching Excellence Award.

Kenneth Bordens received his B.A. degree in psychology from Fairleigh Dickinson University (Teaneck, NJ campus) in 1975, and his Ph.D. in social psychology from the University of Toledo in 1979. After receiving his Ph.D., he accepted a position at Indiana University - Purdue University, Fort Wayne. Dr. Bordens has taught there for the past 23 years and is a Professor of Psychology. Dr. Bordens' main research area is psychology and law. Specifically, he has published several studies on juror and jury decision making. His most recent research is on how jurors and juries process evidence from complex, multiple plaintiffs civil trials. He has co-authored four textbooks: Research Design and Methods: A Process Approach (5th Edition), Psychology: An Introduction (7th Edition), Psychology of Law: Integrations and Applications (2nd Edition), and Social Psychology (2nd Edition). He is writing texts on the history of psychology and statistics. Dr. Bordens teaches courses in social psychology, law and psychology, child development, research methods, the history of psychology, introductory psychology, and honors introductory psychology. He has taught introductory psychology, social psychology and history of psychology on the Internet.

Denise Boyd holds a Bachelor of Arts in French, and Master of Education and Doctor of Education degrees in educational psychology from the University of Houston. She has been a psychology instructor in the Houston Community College System since 1988. From 1995 until 1998, she chaired the Psychology, Sociology, and Anthropology Department at HCCS-Central College. Dr. Boyd, with Helen Bee, is the author of Lifespan Development (Third Edition) and The Developing Child (Tenth Edition) published by Allyn & Bacon. She is the author, with Genevieve Stevens, of Current Readings in Lifespan Development, also published by Allyn & Bacon. With Samuel Wood and Helen Green Wood, Dr. Boyd is the author of Mastering the World of Psychology (First Edition) and The World of Psychology (Fifth Edition). Dr. Boyd is a licensed psychologist and has presented a number of papers at professional meetings reporting research in various areas of child, adolescent, and adult development. She has also presented workshops for teachers whose students range from preschool to college.

William Buskist is the Distinguished Professor in the Teaching of Psychology at Auburn University. His research interests center on identifying and understanding the qualities and behaviors involved in "master teaching" and in designing training programs for graduate teaching assistants that promote effective undergraduate teaching. He teaches a variety of undergraduate psychology courses and has strong interests in helping undergraduates prepare for graduate study in psychology. He serves as a Consulting Editor for Teaching of Psychology. In 2000, he received the Robert S. Daniels Teaching Excellence Award from the Society for the Teaching of Psychology. He is also a Fellow of the Society. Together with Steve Davis, he recently published a book entitled The Teaching of Psychology: Essays in Honor of Wilbert J. McKeachie and Charles L. Brewer (Erlbaum).

Janell L. Carroll, Ph. D. Dr. Carroll received her doctorate and master's degree in sexuality education from the University of Pennsylvania in 1989; and her bachelor's degree from Denison University in 1982. Dr. Carroll has taught in the psychology department at the University of Hartford in Connecticut for the past eight years. Prior to this she was teaching in the psychology department at Baker University in Baldwin City, Kansas. Dr. Carroll is in private practice and is a consultant to professional groups, educational institutions, and women's organizations. She is the author of numerous published articles and a college-level textbook on human sexuality. She has appeared as an expert on such television news and entertainment networks as Oxygen and Lifetime Television and various talk shows and has received mention in the Los Angeles Times, Men's Health, Self and Prevention Magazines among other publications. She has also received mention in several Internet news media outlets and cyber-press articles. Dr. Carroll is an AASECT-certified sexuality educator and has received many teaching awards. In 1993 she was recognized by Planned Parenthood as the "Sexuality Educator of the Year." She is a member of the American Psychological Association, The Sexuality Information and Education Council of the U.S., and the American Association of Sexuality Educators, Counselors, and Therapists. She is married and the mother of three children.

Greg Cook is a Professor and former Department Chair in the Department of Psychology at the University of Wisconsin-Whitewater. As a student he majored in Psychology at the University of Dayton and later received his Ph.D. in Psychology at Vanderbilt University. For the last 17 years he has taught courses in child development, research methods, statistics, and related topics at Whitewater as well as at the Madison and Richland Center campuses in the University of Wisconsin system and at Vanderbilt University. At Whitewater, he received a teaching award in his department. His research on cognitive development has been published in scholarly journals such as Child Development, Developmental Psychology, and the Journal of Experimental Child Psychology. He has also collaborated with colleagues in the College of Education on studies published in the Journal of Experimental Education, the Journal of Research & Development in Education, and the Journal of Reading Education. He is co-author of Perspectives on Child Development, a new undergraduate textbook published by Allyn & Bacon Publishers, due out in March, 2004.

Joan Littlefield Cook teaches in the Psychology Department at the University of Wisconsin-Whitewater. She majored in Psychology at Tennessee Technological University, then received her Ph.D. in Psychology and Human Development at Vanderbilt University. Across the last 15 years she has taught courses related to child and adolescent development, educational psychology, and cognitive psychology at the University of Wisconsin-Whitewater, the University of Wisconsin-Madison, and Middle Tennessee State University. Her classes have ranged from large lecture courses (with 300 or more students) to small seminars. The Student Association at the University of Wisconsin-Madison voted her as one of their most outstanding professors. Joan's research is on mathematical problem solving and cognitive development. She and her colleagues have published papers in the Journal of Educational Psychology, Intelligence, Cognition & Instruction, Memory & Cognition, Gifted Child Quarterly, and the Journal of Experimental Psychology, and she has co-authored two books and numerous instructional materials. She is co-author of Perspectives on Child Development, a new undergraduate textbook published by Allyn & Bacon Publishers, due out in March, 2004.

Joel Cooper is Professor of Psychology at Princeton University, where he has taught for more than 30 years. After receiving his B.A. from the City College of New York, Cooper earned his Ph.D. from Duke University in 1969. He served as chair of the Department of Psychology at Princeton and has held several other leadership positions including chair of the Society of Experimental Social Psychology and chair of the behavioral sciences review committee of the National Institute of Mental Health. He is a Fellow of the American Psychological Association, the American Psychological Society and the Society for Personality and Social Psychology. His research includes a longstanding interest in persuasion with particular emphasis on the theory of cognitive dissonance. He also has had a sustained research interest in the impact of technology on society, especially on the computer gap between men and women. His most recent book, Gender and Computers: Understanding the Digital Divide (Erlbaum, 2003) underscores the dilemma of the unequal impact of information technology as a function of gender. Cooper is author of more than 100 articles in professional journals. He is also co-author of a social psychology textbook, currently in its 6th edition. He is co-editor of Attribution processes, person perception, and social interaction: The legacy of Edward E. Jones (1998) and The Sage Handbook of Social Psychology (2003).

David Daniel received his bachelor's degree in psychology from San Diego State University, and his Ph.D. in Life-span Developmental psychology from West Virginia University. He is currently an associate professor of psychology at the University of Maine at Farmington where he teaches developmental psychology and is the general psychology coordinator for the psychology department. He is also an associate research scientist for the New England Research Institutes where he studies the neuropsychological effects of exposure to environmental toxins in children. David has received his campus's Teacher of the Year award for several consecutive years and is now "retired" from contention for that award. He is also the campus's nominee for the CASE teacher of the year award. David has worked on several Indian reservations and taught in a wide range of contexts throughout his career. His research has focused on the teaching of psychology, cross-cultural cognitive development and various projects associated with his emphasis on undergraduate research. David is the author of several studies and presentations on the development of effective pedagogy in introductory level classes and the author of an observational media product aimed at enhancing student understanding of child development. His research on the development of effective pedagogy has informed his current efforts to develop a child and adolescent textbook. As coordinator of his campus's team-taught general psychology course, he has had the opportunity to witness a variety of effective, and not so effective, teaching strategies by instructors of various styles.

Randy Ernst's career in psychology has consisted primarily of teaching high school psychology. His most recent publication is a high school psychology textbook co-authored with Charlie Blair-Broeker and titled, Thinking About Psychology: The science of mind and behavior. He is also a co-author of the National Standards for the Teaching of High School Psychology, co-editor of the fourth volume of the APA Activities Handbook for the Teaching of Psychology, and author of the College Board's Guide for Advanced Placement Psychology. Randy has served as Chair of the Teachers of Psychology in Secondary Schools (TOPSS) Executive Board, as a member of the College Board's Advanced Placement Psychology Test Development Committee, and is a Question Leader at the annual Advanced Placement Psychology Reading. He is an author or co-author of several TOPSS unit plans, and is co-chair of the Positive Psychology Curriculum Task Force. He has presented at workshops and summer teaching institutes in over twenty states and provinces, and is a recipient of the APA's Division 2 Teaching Excellence Award, the University of Nebraska's Distinguished Educator Award, and Time-Warner's "Crystal Apple" National Teacher Award. Randy teaches psychology at Lincoln North Star High School.

Linda Ferrill is Professor Emerita of Educational Psychology at Ball State University in Muncie, Indiana, where she taught since 1969. For five years from 1986 to 1991, she was the Founding Director of the Center for Teaching and Learning at Ball State University. She received her Master's Degree from the University of Illinois and a PhD from Purdue University. She did postdoctoral work at Educational Testing Service in Princeton, New Jersey, and was the recipient of a Lilly Foundation Faculty Open Fellowship for teaching improvement. Dr. Ferrill is the author of two books, numerous articles, and has made many presentations in the areas of learning and study techniques and faculty development. Most recently she has been involved in writing, speaking, and providing workshops at various institutions on the topic of teaching portfolios and teaching improvement.

Josh R. Gerow, Professor Emeritus of Psychology from Purdue University, is currently an adjunct faculty member at the Manatee Community College South Campus in Venice, Florida. He is an instructional psychologist, who received his PhD in experimental psychology in 1967 from the University of Tennessee. He taught for 32 years at Indiana University-Purdue University at Fort Wayne (IPFW), where his research focused on factors that influence performance in introductory psychology. He has made several presentations at past NITOP meetings, having attended the first session at the University of Illinois, Champaign twenty-six years ago. His text, College Decisions: A Practical Guide to Success in College, co-authored with his wife, Nancy, is currently in its third edition, and his Psychology: An Introduction, authored with Ken Bordens of IPFW, is in its seventh edition.

Sandra Goss Lucas received her Ph.D. from Indiana University, Department of Counseling and Educational Psychology, in 1984. Her Ph.D. minor was in psychology and women's studies. She taught introductory psychology in high school and two community colleges prior to joining the Psychology Department at the University of Illinois, where she is currently Director of Introductory Psychology. She has been involved in writing the instructor's manual and testbank to accompany the Bernstein, Clarke-Stewart, Penner, and Roy textbook, Psychology. Her research interests include college teaching, academic dishonesty, and student achievement in college.

Robert W. Hendersen is Professor and Chair of the Psychology Department at Grand Valley State University (located just outside Grand Rapids, Michigan). His research in learning and memory has been published in leading journals. A pioneer in the development of instructional software, he was the first recipient of the EDUCOM Higher Education Software Award for "Best Psychology Software." An award-winning teacher, Hendersen has put special focus in recent years on helping students who are failing. Hendersen has also been heavily involved in helping newly hired faculty develop their teaching.

Jasna Jovanovic received her undergraduate education in psychology at the University of Illinois, Urbana-Champaign and her M.S. and Ph.D. in Human Development & Family Studies from the Pennsylvania State University. After completing her Ph.D. she spent three years at the University of California, Santa Barbara as a postdoctoral researcher in the Graduate School of Education. She then came back full circle to the University of Illinois, UC where she has spent the last ten years as a faculty member in the Department of Human and Community Development. As a graduate student and faculty member Jovanovic has taught undergraduate and graduate courses including lifespan development, adolescent development, sex roles, and social development. She has received both university and national teaching awards. Most recently she developed an instructional web-based database of media resources for lifespan development and developmental psychology. She is currently working on a lifespan development textbook that integrates content delivery and web-based technology. Jovanovic's research has focused on the academic achievement of girls and women, primarily in trying to understand the gender gap in math and science. Her research has been published in leading journals and has been repeatedly funded by the National Science Foundation.

Saul Kassin is Professor of Psychology at Williams College, located in Williamstown, Massachusetts. In 1978, he received his Ph.D. in social psychology at the University of Connecticut. In 1984, he was awarded a U.S. Supreme Court Judicial Fellowship, and spent the year at the Federal Judicial Center. In 1985 he was a visiting professor in the Psychology and Law Program at Stanford University. Dr. Kassin is author of Psychology (2004, Prentice Hall, 4th ed.) and Social Psychology (2002, Houghton Mifflin, 5th ed.) and has written the Psychology entry for Microsoft's Encyclopedia Encarta 2000. He has co-authored a number of scholarly books, including: Confessions in the Courtroom, The Psychology of Evidence and Trial Procedure, The American Jury on Trial: Psychological Perspectives, and Developmental Social Psychology. Over the years, Dr. Kassin has published numerous scientific research articles on the psychology of eyewitness identification and on the processes of interviewing, interrogation, and the elicitation of confessions by police. He has also studied the impact of these and other types of evidence on jury decision-making. Dr. Kassin has served on the editorial board of Law and Human Behavior since 1986. He has worked as a consultant and expert witness in federal, military, and state courts. His work on false confessions was featured in a documentary produced by The Learning Channel, and he has recently appeared as a consultant for ABC News on Prime Time Live and Nightline, the PBS The News Hour with Jim Lehrer, MSNBC Nachman, NPR's Talk of the Nation, and elsewhere. For more information, visit

Scott O. Lilienfeld is Associate Professor in the Department of Psychology (Clinical Program) at Emory University. He received his A.B. from Cornell University in 1982 and his Ph.D. from the University of Minnesota in 1990. His principal interests include the assessment and etiology of personality disorders and traits, issues in psychiatric classification and diagnosis, and the problem of pseudoscience and questionable science in clinical psychology. He is the editor (along with Steven Jay Lynn and Jeffrey Lohr) of the book, Science and Pseudoscience in Clinical Psychology(Guilford, 2003) and co-author (along with James Wood, M. Teresa Nezworski, and Howard Garb) of the book, What's Wrong With the Rorschach (Jossey-Bass, 2003). Dr. Lilienfeld serves on the editorial boards of several journals, including the Journal of Abnormal Psychology, Psychological Assessment, Clinical Psychology Review, Skeptical Inquirer, and the Scientific Review of Alternative Medicine. He is also founder and editor of the Scientific Review of Mental Health Practice, a newly published journal devoted to distinguishing science from pseudoscience in clinical psychology, psychiatry, social work, and allied disciplines. Dr. Lilienfeld was the recipient of the 1998 David Shakow Award for Early Career Contributions to Clinical Psychology from Division 12 (Clinical Psychology) of the American Psychological Association, and he was selected to be part of Emory University's "Great Lecturer's" teaching series. He is also a Fellow of the Committee for the Scientific Investigation of Claims of the Paranormal.

Lee I. McCann received his Ph.D. in Experimental Psychology from Iowa State University. He is a Professor of Psychology, Edward Rudoy Endowed Professor, Rosebush Professor, and President of the Faculty Senate at the University of Wisconsin Oshkosh, where he has previously served as Department Chair and Associate Vice Chancellor. Dr. McCann is a Fellow of the American Psychological Association and the Society for the Teaching of Psychology. He has served as a consulting editor for the journal Teaching of Psychology, and is a co-editor (with Baron Perlman and Susan McFadden) of Lessons Learned: Practical Advice for the Teaching of Psychology (1999, American Psychological Society), and the Teaching Tips column in the American Psychological Society Observer. He is coauthor (with Baron Perlman) of Recruiting Good College Faculty: Practical Advice for a Successful Search (1996, Anker). His publications and paper and poster presentations include research on the social communication of dietary preference in rats, implicit learning in humans, psychology teaching and curricula, and new faculty training and career development. Dr. McCann has presented workshops on faculty recruiting, teaching portfolio development, psychology curricula, and several other topics at various national and regional conferences.

Ben Miller received his A.B. in philosophy from Columbia University and his Ph.D. in experimental psychology from the City University of New York. He has done research in computer simulation of cognitive processes, musical rhythm perception, and the origin of false memories. He began his teaching career at Simmons College, and is currently associate professor of psychology at Salem State College, where he teaches cognitive psychology, perception, statistics and research methods, and history of psychology. He is the author of Beyond Statistics: A Practical Guide to Data Analysis (Allyn & Bacon, 2001) and is currently at work on a statistics textbook.

Jeffrey S. Nevid is Professor of Psychology and Director of the Doctoral Program in Clinical Psychology at St. John's University in New York. He earned his doctorate in clinical psychology from the State University of New York at Albany and was a Postdoctoral Fellow in Evaluation Research at Northwestern University. His professionals interests have extended to health psychology, clinical and community psychology, social psychology, gender and human sexuality, adolescent development, and teaching of psychology. His research has appeared in such journals as Health Psychology, Journal of Consulting and Clinical Psychology, Journal of Community Psychology, Journal of Youth and Adolescence, Behavior Therapy, Psychology and Marketing, Professional Psychology, Teaching of Psychology, Sex Roles, and Journal of Social Psychology, among others. Dr. Nevid has authored or coauthored several college texts, including Psychology: Concepts and Applications, Abnormal Psychology in a Changing World, Human Sexuality in a World of Diversity, Psychology and the Challenges of Life: Adjustment and Growth, and Health in the New Millennium. He is also the author of several books on AIDS and sexually transmitted diseases, including A Student's Guide to AIDS and Other Sexually Transmitted Diseases and Choices: Sex in the Age of AIDS. Dr. Nevid has served as a Consulting Editor for the journals Health Psychology and Psychology and Marketing and presently serves as Associate Editor of the Journal of Consulting and Clinical Psychology. He lives in New York with his wife Judy and his children, Michael, 12, and Daniella, 6.

Susan Nolen-Hoeksema, Ph.D. is Professor of Psychology and Psychiatry at the University of Michigan. She received her B.A. in psychology from Yale University and her Ph.D. in clinical psychology from the University of Pennsylvania. Her research focuses on the role of emotion-regulation in adaptation to stress, and gender differences in emotion-regulation styles. She has won two major teaching awards and several awards for her research, including the David Shakow Early Career Award from the American Psychological Association (APA), the Leadership Award from the Committee on Women of the APA, and a Research Career Award from the National Institute for Mental Health. Nolen-Hoeksema has published over 50 journal articles and 9 books, including Coping with Loss (Erlbaum) and Sex Differences in Depression (Stanford University Press) and Women Who Think Too Much (Holt), Abnormal Psychology (McGraw-Hill), and Hilgard and Atkinson's Introduction to Psychology (Wadsworth).

Baron Perlman received his BA from Lawrence University and his PhD in clinical psychology from Michigan State University in 1974. He is a Rosebush and Endowed University Professor, a Distinguished Teacher in the Department of Psychology at the University of Wisconsin Oshkosh, and a Fellow in APA's Society for the Teaching of Psychology. He has a long-standing interest and involvement in the development of faculty, and chaired the university's Faculty Development Board. He is co-author of three books: The Academic Intrapreneur (with Jim Gueths and Don Weber, 1988, Praeger), Organizational Entrepreneurship (with Jeffrey R. Cornwall, 1990, Irwin), and Recruiting Good College Faculty: Practical Advice for a Successful Search (with Lee McCann, 1996, Anker). He also is editor of the Teaching Tips column in the APS Observer; years 1994-1999 are available in book form, Lessons Learned: Practical Advice for the Teaching of Psychology (Perlman, McCann, & McFadden, Eds.) published by the American Psychological Society (1999). Dr. Perlman's current research focuses on undergraduate teaching from two perspectives. The first illuminates the teaching preparation and ongoing mentoring and development of faculty who teach, and the place of teaching in the recruitment process. University of Wisconsin Undergraduate Teaching Improvement Council, Faculty Development, and Society for the Teaching of Psychology grants have supported his work with UW Oshkosh faculty and the writing of training manuals, Peer Review of Teaching (with Lee McCann) and Can't Anybody Here Play This Game: Academic Tales for Faculty (with Lee McCann and Thomas Herzing). The second research interest provides data useful for individual faculty and departments in their policies, curricular decisions and undergraduate teaching. Currently Dr. Perlman is studying undergraduate research opportunities in psychology. Dr. Perlman has presented workshops on Teaching Portfolios, Peer Review of Teaching, Recruitment, and other topics in Faculty College at his home institution, at regional teaching conferences, National Disciplinary and Higher Education Meetings, and at the National Institute on the Teaching of Psychology.

Donald Polzella is Professor of Psychology and Raymond A. Roesch Chair in the Social Sciences at the University of Dayton, where he has taught since 1972. He received his Bachelor of Arts degree from the University of Rochester (1967) and his Master of Arts degree from Bucknell University (1969). His Ph.D., from the University of Michigan-Ann Arbor, is in experimental psychology (1974). Polzella has published or presented, both here and abroad, on topics related to general experimental psychology, ergonomics, family literacy, statistics, computer science, electronic learning, and aesthetics. His research has been funded by public and private agencies, including the Air Force Office of Scientific Research, the Defense Technical Information Center, the Ohio Department of Education, and the Pew Charitable Trust. Polzella has worked as a University of Dayton Research Institute scientist in the area of aircrew training at Williams Air Force Base, Arizona (1982-1983); as an Air Force Office of Scientific Research Scholar in workload and ergonomics at the Armstrong Aerospace Medical Research Laboratory (1986-1987); and as Chief Scientist of the Crew System Ergonomics Information Analysis Center at the Armstrong Laboratory (1989-1991). Polzella received a Meritorious Research Award from the University of Dayton Research Institute in 1983, the College of Arts and Sciences Outstanding Teacher award in 1996, and the George B. Noland Research Award from the University of Dayton Chapter of Sigma Xi in 1999. Polzella's current research interests focus on the history of psychology, environmental design, the psychology of the arts--primarily painting and music--and electronic learning.

Neil J. Salkind received his Ph.D. in human development from the University of Maryland and has been teaching at the University of Kansas for 30 years in the Department of Psychology and Research in Education with a courtesy appointment in Human Development and Family Life. Among the courses that he regularly teaches are developmental theories, life span development, statistics and research methods. He has published more than 80 professional papers and is author of several college-level textbooks, including Statistics for People Who (Think They) Hate Statistics (Sage 2000; second edition due 2004), Child Development, Exploring Research, and An Introduction to Theories of Human Development (coming from Sage as well). He was editor of Child Development Abstracts and Bibliography from 1989 through 2002 and is active in the Society for Research in Child Development and is an active writer in the trade area. Home is in Lawrence, Kansas in a big old house that always needs attention and hobbies include cooking, Masters swimming, restoring an ancient Volvo p1800 and collecting books and reading them.

Peter Seldin is Distinguished Professor of Management at Pace University, Pleasantville, New York. A behavioral scientist, educator, author, and specialist in the evaluation and development of faculty and administrative performance, he has been a consultant to more than 300 colleges and universities throughout the United States and in 40 countries around the world. A well-known speaker at national and international conferences, Seldin regularly serves as a faculty leader in programs offered by the American Council on Education and the American Association for Higher Education. His books include: The Teaching Portfolio, 3rd edition, (2004); The Administrative Portfolio (2002, with Mary Lou Higgerson); Improving College Teaching (1995, with associates); How Administrators Can Improve Teaching (1990, with associates); and Evaluating and Developing Administrative Performance (1988). He has contributed numerous articles on the teaching profession, student ratings, educational practice, and academic culture to such publications as The New York Times, The Chronicle of Higher Education, and Change. Among recent honors, he was named by the World Bank as a Visiting Scholar to Indonesia. In addition, he was elected a Fellow of the College of Preceptors, London, England. For his contributions to the scholarship of teaching, he has received honorary degrees from Keystone College (Pennsylvania) and Columbia College (South Carolina). Peter has won awards both as an educator and as a grower of cherry tomatoes. His formal academic education includes Post-Doctoral Training at the University of London and a Ph.D. from Fordham University.

Joel Shenker. An academic clinical neurologist and an experimental psychologist, Joel Shenker is Clinical Instructor of Neurology and a faculty member in the Behavioral Neurology Program, at the University of Virginia. He also holds a concurrent appointment as Courtesy Research Assistant Professor of Neurology at the University of Florida. He graduated cum laude in psychology from the University of Pennsylvania, then received a Master's and a Ph.D. in biological psychology as well as an M.D., all at the University of Illinois at Urbana/Champaign. He was trained in neurology residency at the University of Virginia, followed by a behavioral neurology fellowship with Kenneth Heilman at the University of Florida. He has an extensive background educating thousands of students at several levels, including college students in community college and university settings, as well as graduate students, medical students, and physicians receiving residency training. He has received numerous teaching awards, in particular for his courses in undergraduate psychology at the University of Illinois at Urbana/Champaign. There he was named one of the seven best instructors of any course in any college of the University over the period of 1988-1994. He is the author of numerous book chapters and peer-reviewed research reports, primarily for his research in various domains examining biological substrates of human behavior and psychological function.

Carol Tavris earned her Ph.D. in social psychology at the University of Michigan, and as a writer and lecturer she has sought to educate the public about the importance of critical and scientific thinking in psychology. Her best-known general-interest books include The Mismeasure of Woman: Why women are not the better sex, the inferior sex, or the opposite sex and Anger: The misunderstood emotion. She is coauthor, with Carole Wade, of two introductory psychology textbooks: Psychology and Invitation to Psychology. Tavris and Wade also wrote one of the first textbooks in women's studies, The Longest War: Sex differences in perspective. Tavris has written on psychological topics for many magazines and newspapers. Many of her essays and reviews for The Los Angeles Times, The New York Times Book Review, Scientific American, and other publications have been compiled in Psychobabble and Biobunk: Using psychology to think critically about issues in the news. She lectures frequently to students, psychologists, lawyers, and many organizations on, among other topics, science and pseudoscience in psychology; gender and sexuality; critical thinking; and anger. Tavris has taught in the psychology department at UCLA and at the New School for Social Research in New York. She is a Fellow of the American Psychological Association and the American Psychological Society, a member of the editorial board of Psychological Science in the Public Interest (published by APS), and a member of the Council for Scientific Clinical Psychology and Psychiatry. When she is not writing or lecturing, she can be found walking the trails of the Hollywood Hills with her border collie, Sophie.

Carole Wade earned her Ph.D. in cognitive psychology at Stanford University. She began her academic career at the University of New Mexico, where she taught courses in psycholinguistics and developed the first course at the university on the psychology of gender. She was professor of psychology for ten years at San Diego Mesa College, taught at College of Marin for several years, and is now affiliated with Dominican University of California. She is coauthor, with Carol Tavris, of Psychology, Invitation to Psychology, Psychology in Perspective, and The Longest War: Sex Differences in Perspective. Dr. Wade has a long-standing interest in the teaching and promotion of critical-thinking skills, diversity issues, and the enhancement of undergraduate education in psychology. She has lectured widely on college campuses and at teaching conferences, on topics ranging from the politics of psychology research to the reevaluation of what gets taught in introductory psychology. She chaired the APA Board of Educational Affair's Task Force on Diversity Issues at the Precollege and Undergraduate Levels of Education in Psychology, as well as the APA's Public Information Committee; has been a G. Stanley Hall lecturer at the APA convention; and served on the NITOP steering committee. Dr. Wade is a Fellow of the APA (Divisions 1 and 2) and a charter member of APS. When she isn't busy with her professional activities, she can be found riding the trails of northern California on one of her Arabian horses, Condé and Ricochet.

Janie Wilson began her adventure in teaching during graduate school and continued in a full-time teaching position at Columbia College before receiving her Ph.D. in Experimental Psychology from the University of South Carolina in 1994. Since that time, she has been teaching and conducting research at Georgia Southern University. Her teaching includes courses in physiological psychology, large sections of introductory psychology, research methods, and statistics. She is currently working on a statistics textbook that incorporates data analysis using SPSS. Teaching and research merged when she was awarded an NSF grant as principal investigator for a physiological teaching laboratory, and a recent grant from NIMH continues to fund her research program. She works with both undergraduates and graduate students on research projects involving social buffering of stress responses in rats and human adults and children. Dr. Wilson also conducts research on student evaluations of instructor immediacy and their ability to predict students' attitudes, motivation, and grades. She was honored with the College of Liberal Arts and Social Sciences Award for Excellence in 1997 and the Award of Distinction in Teaching in 2003.

Timothy Wilson is Sherrell J. Aston Professor of Psychology and chair of the psychology department at the University of Virginia, where he has taught since 1979. He received his Ph.D. from the University of Michigan in 1977 and taught at Duke University from 1977-1979. He is the author of Strangers to Ourselves: Discovering the Adaptive Unconscious (Harvard University Press, 2002), and coauthor of Social Psychology (Prentice Hall, now in its fourth edition). He has published widely in the areas of self-knowledge, the limits of introspection, the consequences of introspecting about one's attitudes, mental contamination, and affective forecasting. He was awarded the All-University Outstanding Teacher Award at the University of Virginia in 2001. He has been a keynote speaker at the meetings of the Society of Personality and Social Psychology (2002) and a G. Stanley Hall speaker at the American Psychological Association (2003). He has served on numerous editorial boards and grant committees, and was Associate Editor of the Journal of Personality and Social Psychology: Attitudes and Social Cognition (1999-2001).















NITOP 2000 - Schedule

Invited speakers are encouraged to provide handouts prior to the Institute for inclusion in registration materials. Additional handouts may be available at the individual sessions. Also, you are invited to tape record any sessions, with the permission of the speaker. Abstracts of all presentations by invited speakers will be included with the registration materials in order to assist you in your selection of sessions and to provide valuable information about sessions you are unable to attend. Also included in the registration materials will be a complete list of Institute participants and faculty (if you wish to obtain this list on disk, to assist you in networking with participants after the conference, bring a disk to Florida and we will copy the file for you).

January 3, 2004, Saturday

9:00 am–2pm Preconference Workshops
9:00–11am Introductory Psychology Forum: Teaching Large Classes · Bob Hendersen, Bill Buskist, Ludy Benjamin, and Sandra Goss Lucas
9:00–11am Doing the Scholarship of Teaching · Baron Perlman and Lee McCann
9:00am–noon STP/CTUP Workshop on Developing Your Teaching Philosophy and Style · Janie Wilson
9:00am–noon Successful Use of Teaching Portfolios · Peter Seldin and Linda Ferrill
9:00am–2pm The Active Classroom: Dynamic Demonstrations for High School Teachers · Charles Blair-Broeker and Randy Ernst
Noon–5pm Registration
1:30-2:30pm Early Bird Concurrent Sessions
  Sex on Campus* · Janell Caroll
  The Place of Statistics in a Liberal Education* · Ben Miller
  Online Testing: Design, Evaluation, and Security Issues* · Denise Boyd
  The Future of Information Delivery: Are We Ready to Leave Textbooks Behind?* · Jasna Jovanovic
2:45-4:00pm Participant Idea Exchange I
4:00–5:30pm Book and Software Displays and Poster Session I
5:45pm Welcoming Remarks · Doug Bernstein, Emanuel Donchin, and Alan Kraut
6:15pm Opening Address:

From Dora to Jane Doe: The Use and Abuse of Case Studies · Carol Tavris
7:15–9:00pm Reception for Participants and Their Companions
complimentary wine, soft drinks, and hors d'oeuvres

January 4, 2004, Sunday

7:30–8:30am Buffet Breakfast
8:30–9:30am Concurrent Sessions
  Teaching Biological Psychology: Using Case Stories and Other Methods to Delight Your Students, and Yourself* · Joel Shenker
  How to Use Technology to Ruin a Perfectly Good Lecture* · David Daniel
  Current Issues and Controversies in Lifespan Development* · Janet Belsky
  Constructing Knowledge: The Value of Teaching from Multiple Perspectives* · Joan Cook
9:45–10:45am Concurrent Sessions
  Lost in Thought: Rumination and Depression* · Susan Nolen-Hoeksema
  Teaching Psychology on the Internet: A View from the Trenches* · Ken Bordens
  Introductory Statistics: What's Tough to Teach and How to Do It* · Neil Salkind
  Gender and Computers: Understanding the Digital Divide* · Joel Cooper
10:45–11:15am Coffee Break
Concurrent Sessions
  The Developing Brain: Facts and Myths in the Classroom* · Greg Cook
  The Place of Statistics in a Liberal Education** · Ben Miller
  Graphing Psychology: The Effective Use of Graphs and Figures to Teach Introductory Psychology* · Jeff Nevid
  The Central Park Jogger Case: Lessons Learned about Applying Psychology to Criminal Justice and the Law* · Saul Kassin
12:15–1:30pm Buffet Lunch
1:45–3:00pm General Session:
  Having Your Head Examined: A History of Conflict between Popular Psychology and Professional Psychology · Ludy Benjamin
3:15–4:30pm Participant Idea Exchange II
4:30–6:00pm Book and Software Displays and Poster Session II

Dinner and Conversation
optional; separate registration required

9:00 pm–
Dance and Cash Bar
companions welcome


January 5, 2004, Monday

7:30–8:30am Buffet Breakfast
8:30–9:30am Concurrent Sessions
  Online Testing: Design, Evaluation, and Security Issues** · Denise Boyd
  Constructing Knowledge: The Value of Teaching from Multiple Perspectives** · Joan Cook
  How to Use Technology to Ruin a Perfectly Good Lecture** · David Daniel
  Top Ten Life Lessons for Students in a Social Psychology Course* · Timothy Wilson
9:45–10:45am Concurrent Sessions
  The Developing Brain: Facts and Myths in the Classroom** · Greg Cook
  The Central Park Jogger Case: Lessons Learned about Applying Psychology to Criminal Justice and the Law** · Saul Kassin
  Using Technology to Address Learning Style Issues* · Don Polzella
  Psychology in the News: Bringing the World to the Classroom* · Carole Wade
10:45–11:15am Coffee Break
Concurrent Sessions
  Lost in Thought: Rumination and Depression** · Susan Nolen-Hoeksema
  Teaching Biological Psychology: Using Case Stories and Other Methods to Delight Your Students, and Yourself** · Joel Shenker
  Teaching Psychology on the Internet: A View from the Trenches** · Ken Bordens
  Current Issues and Controversies in Lifespan Development** · Janet Belsky
12:15–1:30pm Buffet Lunch
1:45–3:00pm General Session:
  Helping Students Distinguish Science from Pseudoscience: Challenges, Pitfalls, and Rewards · Scott Lilienfeld
3:15–4:30pm Participant Idea Exchange III
4:30–6:00pm Book and Software Displays and Poster Session III
8:00–9:30pm General Session:
  Students' Perspectives on Teaching: Pet Peeves and Best Practices · Student Panel
9:30–11:00pm Social Hour
companions welcome


January 6, 2004, Tuesday

7:30–8:30am Buffet Breakfast
8:30–9:30am Concurrent Sessions
  The Future of Information Delivery: Are We Ready to Leave Textbooks Behind?** · Jasna Jovanovic
  Graphing Psychology: The Effective Use of Graphs and Figures to Teach Introductory Psychology** · Jeff Nevid
  Sex on Campus** · Janell Caroll
  Introductory Statistics: What's Tough to Teach and How to Do It** · Neil Salkind
9:45–10:45am Concurrent Sessions
  Psychology in the News: Bringing the World to the Classroom** · Carole Wade
  Top Ten Life Lessons for Students in a Social Psychology Course** · Timothy Wilson
  Using Technology to Address Learning Style Issues** · Don Polzella
  Gender and Computers: Understanding the Digital Divide** · Joel Cooper
10:45–11:15am Coffee Break
Closing Session:
Just What ARE We Doing in Introductory Psychology? A Case for Psychology Appreciation · Josh Gerow
12:15–12:30pm Closing Remarks and Announcement of Poster Awards, including the Frank Costin Memorial Award for Excellence, the Doug Bernstein Award, and the Society for the Teaching of Psychology Award
Doug Bernstein

* Session to be repeated
** Repeat of an earlier session




Poster Schedule
Saturday, 2:45-4:00
  1. "I'm Color-Blind and You're Paranoid": The Challenges and Rewards of Teaching Diversity
    Linh Nguyen Littleford
    Ball State University

  2. Finding Psychology in the Strangest Places: Developing and Implementing Interdisciplinary Courses
    Jeri L. Thompson
    Mount Union College

  3. Field-Based Experiences in Teacher Education: Sharing Assignment Ideas for Psychological Foundations Courses (Educational Psychology and Child Development)
    Gayle S. Stever
    Arizona State University

  4. Addressing the ParaDocs of Involving Students in Educational Outreach
    Andrew T. Johnson & B. Jean Mandernach
    Park University

  5. Decentering the Eurocentric Paradigm in Psychology
    George Freeman, Jr. & Carrie M. Margolin
    The Evergreen State College

  6. The Gains and Losses of Using Multi-method Approaches to Advising Undergraduate Psychology Majors
    Doris G. Bazzini & Paul A. Fox
    Appalachian State University

  7. What Should Students and the Public Know about Psychology
    Connie Meinholdt & Jeffery Nagelbush
    Ferris State University

  8. The Use of Peer Reviews in the Undergraduate Psychology Classroom
    Beth M. Schwartz & Dennis M. Goff
    Randolph-Macon Woman's College

  9. A "Learning Styles" Approach to Teaching Undergraduate Experimental Psychology
    Richard S. Velayo, Iwona Matysiak, & Melissa Mowder
    Pace University

Sunday, 3:15-4:30

  1. Dear Mom, Wundt Is Pleasant but His Laboratory Smells!
    Paula J. Martasian
    Salve Regina University

  2. Psychology Internship Supervision: Instructor Involvement Enhances Student Success
    Delores Westerman1 & Patricia Westerman2
    1Marymount University, 2Bowie State University

  3. Multicultural Training at the Undergraduate Level
    Anissa L. Moody
    Tennessee State University

  4. Using the APA's Undergraduate Psychology Major Learning Goals and Outcomes to Conduct a Departmental Curriculum Review
    Ann Jirkovsky & Pam Cartor
    Bellarmine University

  5. Fostering Transfer of Learning to and from Psychology Courses
    Robin Lightner
    Raymond Walters College, University of Cincinnati

  6. Senior Thesis Research for Psychology Majors
    Karen Edwards
    Endicott College

  7. Using Introductory Psychology to Teach Social Issues
    Kathie Shiba1, Celeste Gaia2, & Lori Schmied1
    1Maryville College, 2Emory & Henry College

  8. Empathy: An Instructor's Tool
    Robin Lynn Cautin
    Manhattanville College

  9. Responding to the Demand for Larger Class Sizes
    Paul A. Fox & Doris G. Bazzini
    Appalachian State University

  10. Integrating Christian Faith and Psychology
    Lynda R. Cable & John I. Bechtold
    Messiah College

Monday, 3:15-4:30

  1. Understanding and Implementing Service-Based Learning: From Individual Students to Large Classes, and From AIDS to Zephyrs
    Jennifer L. Hillman
    The Pennsylvania State University, Berks-Lehigh Valley College

  2. Talking about Race and Psychology in the Multicultural Classroom
    Marcelle Christian Holmes
    Pomona College

  3. Making Psychological Research Meaningful for Today's Undergraduates: Using Student-Constructed Surveys as a Tool to Facilitate Students' Learning
    Cindy J. Speaker
    Elmira College

  4. Adventures in Student Research: Directing an Honors Program
    Bea Gattuso Grosh
    Millersville University

  5. MyPsychLab Experiences: Positive and Negative
    Fred Whitford
    Montana State University

  6. A Learning-Community Approach to Teaching Introductory Psychology
    Mukul Bhalla
    Loyola University New Orleans

  7. Assessing Students' Writing Experiences in Writing-Intensive Courses
    Tamara A. Daily
    Mount Union College

  8. New Strategies for Teaching History and Systems of Psychology
    Luetilla M. Carter
    Oakwood College

Saturday, 4:00-5:30
Banyan Breezeway
  1. Playing at Human Development: Constructing Psychotherapeutic Games to Learn about Human Development
    Bill Garris
    Cumberland College

  2. It's Game Day! Designing Developmentally Appropriate Games as a Developmental Psychology Project
    Jennifer Meehan Brennon
    Kirkwood College

  3. PsychOUT! A Technology Classroom Review Tool for General Psychology and Beyond
    Stephen T. Paul & John Messina
    Robert Morris University

  4. Using the New York Times to Supplement Texts in Health Psychology and Group Dynamics
    William P. Wattles
    Francis Marion University

  5. The Value of an Undergraduate Course in Women's Mental Health
    Karen Mottarella & Kara Hickson
    University of Central Florida

  6. Integrating Cross-Cultural Issues into Introductory Psychology: An Experiential Research Project for a Homogeneous Student Population
    Elise L. Amel
    University of St. Thomas

  7. Authentic Activities to Embrace Diversity, Increase Learning, and More in the Psychology Classroom
    Rosalyn M. King
    Northern VA Community College

  8. Incorporating an eJournaling Component in the Psychology Senior Culminating Experience: An Assessment of Contributions to Student Development
    Judy Jones-Walker & Tamara A. Daily
    Mount Union College

  9. The Evolution of a Capstone Experience
    Kelly Bouas Henry, James Bargar & Phillip
    D. Wann
    Missouri Western State College

  10. Student Versus Faculty Views: When Is It OK to Miss Class?
    Linda R. Guthrie & Pamela L. Knox
    Tennessee State University

  11. Lights, Camera - Entertainment in the Classroom?
    Patti Price & Jay Wilder
    Wingate University

  12. Students' Personality Factors and Preferred Modes of Classroom Instruction
    Nicholas F. Skinner
    King's College, The University of Western Ontario

  13. A Multimedia and Interactive Approach to Teaching Psychology: Semiotic/Social Construction of (Virtual) Reality
    Ellen La Forge1 & Ting Lei2
    1New York Institute of Technology, 2The City University of New York

  14. Beginning and Advanced Practicum Students' Preference for Directness of Supervisory Response
    Earl Folse, Tim Mead, Jake Lord, Gary T. Rosenthal, & Zoe Tanner
    Nicholls State University

  15. Success Expectations, Personality, and Sex Effects on Student Feedback Inquiry
    Stephen Schepman1, Jeffrey Nicholas2, & Matthew Champagne3
    1Central Washington University, 2Bridgewater State College, 3IOTA Solutions

  16. Students' Achievement Goal Orientation and Performance Feedback Attitudes
    Suzanne E. Juraska
    University of Illinois at Urbana-Champaign

  17. Incorporating the Student's Familial Experiences in the Teaching of Marriage and Family Courses
    Stephen A. Giunta
    University of Minnesota Duluth

  18. Self-Monitoring in Pictures and Words: An Activity for a Social Psychology or Personality Course
    Connie Shick1 & J. David Arnold2
    1Bloomsburg University, 2Missouri Western
    State College

  19. Integrating the Psychology of Terrorism into the Curriculum
    Linda M. Woolf
    Webster University

  20. Psychological Foundations and Biological Tools of Terrorism: An Interdisciplinary Colloquium
    Pam Marek1, Todd Linscott1, & Andrew N.
    1Anderson College, 2Albion College

  21. Incorporating World Wide Web-Based Group Service Projects into the Curriculum: Experiences within a Behavioral Neuroscience Course
    Eric P. Wiertelak
    Macalester College

  22. Using Concept Maps for Program and Course Assessment
    David R. Drews, Allison L. Bates, & David
    R. Widman
    Juniata College

  23. "Liberated Learning" Voice Recognition Software Applied to a Cognitive Psychology Course
    John Bechtold
    Messiah College

  24. Using Humor to Enhance Online Courses
    Mark A. Shatz & Frank M. LoSchavio
    Ohio University-Zanesville

  25. Reflection and Reciprocity: Enhancing Seminar-Style Classes with Web-Based Bulletin Boards
    José Alfonso Feito
    Saint Mary's College of California

  26. If You Build It Properly, They Will Come: Increasing Student Use of Course Websites
    Caleb W. Lack
    Oklahoma State University

  27. Electronic Journals Enhance Cohesiveness in a Web-Based Introductory Psychology Class
    Tom Vilberg and Jeanne Vilberg
    Clarion University

  28. Society for the Teaching of Psychology: Sources and Resources
    Bernard C. Beins
    Ithaca College

Sunday, 4:30-6:00
Banyan Breezeway

  1. Sometimes the Answer to Program Assessment is Staring You Right in the Face!
    Andrea M. Karkowski & Jody S. Fournier
    Capital University

  2. Faculty Views on Class Participation and How to Assess It
    Stephen M. Smith
    North Georgia College & State University

  3. Teaching Styles of Psychology Faculty and Learning Styles of Their Students: Congruent or Non-Congruent With Regard to Academic Discipline and Gender of Students
    Evelyn Blanch-Payne
    Albany State University

  4. Undergraduates' Perceptions of Undergraduate Teaching Assistants
    Merry J. Sleigh & Darren R. Ritzer
    Winthrop University

  5. The Relationship Between Textbook Study Guides and Exam Performance
    Jamie L. Walter, Mark I. Walter, & Andrew N. Christopher
    Albion College

  6. Facilitating Introductory Psychology Textbook Selection: An OTRP Online Resource
    Cynthia S. Koenig1, Katherine D. Daly1, Richard A. Griggs2, Pam Marek3, & Andrew N. Christopher4
    1St. Mary's College of Maryland, 2University of Florida, 3Anderson College, 4Albion College

  7. Understanding Happiness: A Choice of Three Student Projects
    Donna Webster Nelson
    Winthrop University

  8. Positive Psychology and Students' Life Satisfaction: Are We Preaching to the Choir?
    Anne Murtagh
    Bridgewater State College

  9. Using 33 Happy Moments to Introduce Positive Psychology
    Joe W. Hatcher, Jr
    Ripon College

  10. How to Trick Students into Doing Research: A Devious Group Project
    Susan R. Sy
    Mount St. Mary's College

  11. Undergraduate Research Experiences in Psychology: A National Study
    Baron Perlman & Lee McCann
    University of Wisconsin Oshkosh

  12. Historical Figures and Mood Disorders: An Examination of Abnormal Psychology Textbooks
    Christopher M. Oldenburg
    Saint Vincent College

  13. Abnormal Psychology in Saguaro Cacti: Seeing Is Believing
    Brian L. Burke
    Fort Lewis College

  14. Psychology of Criminal Behavior: Student Evaluation
    Gloria J. Lawrence
    Wayne State College

  15. Incorporating Neuroscience Examples into Introduction to Psychology
    Amy Jo Stavnezer
    College of Wooster

  16. ePsych: Journeys into the Biological Mind
    Gary Bradsaw, B. Michael Thorne, & Nancy McCarley
    Mississippi State University

  17. Enhancing Student Outcomes through Course Enrichment and Campus Embeddedness
    Cynthia R. Nordstrom1 & Patricia Jarvis2
    1Southern Illinois University Edwardsville, 2Illinois State University

  18. A Study Skills Course Linked to Introductory Psychology: Does It Work?
    Sue Frantz & Eena Hibbs
    Highline Community College

  19. Study Skills of College Students: What Do Experts Recommend? What Do Students Actually Use? And, Should There Be a Difference?
    Sabato D. Sagaria & Jody S. Fournier
    Capital University

  20. Are Females at Risk of Failing Statistics?
    Isabelle D. Cherney & Ramie R. Cooney
    Creighton University

  21. Team Teaching a Culture and Society Course From a Sex and Gender Perspective
    Kim Lamana Finn
    DeVry University

  22. Online Assignments and Projects That Enhance Students' Learning
    Tsu-Ming Chiang & Jenq-Foung Yao
    Georgia College & State University

  23. Online Education Is Not Just for Teaching: Enhancing Communication among Psychology Program Constituents
    Richard S. Velayo
    Pace University

  24. Reducing Pluralistic Ignorance in Human Sexuality Students: Online Feedback through Passworded WebCT Course Enhancement
    Nancy Sauerman
    Kirkwood Community College

  25. A Discussion Board in General Psychology
    Mary Kesler
    Winona State University

  26. Baby Day: A Popular and Effective Large Lecture Observation Experience
    Dene G. Klinzing
    University of Delaware

  27. Child and Adolescent Psychology: Enhancing Critical Thinking
    Gina Annunziato Dow
    Denison University

  28. Using Future of Children Journals as a Foundation for Student-Led Small-Group Discussions of Contemporary Developmental Issues
    Dana L. Van Abbema
    St. Mary's College of Maryland

  29. Incorporating Online Learning Communities into Onsite Accelerated Courses: Facilitating Group Work for Adult Students
    Eric K. Cooper
    Seton Hill University

Monday, 4:30 - 6:00
Banyan Breezeway

  1. Using Dead Psychologists to Teach Résumé Skills
    Dennis Kerkman & Andrew T. Johnson
    Park University

  2. Visiting Historical Sites: A Sabbatical Saga
    Brett L. Beck
    Bloomsburg University

  3. Attainment of Poster Session Learning Outcomes: A Comparison of Eight Sections of Introduction to Psychology
    Alan Ferris
    Mount Mary College

  4. Hosting an Undergraduate Research Conference: Hands-On Experience in an Introductory Research Course
    Lynda R. Cable
    Messiah College

  5. Assessing Student Anxiety and Its Impact on Learning in Statistics Courses
    Ramie Robeson Cooney & Isabelle D. Cherney
    Creighton University

  6. Using a Structured Interview Demonstration to Explore Psychometric Issues
    Lynn K. Bartels, Cynthia R. Nordstrom, & Jennifer Koski
    Southern Illinois University Edwardsville

  7. The Chi Square Test: When Three Hypotheses Are Better than Two
    W. Ronald Salafia
    Fairfield University

  8. What Am I Learning in College? Undergraduates' Perceptions of College as Preparation for the Job Market
    Darren R. Ritzer & Merry J. Sleigh
    Winthrop University

  9. Team Presentations: Encouraging Psychology Students to Develop Emotional Intelligence
    Wendy L. Jordanov
    Tennessee State University

  10. Speaking about Ourselves: Learning Developmental Psychology through Lived Experiences
    Ting Lei & Mona Moss
    Borough of Manhattan Community College

  11. Using Student Autobiographies to Teach Development
    April Schwarzmueller
    Eckerd College

  12. The Use of Shareware Sound Editors for Interactive Student Demonstrations of Speech Perception Phenomena
    Michael Firment
    Kennesaw State University

  13. The Effects of Wearable Computer Aided Rehearsal on Academic Performance
    Dmitry Burshteyn, Seth Bove, & Ting Lei
    Siena College

  14. Augmenting General Psychology with Web-Based Assignments: Does Extra Work Equal Extra Learning?
    Sue C. Spaulding
    University of North Carolina at Charlotte

  15. Potentiating PowerPoint's Pedagogical Power with Multimedia
    David B. Miller
    University of Connecticut

  16. Designing Dynamic, Interactive Internet-Based Learning Objects: Collaborations with Student Technology Preceptors
    Suzanne M. Delaney
    University of Arizona

  17. Multimedia Learning Exercises Result in Poorer Scores on Assessments of Learning Outcomes
    Gerald Schaeffer & Adrien Harney
    Lincoln Land Community College

  18. The Profession of Psychology Scale: Postgraduates' Knowledge of Psychologists' Training and What They Do
    Gary T. Rosenthal1, Barlow Soper2, Richard R. McKnight1, A. W. Price1, K. C. Rachal1, & Shantelle Richardson1
    1Nicholls State University, 2Louisiana Tech University

  19. Psychology and Problem-Based Learning: First Year, Second Year, and Third Year Student Perceptions of This Innovative Education Method Compared
    Kathleen Murphy
    University of Dublin, Trinity College

  20. Teaching the "How To" of Psychology: Integrating Practical Experience with Theoretical Models in the Undergraduate Psychotherapy Course
    Jay Wilder & Patti Price
    Wingate University

  21. To Peer Review or Not to Peer Review, That Is the Question
    Jody S. Fournier & Andrea M. Karkowski
    Capital University

  22. Assessing Undergraduate Writing at George Mason University
    James F. Sanford & Terry Myers Zawacki
    George Mason University

  23. Efficacy of a Self-Revelation Technique for Teaching Psychotherapies
    Michael A. DiBenedetto1, Mara S. Aruguete2, & Kurt A. DeBord1
    1Lincoln University, 2Stephens College

  24. Theories of Intelligence to Introduce Intro Psych
    Robin Lightner
    Raymond Walters College, University of Cincinnati

  25. The Classroom as Mirror: Teaching Women of Color about Women of Color
    K. Denise Bane
    Bloomfield College

  26. Teaching Principles of Stereotyping and Prejudice through Film
    Andrew N. Christopher1, Jamie L. Walter1, Pam Marek2, & Cynthia S. Koenig3
    1Albion College, 2Anderson College, 3St. Mary's College of Maryland

  27. Assessing the Effectiveness of a Cultural Psychology Course
    Teru Toyokawa
    Pacific Lutheran University