Archive of Previous NITOPs: 2005


Barney Beins is Professor of Psychology and Chair of the Department. He has taught at Ithaca College since 1986. Prior to that, he was at Thomas More College where he chaired the Psychology Department. He was Director of Precollege and Undergraduate Education at APA during an extended sabbatical from 2000 to 2002. His interests and research revolve around the teaching of psychology. In 1994, he founded the Northeastern Conference for Teachers of Psychology, which continues on an annual basis prior to the New England Psychological Association convention. He also participated in the St. Mary's Conference in 1991 and in the Psychology Partnerships Project in 1999. He served as inaugural editor for the "Computers in Psychology" section of Teaching of Psychology from 1987 to 1996, and is currently an Associate Editor. He is a Fellow in APA, and was president of the Society for the Teaching of Psychology in 2004; he served as its secretary from 1992 to 1994. He is also a member of the American Psychological Society, Sigma Xi, Psi Chi, the American Statistical Association, the Eastern Psychological Association, the New England Psychological Association, and the Rocky Mountain Psychological Association. He is author of Research Methods: A Tool for Life, published by Allyn & Bacon. He co-edited the Gale Encyclopedia of Psychology and recently contributed to the Readers Guide to the Social Sciences, published by Fitzoy Dearborn, a London publisher. He earned his bachelor's degree from Miami University in Oxford, Ohio, and his doctorate from City University of New York.

Doug Bernstein completed his bachelor's degree in psychology at the University of Pittsburgh in 1964 and his masters and Ph.D. in clinical psychology at Northwestern University in 1966 and 1968, respectively. From 1968 to 1998, he was on the psychology faculty at the University of Illinois at Urbana-Champaign, where he taught classes ranging from 15 to 750 students, and served as both Associate Department Head and Director of Introductory Psychology. He is currently Professor Emeritus at the University of Illinois, Courtesy Professor of Psychology at the University of South Florida, and Visiting Professor of Psychology at Southampton University. He is a fellow of both the American Psychological Association and the American Psychological Society. His efforts to promote excellence in the teaching of psychology began in 1978, when he spoke at the First Annual National Institute on the Teaching of Psychology. He joined its program committee in 1979, and eventually became committee chair. In 1994, he founded the APS Preconference Institute on the Teaching of Psychology. He is currently chairing the steering committee for the APS Fund for the Teaching and Public Understanding of Psychological Science. His teaching awards include the University of Illinois Psychology Graduate Student Association Teaching Award and the University of Illinois Psi Chi award for excellence in undergraduate teaching, both in 1979, the Illinois Psychology Department's Mabel Kirkpatrick Hohenboken Teaching Award in 1993, and the APA Distinguished Teaching in Psychology Award in 2002. He has co-authored textbooks in introductory psychology, abnormal psychology, clinical psychology, criminal behavior, and progressive relaxation training, and he has co-edited books in applied, developmental, and introductory psychology. He has also contributed chapters to Teaching Introductory Psychology: Theory and Practice (edited by Robert J. Sternberg, 1997), The Teaching of Psychology: Essays in Honor of Wilbert J. McKeachie and Charles L. Brewer (edited by William Buskist and Stephen Davis, 2002), and (with Sandra Goss Lucas) The Compleat Academic: A Career Guide, edited by Henry Roediger, John Darley, & Mark Zanna, 2002). He and Sandra Goss Lucas have recently completed a new book, Teaching Psychology: A Step by Step Guide. He occasionally offers workshops on textbook-writing for prospective authors, and as a hobby, he collects student excuses.

Robert A. Bjork (Ph.D., Stanford University) is Professor and Chair of Psychology at the University of California, Los Angeles. His research focuses on how humans learn and remember and on the implications of that research for training and instruction. He is Co-editor of Psychological Science in the Public Interest and his earlier responsibilities include editing Psychological Review (1995-2000), editing Memory & Cognition (1981-1985), and chairing a National Research Council Committee on Techniques for the Enhancement of Human Performance (1988-1994). He has served as President of the American Psychological Society, President of the Western Psychological Association, Chair of the Psychonomic Society, and Chair of the Council of Editors of the American Psychological Association. He is a fellow of the Society of Experimental Psychologists, the American Psychological Association (APA), and the American Psychological Society (APS). He is a recipient of UCLA's Distinguished Teaching Award and the Distinguished Scientist Lecturer Award of the American Psychological Association. During 2001-2002, he was a Fellow at the Center for Advanced Study in the Behavioral Sciences, Stanford, California, and Leverhulme Visiting Professor at the University of St. Andrews, Scotland.

Jeanne Blakeslee is an AP Psychology Teacher and Director of the E. E. Ford Leadership Institute at St. Paul's School for Girls in Brooklandville, MD. She has taught psychology for over 20 years and began the psychology program at St. Paul's. She is a reader for the AP psychology exam and has been trained as a College Board AP Psychology Consultant. Jeanne graduated from Trinity College in Washington, DC. She earned an M.A. in clinical psychology from Loyola College and an M.L.E. from St. John's College in Annapolis. For the last 4 years, the AP psychology class at St. Paul's School for Girls has hosted a convention for other AP Psychology students entitled "How to Make the World a Better Place for Adolescents." Largely as a result of that enterprise, Jeanne won the 2002 Excellence in Teaching Award from the Teachers of Psychology in Secondary Schools (TOPSS) of the American Psychological Association. Jeanne has a book review on the AP Central website as well as an article entitled "We're Psyched! How to Prepare for a Student-Run Convention."

William Buskist is 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 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 has received over two-dozen awards for his undergraduate teaching including the 2000 Robert S. Daniels Teaching Excellence Award from the Society of the Teaching of Psychology (STP). He is a Fellow of Divisions 1 (General Psychology) and 2 (STP) of the American Psychological Association.

Ronald Comer has been a professor in Princeton University's Department of Psychology for the past 30 years and has served as Director of Clinical Psychology Studies for most of that time. He has received the President's Award for Distinguished Teaching at the university. Professor Comer is also a practicing clinical psychologist and serves as a consultant to the Eden Institute for Persons with Autism and to hospitals and family practice residency programs throughout New Jersey. Additionally, he holds an adjunct position as Clinical Associate Professor of Family Medicine at the UMDNJ-Robert Wood Johnson Medical School. Professor Comer is the author of the textbooks Abnormal Psychology (fifth edition) and Fundamentals of Abnormal Psychology (fourth edition) and the co-author of Case Studies in Abnormal Psychology. He has also published a number of journal articles in clinical psychology, social psychology, and family medicine, and has produced several video programs in psychology.

Lisa Damour received her B.A. degree from Yale in 1992, and her Ph.D. in clinical psychology from the University of Michigan in 1997. She completed a postdoctoral fellowship at the University of Michigan Psychological Clinic and now maintains a private psychotherapy practice working with adults, children, and families. Lisa is affiliated with the Hanna Perkins Center for Child Development and also consults to several private schools in the Cleveland area. After teaching at the University of Michigan for several years, Lisa moved to the Cleveland area where she now teaches in the Department of Psychology and the Graduate Community Counseling Program at John Carroll University. She is the co-author (with Jim Hansell) of the recently-published Abnormal Psychology (John Wiley & Sons, Inc., 2005), a college-level psychopathology textbook, and the co-author (with Anne Curzan) of First Day to Final Grade: A Graduate Student's Guide to Teaching (University of Michigan Press, 2000), a guidebook designed to address the unique needs of graduate student instructors. In addition, Lisa and Anne co-own a consulting practice in which they visit universities to train graduate teaching assistants. When not practicing, teaching, writing, or consulting, she likes to cook, knit, play sports, and hang out with her husband and daughter.

Edward Donnerstein is Professor of Communication and Dean of the College of Social and Behavioral Sciences at the University of Arizona. Prior to his appointment at Arizona in 2002, he was the Rupe Chair in the Social Effects of Mass Communication, and Dean of Social Sciences at the University of California, Santa Barbara. A social psychologist, he received his Ph.D. in psychology in 1972. He held appointments at the University of Wisconsin, as well as visiting positions at the University of Lethbridge and Beijing University, China. His major research interests are in mass-media violence, as well as mass media policy. He has published over 200 scientific articles in these general areas and serves on the editorial boards of a number of academic journals in both psychology and communication. He was a member of the American Psychological Association's Commission on Violence and Youth, and the APA Task Force on Television and Society. He recently served on a new Surgeon General's panel on youth violence. He currently serves on the Advisory Council of the American Medical Association Alliances violence prevention program, and is President of the International Society for Research on Aggression. In addition, he was primary research site director for the National Cable Television Association's 3.5 million dollar project on TV violence. He has testified at numerous governmental hearings both in the United States and abroad regarding the effects and policy implications surrounding mass media violence and pornography, including testimony before the United States Senate on TV violence. He has served as a member of the United States Surgeon General's Panel on Pornography and the National Academy of Science's Subpanel on Child Pornography and Child Abuse.

John F. Dovidio (M.A., Ph.D. in social psychology from the University of Delaware) is currently Professor of Psychology at the University of Connecticut. Before coming to the university, he was Charles A. Dana Professor of Psychology at Colgate University, where he also served as Provost and Dean of the Faculty. Dr. Dovidio is also Editor of the Journal of Personality and Social Psychology - Interpersonal Relations and Group Processes. He has been Editor of Personality and Social Psychology Bulletin and Associate Editor of Group Processes and Intergroup Relations. He is a Fellow of the American Psychological Association and of the American Psychological Society. Dr. Dovidio has been President of the Society for the Psychological Study of Social Issues (SPSSI), Division 9 of APA, and Chair of the Executive Committee of the Society for Experimental Social Psychology. Dr. Dovidio's research interests are in stereotyping, prejudice, and discrimination; social power and nonverbal communication; and altruism and helping. He shared the 1985 and 1998 Gordon Allport Intergroup Relations Prize for the best paper of the year on intergroup relations with Samuel L. Gaertner for their work on aversive racism and ways to reduce bias, and the 2001 Prize with Kerry Kawakami for their research on reducing spontaneous stereotyping. He received SPSSI's Kurt Lewin Award in 2004 (with S.L. Gaertner) for his career contributions to the study of prejudice and discrimination. He is co-author of several books, including Emergency Intervention, The Psychology of Helping and Altruism, and Reducing Intergroup Bias: The Common Ingroup Identity Model, as well as co-editor of Prejudice, Discrimination, and Racism; Power, Dominance, and Nonverbal Behavior; and, most recently, On the Nature of Prejudice: 50 Years after Allport.

V. Mark Durand is the founding dean of the College of Arts & Sciences and Professor of Psychology at the University of South Florida St. Petersburg. His research has focused primarily on the assessment and treatment of self-injurious and disruptive behavior in persons with autism and severe disabilities as well as in sleep disorders. His published work includes numerous books and over 50 other research publications. He has been invited to lecture nationally and internationally including presenting the Keynote Address at the Australian Behaviour Modification Association Conference, in Adelaide, Australia and recent addresses throughout Norway. He serves on the Editorial Boards of four journals and was an Associate Editor for the Journal of the Association for Persons with Severe Handicaps. One book–Severe Behavior Problems: A Functional Communication Training Approach–is the product of 10 years of empirical research and outlines a novel treatment of problem behaviors using communication. He developed one of the most popular Functional Behavioral Assessment instruments–the Motivation Assessment Scale–which is now translated into 15 languages. He has also authored several textbooks, including Abnormal Psychology: An Integrative Approach, and has recently published the first book on sleep disorders for children with disabilities–Sleep Better! A Guide to Improving the Sleep of Children with Special Needs. Dr. Durand's external grant support–primarily from the U.S. Department of Education–totals more than $3 million to date. Finally, he is the founding Director of the New York Autism Network–a project funded by the New York State Department of Education to assist families and educational personnel in providing improved educational services for children with autism throughout New York. Dr. Durand also created the Autism Distance Education Network, which provides coursework in Autism to hundreds of students throughout the world.

Robert S. Feldman is Professor in the Department of Psychology at the University of Massachusetts at Amherst, where he is Director of Undergraduate Studies. Professor Feldman, who is winner of the College Distinguished Teacher award, has also taught courses at Mount Holyoke College, Wesleyan University, and Virginia Commonwealth University. As Director of Undergraduate Studies, he initiated the Minority Mentoring Program, and also teaches introductory psychology in the Talent Advancement Program to classes ranging in size from 20 to nearly 500 students. He also has served as a Hewlett Teaching Fellow and Senior Online Teaching Fellow. A Fellow of both the American Psychological Association and the American Psychological Society, Professor Feldman received a B.A. from Wesleyan University and an M.S. and Ph.D. from the University of Wisconsin-Madison. He is a winner of a Fulbright Senior Research Scholar and Lecturer award, and has written more than 100 books, book chapters, and scientific articles. His books, which have been translated into languages ranging from Spanish and French to Chinese and Albanian, include Fundamentals of Nonverbal Behavior, Development of Nonverbal Behavior in Children, Understanding Psychology, 7/e, Development Across the Life Span, 4/e, and P.O.W.E.R. Learning: Strategies for Success in College and Life, 2/e. His research interests include honesty and deception and the use of nonverbal behavior in impression management.

Laura Freberg has served as Professor of Psychology at California Polytechnic State University, San Luis Obispo, since 1986. She currently teaches courses in biological psychology, sensation and perception, introductory psychology, and childhood psychopathology. Laura obtained three degrees from UCLA, and conducted her dissertation research at Yale University under the direction of Robert Rescorla. She confesses to spending an inordinate amount of time on the Internet, when not otherwise engaged with her soon-to-be published biological psychology textbook.

Richard Gerrig is Professor of Psychology at the State University of New York, Stony Brook. He obtained his B.A. from Yale in 1980 and his Ph.D. from Stanford in 1984. Before joining the faculty at Stony Brook, Gerrig taught at Yale, where he received the Lex Hixon Prize for teaching excellence in the Social Sciences. At Stony Brook, Gerrig has served as Chair of the Honors College and as a member of the committee that designed and implemented a program of Learning Communities. Gerrig is a Fellow of the American Psychological Society and the Division of Experimental Psychology of the American Psychological Association. His research explores cognitive psychological aspects of language use. He has published numerous articles and chapters in this area as well as the book Experiencing Narrative Worlds (Yale University Press). He is also the co-author, with Philip Zimbardo, of the 17th edition of Psychology and Life, published by Allyn and Bacon.

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.

James Hansell received a B.A. in philosophy from Amherst College in 1979 and a Ph.D. in clinical psychology from the University of Michigan in 1988. He also completed a postdoctoral fellowship at the University of Michigan Psychological Clinic and psychoanalytic training at the Michigan Psychoanalytic Institute. Since 1989, Jim has been teaching at the University of Michigan and seeing clients in his private practice in Ann Arbor. He has won several awards for his teaching and writing. Jim's teaching, research, and writing have focused on abnormal psychology, psychotherapy process and outcome, the therapeutic alliance, gender and sexual identity, and psychoanalytic theory. Jim is also a licensed soccer coach (who still plays occasionally, joints permitting) and co-chair of the Committee on Psychoanalysis and Sport of the American Psychoanalytic Association. He enjoys coaching his two teenagers' sports teams, traveling with his family, and playing guitar in The Shrunken Heads and The Spaceheaters, two rock bands composed of fellow psychologists.

Todd F. Heatherton is Champion International Professor and Chair of the Department of Psychological and Brain Sciences at Dartmouth College. He received his Ph.D. from the University of Toronto in 1989. Following a postdoctoral fellowship at Case Western Reserve University, he joined the Harvard Psychology Department, where he served as Head Tutor (Director) of the Undergraduate Program. His recent research takes a social brain sciences approach, which combines theories and methods of evolutional psychology, social cognition, and cognitive neuroscience to examine the neural underpinnings of social behavior. Much of this research examines processes related to self, particularly self-regulation, self-esteem, and self-referential processing. He has been on the executive committee of the Society of Personality and Social Psychology, the Association of Researchers in Personality, and the International Society of Self and Identity. He is Associate Editor of the Journal of Cognitive Neuroscience, and currently on the editorial boards of Psychological Science, Journal of Abnormal Psychology, Journal of Personality and Social Psychology, Journal of Personality, and Review of General Psychology. His books include: The Social Psychology of Stigma (2000), Can Personality Change? (1994), and, with Michael Gazzaniga, Psychological Science: The Mind, Brain, and Behavior (2003), published by W.W. Norton. He received the Petra Shattuck Award for Teaching Excellence from the Harvard Extension School in 1994, the McLane Fellowship from Dartmouth College in 1997, and the Friedman Family Fellowship from Dartmouth College in 2001.

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.

Bill Hill received his PhD from the University of Georgia in 1979 and has been on the faculty at Kennesaw State University since then. At KSU he has served as a full-time teaching faculty member, Chair, Associate Vice-President for Academic Affairs, and Acting Vice-President for Academic Affairs. He is currently Director of the KSU Center for Excellence in Teaching & Learning. His professional activities and interests focus on teaching-related issues such as grading practices and strategies and incorporating cross-cultural issues. He was a member of the American Psychological Association (APA) Board of Educational Affairs task force that developed expected learning outcomes for the undergraduate major in psychology as well as the accompanying Assessment CyberGuide. In 1989 he founded, and continues to coordinate, the annual Southeastern Conference on the Teaching of Psychology. He was a member of the steering committee for the 2002 Best Practices in Assessment in Psychology Education conference and co-coordinated the 2003 Best Practices in Teaching Introductory Psychology and October 2004 Best Practices in Teaching Research Methods & Statistics in Psychology conferences. He has held a variety of leadership roles in the Society for the Teaching of Psychology (STP), including STP President in 2001-2002 and a current appointment as Director of Programming. He received the KSU Distinguished Teaching Award in 1985 and is a Fellow of APA Divisions 1 (General Psychology), 2 (STP), and 52 (International Psychology). At the 2004 APA Convention he will receive the American Psychological Foundation Charles L. Brewer Award for Distinguished Teaching in Psychology.

Gordon Hodge is Associate Professor of Psychology and Presidential Teaching Fellow at the University of New Mexico. He received his Ph.D. from UCLA and has been at UNM since 1976. He is a Fellow of the American Psychological Association and a Past-President of the Southwestern Psychological Association. He has served as an Associate Dean for the College of Arts and Sciences and as Chairperson of the university's Teaching Enhancement Committee. Over the last 10 years his research has focused on ways of enhancing teaching and learning for which he has received national, regional, and university recognition. Honors and awards include the National Institute on the Teaching of Psychology's Frank Costin Award, the University of New Mexico's College of Arts and Sciences Gunter Starkey Award for teaching, and UNM's Teacher of the Year Award. He has developed interactive CD-ROMs and PowerPoint slide sets to accompany introductory psychology texts published by various companies, including Harcourt, Prentice-Hall, and Wadsworth/Thomson. For the last two years he has been implementing a redesign of the introductory psychology course, which was funded by the Pew Grant for Course Redesign. Compared to traditional methods of teaching introductory psychology, the quiz-focused redesign has reduced the drop-failure-withdrawal rate from 42 percent to 18 percent. He currently consults for the Center for Academic Transformation's Road-to-Redesign effort to enable universities to adopt introductory psychology redesigns.

Sandy Idstein has been a teacher for almost 40 years. She has taught almost every grade from nursery school to graduate school. She taught an undergraduate course in adolescent psychology, as well as graduate courses in counseling psychology, family counseling, and tools and techniques of counseling. For the past twenty-four years, she has been a high school counselor at an independent college preparatory school in Wilmington, Delaware. Ten years ago she began to teach introductory psychology, and four years ago she began teaching AP psychology as well. Her Masters degree is in guidance and counseling, and her Doctorate is in educational leadership and innovation. Sandy has co-authored a book on bibliotherapy, and her dissertation investigated adolescent self-esteem. Recently, Sandy has become interested in brain research and its practical application in the classroom. She and several colleagues have formed a group that speaks to organizations interested in brain-based learning. Sandy also consults as a trainer for peer counseling and mentoring programs. For the past three years her AP students have been participating in the AP psychology conference for high school students.

Chris Koch received a B.S. in psychology with honors from Pennsylvania State University, a M.S. in experimental psychology and a Ph.D. in cognitive-experimental psychology from the University of Georgia. He is currently in his 12th year at George Fox University where he has served as Director of Undergraduate Studies in Psychology, Director of External Scholarship, and headed University Assessment. During that time he has also promoted research in psychology by planning a bi-annual undergraduate research conference, editing the Journal of Undergraduate Research in Psychology, and working with youth organizations and local high school classes on psychologically-based research projects. He has served as a councilor for the Psychology Division of the Council for Undergraduate Research and as the Western Region Vice-President of Psi Chi, the National Honor Society in Psychology. He is currently the President of Psi Chi. He has held a fellowship from the National Endowment for Humanities at the University of Virginia, was a Fulbright Scholar to Russia, and is a fellow of the Western Psychological Association. His primary research interests focus on the interaction between attention and cognitive and perceptual processes.

Kelly Lambert received her B.S. with majors in psychology and biology at Samford University in 1984 and her Ph.D. in biopsychology in 1988 from the University of Georgia. After teaching for one year at Auburn University, she joined the Psychology Department at Randolph-Macon College in Ashland, VA where she remains today. Currently she serves as Chair of the Psychology Dept and Co-Director of the Office of Undergraduate Research and teaches several courses including biological psychology, clinical neuroscience, comparative animal behavior, general psychology, and occasionally research methods, psychology of learning, and systems and contemporary theories in psychology. In 2001, Lambert was awarded the Outstanding Faculty Award presented by the State Council of Higher Education in Virginia. A passionate advocate for undergraduate research, all of Lambert's research endeavors are conducted alongside her hard-working, dedicated students. Her current research interests focus generally on behavior-induced neuroplasticity with specific programs of research investigating how chronic stress and accompanying coping strategies influence the brain's stress circuit and how maternal responses lead to short- and long-term brain and behavioral (i.e., cognitive and emotional) changes. Lambert's work has been published in Nature, Stress, Brain Research Bulletin, Physiology and Behavior, and other neurobiological journals. Along with her colleague Craig Kinsley, she recently completed a text entitled Clinical Neuroscience: Neurobiological Foundations of Mental Health. When she's not working, Lambert enjoys spending time with her husband, Gary Lambert (an Industrial/Organizational Psychologist), and their daughters Lara, 10, and Skylar, 6.

Linda Lebie returned to the University of Michigan to finish undergraduate studies after several years of work experience as a cataloguer for an art and antique auction house, and as a small business owner. She continued on to earn a doctoral degree in social psychology from the University of Illinois at Urbana-Champaign in 1997. While at Illinois, Linda taught introductory psychology courses under the tutelage of Doug Bernstein and Sandra Goss-Lucas and consistently received student recognition awards for her teaching. Linda is currently a psychology instructor at Lake Land College in Mattoon, Illinois. She teaches traditional and online courses in introductory psychology, abnormal psychology, and culture and psychology. Linda has authored a study guide for the Bernstein, et al. Psychology text book and an instructor's resource manual for the Bernstein and Nash Essentials of Psychology, published by Houghton-Mifflin. Her current primary fixation in teaching is the development of effective concept map activities.

Virginia Andreoli Mathie is the Chief Executive Officer of Psi Chi. She earned her B.Math. in mathematics and computer science and B.A. in psychology from the University of Waterloo and her M.A. and Ph.D. in social psychology from the University of North Carolina - Chapel Hill. She was a member of the Psychology Department at James Madison University for 29 years where she served as department head for four years and received the university's 1981 Distinguished Teaching Award. She taught courses in social psychology, introductory psychology, statistics, and research methods. Her research examined factors related to family violence, differences between acknowledged and unacknowledged rape victims, and the effectiveness of instructional technology. Her publications and presentations also addressed issues related to active learning, teaching, and professional service. She served as the Virginia Psychological Association (VPA) Secretary and was the founding president of the VPA's Virginia Academy of Academic Psychologists. She has been president of the Society for the Teaching of Psychology (STP), currently represents STP on the American Psychological Association (APA) Council of Representatives, and is a consulting editor for Teaching of Psychology. She has been a member of the APA Board of Educational Affairs (BEA) and chaired the BEA Psychology Partnerships Project: Academic Partnerships to Meet the Teaching and Learning Needs of the 21st Century (P3), the BEA Technology Working Group, and the 1999 and 2000 BEA convention programs on technology and education. She has also served as the college affiliate on the Executive Board of the APA Committee for Teachers of Psychology in Secondary Schools. She is currently a member of the Planning Committee for the American Psychological Society Fund for the Teaching and Public Understanding of Psychological Science. Dr. Mathie is a Fellow of APA (Division 2), was the APA 2000 Harry Kirke Wolfe Lecturer, and received the APA 2002 Distinguished Contributions to Applications of Psychology to Education and Training Award.

Maureen McCarthy is the Associate Executive Director of Precollege and Undergraduate Programs in Psychology at the American Psychological Association. She provides leadership and management oversight of programs and initiatives to enhance the teaching and learning of psychology in high schools, community colleges, and undergraduate programs; coordinates programs with initiatives of national organizations, projects, and agencies that share the mission of enhancing teaching and faculty development; and initiates research pertaining to needs, achievements, and characteristics of undergraduate psychology. In addition to her role at the American Psychological Association, Maureen teaches statistics and research methods.

Richard J. McNally received his B.S. in psychology from Wayne State University in 1976, and his Ph.D. in clinical psychology from the University of Illinois at Chicago in 1982. He completed his clinical internship and postdoctoral fellowship at the Behavior Therapy Unit, Department of Psychiatry, Temple University School of Medicine. In 1984 he was appointed Assistant Professor in the Department of Psychology at the University of Health Sciences/The Chicago Medical School where he established the Anxiety Disorders Clinic. He moved to the Department of Psychology at Harvard University in 1991 where he is now Professor. He has more than 230 publications, most concerning anxiety disorders (e.g., posttraumatic stress disorder [PTSD], panic disorder, obsessive-compulsive disorder), including the books Panic Disorder: A Critical Analysis (Guilford Press, 1994) and Remembering Trauma (Belknap Press/Harvard University Press, 2003). A current research focus concerns the application of cognitive psychology methods to study individuals reporting histories of childhood sexual abuse, including those claiming to have repressed and recovered their memories of abuse. He served on the American Psychiatric Association's DSM-IV advisory committees on PTSD and simple phobia, and his research is supported by the National Institute of Mental Health. He is a Fellow of the American Psychological Society, and a Licensed Clinical Psychologist in Massachusetts.

Peggy Ollerhead is a practicing school psychologist and AP psychology teacher at Roland Park Country School in Baltimore, MD. She received her B.S. from Northern Arizona University and has worked as a special education teacher with individuals with learning disabilities from preschool to adulthood. She received her Masters and Certificate of Advanced Study from Towson University in school psychology. Her teaching and educational assessment activities at Kennedy-Krieger Institute sparked her interest in individual differences in learning and in brain research. She has been active in advocating for individuals with learning disabilities and has served on the board of the Learning Disabilities Association of Metropolitan Baltimore and has been a frequent presenter at local conferences and workshops. Peggy is also interested in the use of technology to enhance instruction.

Ross D. Parke is Distinguished Professor of Psychology and Director of the Center for Family Studies at the University of California, Riverside. Parke was educated at the Universities of Toronto and Waterloo and previously was affiliated with the Universities of Wisconsin and Illinois and the Fels Research Institute. He is Past President of Division 7 of APA, and Past President of the Society for Research in Child Development. His interests include the relations between families and peers, ethnic variation in families, the role of fathers in families, and the impact of the new reproductive technologies on families and children. He is past editor of Developmental Psychology and the Journal of Family Psychology. Parke is author of Fathers and Fatherhood and co-author of Child Psychology: A Contemporary Viewpoint, and Throwaway Dads.

Ellen E. Pastorino is Professor of Psychology at Valencia Community College in Orlando, Florida. She received her B.S. degrees in psychology and history from Emory University and her M.S. and Ph.D. in school psychology from Florida State University. For eight years, Ellen taught at Gainesville College in Georgia as Associate Professor and has been teaching at Valencia for the past 6 years. For the past two years she has been serving as a faculty leader for a Title 5 grant, working with faculty in designing and piloting action research projects in the classroom. Ellen has won numerous teaching awards including the University of Georgia Board of Regents Distinguished Professor, the NISOD Excellence in Teaching Award, and Valencia Teaching and Learning Excellence Award. She also serves as a reviewer for the Journal on Excellence in College Teaching.

James W. Pennebaker is Professor of Psychology at the University of Texas at Austin, where he received his Ph.D. in 1977. In addition to teaching occasional courses in health, social, and language psychology, he has devoted part of every year of his adult life to his favorite course – introductory psychology. In addition to teaching, he and his students have been exploring the links among traumatic experiences, disclosure, language, and health. His studies find that physician use, medical costs, and biological markers of stress can be reduced by simple writing exercises. His most recent research focuses on the role that language plays in reflecting and changing social, personality, and biological processes. Author or editor of eight books and over 200 articles, Pennebaker has received numerous teaching and research awards.

Mary Kay Reed is currently Associate Professor in the psychology program at York College of Pennsylvania. She has a total of 29 years of teaching experience at the undergraduate level in small private institutions. She has taught at York College for 11 years and served as chair of the program for 7 years. Previously she taught at Shenandoah University in Winchester, Virginia for 8 years where she also served as program head. Her other positions included Nebraska Wesleyan and the University of Nebraska. She received her doctorate in experimental-developmental from the University of North Carolina at Greensboro in 1978. Mary Kay has a variety of experiences in program evaluation. She has served on accreditation teams for the Southern Accreditation Commission and will serve on a team in fall, 2004 for Middle States. She had developed assessment programs for the psychology major at both York College and Shenandoah University. In addition to her interests in program evaluation, she has also directed a domestic violence program, created and directed a state-wide child advocacy organization, served as a classroom consultant to the York City Public Schools, and currently serves on the York County Planning Commission. She is a member of the American Psychological Society, Eastern Psychological Association, and the Jean Piaget Society. She has been married to John Reed for 29 years and has two sons.

Marilla Svinicki received her B.A. and M.A. in psychology from Western Michigan University and a Ph.D. in experimental psychology from the University of Colorado at Boulder. She taught at Macalester College in St. Paul, Minnesota, before moving to the University of Texas at Austin, where she began as a Research Scientist on a computer-based learning project in the mid-seventies. At the same time she began working in the area of faculty development at the University's brand new Center for Teaching Effectiveness. She has been with the CTE for its entire 30-year existence and is a well-known speaker and author in the area of applying psychological principles to instructional practices at the college level. Her most recent book is Learning and Motivation in the Postsecondary Classroom.

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 with Prentice Hall to create a statistics textbook written in a straightforward manner 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 as well as the Georgia Southern University Award for Excellence in Contributions to Instruction in 2004.

William L. Yarber is Professor of Applied Health Science and Professor of Gender Studies at Indiana University, Bloomington. He is also senior research fellow at The Kinsey Institute for Research on Sex, Gender, and Reproduction and senior director of the Rural Center for AIDS/STD Prevention at Indiana University. He has authored or co-authored over 100 scientific reports on sexual risk behavior and AIDS/STD prevention in professional journals. He authored the country's first secondary school AIDS prevention curriculum, and is co-author of a widely-used college introductory human sexuality textbook. He is past president of The Society for the Scientific Study of Sexuality (SSSS) and past chair of the board of directors of the Sexuality Information and Education Council of the United States. He has received $3 million in federal and state grants to support his research and AIDS/STD prevention efforts. He received the 2003 American Association for Sex Educators, Counselors and Therapists Professional Standard of Excellence Award, the 2002 SSSS Award for Distinguished Scientific Achievement and the 2002 Research Council Award from the American School Health Association. He has been awarded the President's Award for Distinguished Teaching and the Graduate Student Outstanding Faculty Mentor Award at Indiana University, as well as the 1991 American Association for Health Education Scholar Award. Dr. Yarber chaired the National Guidelines Task Force which developed the Sexuality Information and Education Council of the United States' Guidelines for Comprehensive Sexuality Education: Kindergarten–12 Grade. He regularly teaches undergraduate and graduate courses in human sexuality. He has presented papers at numerous national and international conferences. He was previously a faculty member at the University of Minnesota and Purdue University, as well as a former public high school health science and biology teacher.















NITOP 2000 - Schedule


January 2, 2005, Sunday

7:30 am–5 pm Registration
8:00–11 am


Annual STP Workshop: Connecting with Students: Making Your Philosophy of Teaching Come Alive in the Classroom · Bill Hill and Bill Buskist

8:00–11 am


Writing Psychology Textbooks: A Nuts and Bolts Introduction for Prospective Authors · Doug Bernstein

9:00–11 am


Annual Introductory Psychology Forum: Throwing the Book at Them: Various Ways to Use the Textbook in Introductory Psychology · Robert Hendersen, Sandra Goss Lucas, and Linda Lebie

9:00–11 am


Get Psyched! Helping High School Students Organize a Psychology Convention · Jeanne Blakeslee, Sandy Idstein, and Peggy Ollerhead

9:00–11 am


Creating, Maintaining, and Utilizing an Effective Outcomes Assessment Program · Mary Kay Reed

1:30– 2:30 pm

Concurrent Sessions:

  • "But I Read It on the Internet…": Promoting Information Competency in Biological Psychology* · Laura Freberg
  • Lights, Camera, Action: Videos and Teaching Abnormal Psychology in the 21st Century* · Ron Comer
  • The Future of Statistics* · Janie Wilson
  • Being Learning Centered: The Inclusive Classroom* · Ellen Pastorino
2:454:15 pm Book and Software Displays and Poster Session I
4:305:00 pm

Welcoming Remarks

Doug Bernstein, Emanuel Donchin, and Alan Kraut

5:00 pm

Featured Address:

Media Violence and Children: What Do We Know, What Do We Do? · Edward Donnerstein

6:15 pm

Reception for Participants and Their Companions

Complimentary wine, soft drinks, and hors d'oeuvrees

8:0011:30 pm Dance and Cash Bar

January 3, 2005, Monday

7:308:30 am Buffet Breakfast
8:309:30 am

Concurrent Sessions:

  • Social Neuroscience* · Todd Heatherton
  • Innovative Approaches to Teaching Abnormal Psychology* · Lisa Damour and Jim Hansell
  • A Beginner's Guide to Using Technology in Teaching: Choices and Challenges* · Robert S. Feldman
  • Sparking Student Interest with Research Narratives* · Richard Gerrig
9:4510:45 am

Concurrent Sessions:

  • Sharing the Commitment to Learning: Working toward a Common Goal* · Maureen McCarthy and Barney Beins
  • Teaching 101: The Nuts and Bolts of Teaching Psychology for New Teachers* · Sandra Goss Lucas
  • The Clinical Neuroscience Course: Viewing Mental Health from Neurobiological Perspectives* · Kelly Lambert
  • Are Quizzes Alone Sufficient for Student Learning or Do We Still Need Textbooks and Lectures?* · Gordon Hodge
10:4511:15 am Coffee Break
11:1512:15 pm

Concurrent Sessions:

  • "But I Read It on the Internet…": Promoting Information Competency in Biological Psychology* · Laura Freberg
  • Freudian Folklore and Traumatic Amnesia* · Richard McNally
  • Reducing Prejudice: Contact, Categorization, and Consciousness* · Jack Dovidio
  • Translating Learning Theory into Classroom Practice* · Marilla Svinicki
12:15 pm Buffet Lunch
1:453:00 pm

General Session:

What's New in Fatherhood Research? · Ross Parke

3:154:30 pm Participant Idea Exchange I
4:306:00 pm Book and Software Displays and Poster Session II
7:008:30 pm

General Session:

Teaching Psychology Around the World: An International Forum · Nick Hammond, Annie Trapp, Nick Skinner, Astrid Kaufmann, and Geir Kaufmann

8:3010:00 pm Small Group Discussions and Social Hour, with Snacks and a Cash Bar

January 4, 2005, Tuesday
7:30–8:30 am Buffet Breakfast
8:30–9:30 am

Concurrent Sessions:

  • Social Neuroscience** · Todd Heatherton
  • Teaching 101: The Nuts and Bolts of Teaching Psychology for New Teachers** · Sandra Goss Lucas
  • Lights, Camera, Action: Videos and Teaching Abnormal Psychology in the 21st Century** · Ron Comer
  • The Future of Statistics** · Janie Wilson
9:45–10:45 am

Concurrent Sessions:

  • Teaching and Enriching Abnormal Psychology Online* · Mark Durand
  • A Beginner's Guide to Using Technology in Teaching: Choices and Challenges* · Robert S. Feldman
  • Using Stories from Applied Psychology to Teach Basic Psychology* · Michael Kalsher
  • Psi Chi's Role in Meeting the Changing Needs of Psychology Teachers and Students* · Virginia Andreoli Mathie and Christopher Koch
10:45–11:15 am Coffee Break
11:15 am–12:15 pm

Concurrent Sessions:

  • Being Learning Centered: The Inclusive Classroom** · Ellen Pastorino
  • Innovative Approaches to Teaching Abnormal Psychology** · Lisa Damour and Jim Hansell
  • Translating Learning Theory into Classroom Practice** · Marilla Svinicki
  • Sharing the Commitment to Learning: Working toward a Common Goal** · Maureen McCarthy and Barney Beins
12:15 pm Buffet Lunch
1:45–3:00 pm

General Session:

Styles of Learning versus Fundamentals of Learning · Robert Bjork

3:15–4:30 pm Participant Idea Exchange II
4:30–6:00 pm Book and Software Displays and Poster Session III
6:00–8:00 pm Ad hoc Group Meetings
8:00–9:30 pm

General Session:

A Conversation about the APS Fund for Teaching and Public Understanding of Psychology: What Is It? What Will It Do for You? What Do You Think It Should Support? · Doug Bernstein, Jane Halonen, Ludy Benjamin, Robert Hendersen, Virginia Andreoli Mathie, and Nick Hammond (Fund Steering Committee Members)

9:30–11:00 pm Small Group Discussions and Social Hour, with Snacks and a Cash Bar

January 5, 2005, Wednesday
7:30–8:30 am Buffet Breakfast
8:30–9:30 am

Concurrent Sessions:

  • Freudian Folklore and Traumatic Amnesia** · Richard McNally
  • The Clinical Neuroscience Course: Viewing Mental Health from Neurobiological Perspectives** · Kelly Lambert
  • Are Quizzes Alone Sufficient for Student Learning or Do We Still Need Textbooks and Lectures?** · Gordon Hodge
  • Using Stories from Applied Psychology to Teach Basic Psychology** · Michael Kalsher
9:45–10:45 am

Concurrent Sessions:

  • Sparking Student Interest with Research Narratives** · Richard Gerrig
  • Teaching and Enriching Abnormal Psychology Online** · Mark Durand
  • Reducing Prejudice: Contact, Categorization, and Consciousness** · Jack Dovidio
  • Psi Chi's Role in Meeting the Changing Needs of Psychology Teachers and Students** · Virginia Andreoli Mathie and Christopher Koch
10:45–11:15 am Coffee Break
11:15 am–12:15 pm

Closing Session:

What Our Words Say about Us · James Pennebaker

12:15–12:30pm Closing Remarks and Announcement of Awards · Doug Bernstein

Postconference Events
1:003:00 pm


And, Does It Make a Difference? The Ups and Downs of the Online Course Elevator · John Nichols

1:005:00 pm Trips to Museums and Other Local Attractions


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




Poster Schedule

Monday, 3:15-4:30

  1. Students Create Behavioral Neuroscience Syllabus: Not Just Sex, Drugs, and Rock & Roll
    Gary Felsten
    Indiana University-Purdue University Columbus

  2. Tools, Tips, and Tricks for Teaching Social Psychology
    Barbara L. Weimer
    Mount Union College

  3. Professions in Psychology Course and the Impact on Student Retention and Career Choice Satisfaction
    Pam Cartor & Ann Jirkovsky
    Bellarmine University

  4. Infusing, Maintaining, and Assessing the Teaching of Multiculturalism across the Psychology Curriculum
    Pamela L. Knox, Linda Guthrie, & Wendy Jordanov
    Tennessee State University

  5. A 'Case-Based' Learning Approach in the Classroom
    Katherine A. Cameron
    Washington College

  6. Assessing Outcomes for Psychology Majors
    David W. Kolar
    Mary Washington College

  7. Academic Procrastination: Who? When? Why? Types and Treatment for Excuse-Making
    Joseph R. Ferrari
    DePaul University

  8. The Nautilus Chamber: A Curriculum for Inclusion and Growth in Gender Studies
    Stephanie K. Johnson
    United States Air Force Academy

  9. What Do New Faculty and Graduate Teaching Assistants Really Need to Know?
    Fred Whitford
    Montana State University
  1. Academic Dishonesty: Keeping Up with Increasingly Savvy Students
    Susan M. Sheffer
    Lewis University

  2. High School Teachers Forum
    Jeanne A. Blakeslee1, Sandy Idstein2, & Peggy Ollerhead3
    1St. Paul's School for Girls, 2The Tatnall School, 3Roland Park County School

  3. Getting to Freshmen Before They Get to Introductory Psychology: High School vs. College
    David B. Miller
    University of Connecticut

  4. Program Level Assessment
    Jackie MacPherson & Bob Gephart
    Itasca Community College

  5. Faculty Supervision of Student Internships: Creating Collaborative Learning Groups
    Karen Edwards
    Endicott College

  6. Successful Strategies for Teaching General Psychology/Engaging Students in Large Enrollment Courses
    Jennifer P. Peluso
    Florida Atlantic University

  7. What's New in the Psychological Study of Mass Violence and Peace?
    Linda M. Woolf & Michael R. Hulsizer
    Webster University

  8. The Clinician as Teacher: Risks and Opportunities
    Esther Yoder Strahan
    Heidelberg College

  9. Discussion of Popular Film Clips for Introductory Psychology
    Misty R. Kolchakian & Rachelle E. Lipschultz
    Anne Arundel Community College

  10. Let's Watch a Movie
    Patricia Kalata
    Burlington County College

Tuesday, 3:15-4:30

  1. The Cross-Cultural Encounter: How Can We Make It Real?
    Elaine K. Thompson
    Georgian Court University

  2. Assessment Questions and Nightmares: Moving from Principles to Practice
    Maria Hunt
    Avila University

  3. Enhancing Student Learning by Accommodating Your Pedagogical Style: A Vygotskian Approach
    J. L. Kemp
    McKendree College

  4. Eliminating Social Loafing on Group Projects
    Natalie A. Kerr
    James Madison University

  5. Lost in the Index: Teaching APA Style with Dispatch
    Susan X. Day
    University of Houston

  6. Critical Thinking Exercises in History of Psychology
    Laura Browning
    DePaul University

  7. Integrating Liberal and Professional Learning: How to Do Psychology with Students in Professional Programs
    Judith A. McGee
    Maryville College

  8. Should Graduate Students Be Encouraged to Pursue a Career in Teaching, Research, or Both?
    Danny Burgess & William Buskist
    Auburn University

  9. "Human Subjects": Academic Issues Involving the Use of Psychology Undergraduates as Participants in Research and Subject Pools: Promises, Consent, Enticement, Privacy, and Possible Academic Coercion
    Mary M. Livingston, Larry Pace, Tilman Sheets, & Jerome Tobacyk
    Louisiana Tech University

  10. Incorporating a Service Learning Option into Traditional and Distance Learning Psychology Courses
    Mary Zahm
    Bristol Community College
  1. The Use of the Case Method in the Virtual Classroom
    Stephanie L. Brooke
    University of Phoenix

  2. Teaching Undergraduates How to Distinguish Science from Pseudoscience
    Arthur Frankel
    Salve Regina University

  3. When Hate Groups Arrive on Campus
    Michael Hulsizer & Linda M. Woolf
    Webster University

  4. Innovative Approaches to Teaching Psychology
    Mildred Pollner
    John Jay College of Criminal Justice, CUNY

  5. Who Am I? Who Are You? What Are We Doing Here? Teachers Reflect on Teaching
    Ann Marie Donohue1& Maureen Donohue-Smith2
    1Montgomery County Community College, 2Elmira College

  6. Sleeping through Psychology: How Necessary Is Sleep Education to the Psychology Major Today?
    Suzanne Woodward
    Millsaps College

  7. The Application of Ex Corde Ecclesiae to Psychology Departments at Catholic Colleges
    Christopher M. Oldenburg
    Saint Vincent College

  8. Building a Local Community of Psychology Teachers: Strategies and Advice on Organizing Regional Workshops and Conferences on Teaching
    Bill Hill
    Kennesaw State University

  9. Classroom Demonstration of Iconic Memory
    Steven Mewaldt
    Marshall University

Sunday, 2:45-4:15
Banyan Breezeway

  1. Teaching the Experimental Method with Pedagogical Punch
    Robert Demski, Jean E. Kubeck, & Robin Lipke
    Adams State College

  2. Students' Perceptions of the Effectiveness of Hands-On and Case Approaches in an Experimental Psychology Course
    Cindy J. Speaker
    Elmira College

  3. Learning Jigsaw via Jigsaw: An Experiential Learning Activity about Prejudice and Prejudice Reduction
    Scott P. King
    Loyola University Chicago

  4. A Cross-Cultural Comparison of Chinese and American Students' Perceptions of Grade Fairness, Causes of Grade Discrepancies, and the Factors That Should Determine Student Grades
    Kevin E. Moore
    DePauw University

  5. Chinese and American College Student Views on Effective Pedagogy
    Yueping Zhang
    Lewis and Clark College

  6. Student Participation in the Creation of Exam Questions Using an Online System
    Tilman Sheets, Larry Pace, Jerome Tobacyk, & Mary M. Livingston
    Louisiana Tech University

  7. The Effects of Test Format on Performance and Retention
    Melissa Nelson & Jane A. Noll
    University of South Florida

  8. Using a Spreadsheet Program to Teach Statistics
    Larry Pace1, Kimberly Barchard2, Mary M. Livingston1, Tilman Sheets1, & Jerome Tobacyk1
    1Louisiana Tech University, 2University of Nevada, Las Vegas

  9. Completion of Research Design and Methods Coursework Is Related to Improved Research Methods Knowledge and Skills
    Rebecca P. Cameron, Sarah E. Sobelman, & Lawrence S. Meyers
    California State University, Sacramento

  10. Empowering Feminine Women to Learn Statistics via Examples of Fashion, Fun, and Other "Girlie" Related Topics
    Judy Nichols
    Savannah College of Art and Design

  11. Using the Web to Manage Research Participation Pools
    David B. Strohmetz
    Monmouth University

  12. Teaching Psychology in the 21st Century: The Need for Instructors and Advisors to Address Online Graduate Programs
    Karen Bendersky, Walter L. Isaac, & Jason H. Stover
    Georgia College & State University

  13. Successful Online Teaching
    Kizzy M. Parks
    Brevard Community College

  14. A Project for Developmental Psychology That Allows Creativity and Requires Broad Application of Course Content
    Judith Becker Bryant
    University of South Florida

  15. Accuracy and Sources of Beliefs about Developmental Statements in an Undergraduate Human Development Course
    Sherry K. Bain & Robert L. Williams
    The University of Tennessee-Knoxville

  16. A National Review of Faculty Perceptions of Student Absences
    Linda R. Guthrie & Pamela L. Knox
    Tennessee State University
  1. Mission Impossible? An Empirical Study of Attendance Policy
    Tsu-Ming Chiang, Karen Bendersky, Jenq-Foung Yao, & Jason Stover
    Georgia College & State University

  2. The Case for Coursework in Crisis Intervention and Trauma Response in the Undergraduate Psychology Curriculum
    Alan Cavaiola1 & Joseph Colford2
    1Monmouth University, 2Georgian Court University

  3. Enhancing Student Empathy for Psychological Disorders in Introductory Psychology
    Kurt A. DeBord1, Mara S. Aruguete2, & Michael A. DiBenedetto3
    1Lincoln University, 2Stephens College, 3Moberly Area Community College

  4. Does Teaching General Psychology Increase Performance on the Psychology ACAT?
    Doris G. Bazzini & Paul A. Fox
    Appalachian State University

  5. Impact of Journal Writing on Teaching Assistants' Teaching Self-Efficacy and Attitude toward Teaching
    Meera Komarraju & Philip Burke
    Southern Illinois University

  6. Graduate Students' Perceptions of a Teaching of Psychology Course
    Heather K. McElroy & Steven Prentice-Dunn
    University of Alabama

  7. A Functional Approach to the Cognitive Psychology Curriculum
    Deborah A. Gagnon
    Wells College

  8. Teaching Positive Psychology through an Evaluation of Utopian Visions
    Linda M. Woolf
    Webster University

  9. From the Lab to the Classroom: Teaching Tips for Effective Learning
    Jeffrey S. Nevid
    St. John's University

  10. The Effects of the Use of Notecards during Exams on Students' Attitudes and Exam Grades
    Marcia J. McKinley
    Mount St. Mary's University

  11. Improving Test Performance and Reducing Test Anxiety
    Janice H. Kennedy & Virginia R. Black
    Georgia Southern University

  12. Text Anxiety and Exam Performance: Does Worrying about the Exam Affect Performance?
    Jeffrey B. Henriques & Ioana Baiu
    University of Wisconsin-Madison

  13. Cultural Competencies in Action: A Learner-Centered Approach
    Lorraine Licata & Mimi da Silva
    Georgian Court University

  14. Study Abroad in Psychology: Nicaragua and the Psychology of Social Inequality
    Ellen I. Shupe
    Grand Valley State University

  15. La Dolce Vita: Experiencing Social Psychology
    Christine Allegretti & Deborah Campbell
    Queens University of Charlotte

Monday, 4:30-6:00
Banyan Breezeway

  1. Applying the Learning, Memory, Thinking, and Motivational Processes Discussed in Introductory Psychology to the Way We Teach the Course
    Riki Koenigsberg
    Yeshiva University High School for Girls

  2. Students' Self-Evaluation of Their Study Strategies
    April Schwarzmueller
    Eckerd College

  3. An Hourglass Analogy to Teach Study Skills in Introductory Psychology
    Sue C. Spaulding
    University of North Carolina Charlotte

  4. The Use of African Folk Tales in the Teaching of Psychology
    Stephen Maret
    Caldwell College

  5. Examining the Toll Student Entitlement Takes on the Psychology Classroom
    Cynthia Nordstrom1, Lynn K. Bartels1, Jayne E. Bucy2, & Cathy Daus1
    1Southern Illinois University Edwardsville, 2Radford University

  6. Effects of Establishing an Explicit Instructor-Student Psychological Contract on Students' Outcomes
    Anthony Hermann1 & David A. Foster2
    1Willamette University, 2Western Oregon University

  7. Wave Goodbye to Lecture: A Student-Led Seminar Approach to Teaching Upper Division Courses
    Mark A. Casteel
    Penn State University, York Campus

  8. "PoPS" Art: Paintings of Piaget's Stages
    Brian L. Burke
    Fort Lewis College

  9. Empowering Students through the Teaching of Social and Behavioral Psychology
    Mildred Pollner
    John Jay College of Criminal Justice, CUNY

  10. Teaching Human Sexuality - Tricks of the Trade
    Linda D. Jones
    Belmont University

  11. Using Sex (Oops, I Mean a Psychology of Attraction Course) to Sell . . . Everything!
    Maria Hunt
    Avila University

  12. The Hurricane: Fact or Fiction?
    Kim Lamana Finn & Anthony Zoccolillo
    DeVry University

  13. Incorporating Online Hate Sites into Social Psychology Classes
    Michael R. Hulsizer & Linda M. Woolf
    Webster University

  14. Students'Assessment of Instructors in Higher Education
    B. Michelle Peruche, Ginette C. Blackhart, C. Nathan DeWall, & Thomas E. Joiner, Jr.
    Florida State University

  15. Student Perceptions of Effective Teaching: Additional Data
    Brent A. Vulcano
    Saint Mary's University

  16. Relations among Student Effort, Class Difficulty Appropriateness, and Course Evaluations
    Teresa M. Heckert
    Truman State University

  17. Knowledge in our GRASPS: A Student Demonstration of Course Competency
    Karol Dean & Corinne Hay Mabry
    Mount Saint Mary's College

  18. The Classroom Learning Activity Scale (CLAS)
    Ken Carter
    Oxford College of Emory University
  1. The Story of a Departmental Student Outcome Assessment: Distinguishing Good Research from Bad
    Pamela L. Gist, Karol Dean, Corinne Hay Mabry, Susan R. Sy, & Venetta Campbell
    Mount Saint Mary's College

  2. Using Comparative "Real World" Research to Teach the Scientific Method
    Robert D. Correia
    Trident Technical College

  3. Students Explore Their Own Mental Processes Via the Internet
    David E. Payne
    Monmouth University

  4. Adapting Experiential Learning for Early High School and Junior High School Students
    Mary M. Livingston, Tilman Sheets, Larry Pace, & Jerome Tobacyk
    Louisiana Tech University

  5. An Exam Review Session Inspired by 'Whose Line Is It Anyway?'
    Natalie A. Kerr
    James Madison University

  6. The Impact of Study Aids on Student Perceptions, Performance Expectations, and Affect: An Experimental Comparison
    Donna Webster Nelson & Stephanie Davenport
    Winthrop University

  7. Advice for Club Advisors Based on Student & Faculty Perceptions
    Merry J. Sleigh, Donna Webster Nelson, & Meghan Christopher
    Winthrop University

  8. Using Undergraduates' Perceptions to Market Summer School
    Michelle B. Batson, Darren R. Ritzer, & Merry J. Sleigh
    Winthrop University

  9. Predictors of Introductory Psychology Grades in Students at a Nonresidential Campus
    Gary Felsten
    Indiana University-Purdue University Columbus

  10. Alumni of Color: A National Survey of Psi Chi Members on Educational Background and Current Status
    Joseph R. Ferrari1 & Drew C. Appelby2
    1DePaul University, 2Indiana University-Purdue University

  11. The Education of Psychology Majors: A Case Study
    Baron Perlman & Lee I. McCann
    University of Wisconsin Oshkosh

  12. Monitoring, Lies, and Videotape: An Exercise for a Social Psychology Course
    Christine A. McBride
    Mary Washington College

  13. Detecting Lies: Is Seeing Believing?
    Teddi S. Deka
    Missouri Western State College

  14. The Selection of a Departmental Textbook for General Psychology: An Objective Process
    William S. Altman1, Kristen Ericksen1, & Judith Pena-Shaff2
    1Broome Community College, 2Ithaca College

  15. An Analysis of Inexpensive Audio Programs for Use in Classroom Demonstration
    Michael Firment
    Kennesaw State University

  16. Using Popular Music to Depict Mental Illness in Abnormal Psychology
    Marjorie S. Hardy
    Eckerd College

  17. "Keep on the Sunny Side" vs. "I Am a Man of Constant Sorrow": Using Music to Teach Psychology
    Patricia Decker
    Central Missouri State University


Tuesday, 4:30 - 6:00
Banyan Breezeway

  1. Helping Students Understand Psychology through 'The Sims'
    Eric K. Cooper
    Seton Hill University

  2. Kicking It Up Another Notch: Advanced Peer Editing in a Two-Semester Sequence of Writing Courses
    Andrew Velkey, Kristina Dandy, & Stacy Rilea
    Christopher Newport University

  3. Undergraduate APA Style Research Papers: Is the Devil Really in the Details?
    Laura Browning, Bernadette Sanchez, Gary Harper, & Jeanne McIntosh
    DePaul University

  4. Peer Review 3.1: The Saga Continues
    Jody S. Fournier1, Andrea M. Karkowski1, Kerm Almos1, Andrew Velkey2, & Stacy Rilea2
    1Capital University, 2Christopher Newport University

  5. Where the Public Learns What It Knows about the Profession of Psychology
    Gary T. Rosenthal1, Barlow Soper2, K. Chris Rachal1, Richard R. McKnight1, A. W. Price1, & Dwight Boudreaux1
    1Nicholls State University, 2Louisiana Tech University

  6. Making the Transition from Practitioner to Professor
    Krista K. Fritson & Richard L. Miller
    University of Nebraska at Kearney

  7. Faculty Who Teach: A 10-Year Follow-up
    Susan H. McFadden & Baron Perlman
    University of Wisconsin Oshkosh

  8. Attitude Change in Students' Impressions of the Introductory Psychology Course
    Missa Murry Eaton
    Penn State University, Shenango Campus

  9. Introductory Psychology Students Justify Their Beliefs about Whether Psychology Is a Science: The Answers Might Surprise You
    Renee Engeln-Maddox
    Loyola University Chicago

  10. Science Illiteracy and Adherence to Medical Advice
    William P. Wattles
    Francis Marion University

  11. Students' Preferences for First Day of Class Activities
    Amber Henslee, Danny Burgess, & William Buskist
    Auburn University

  12. A Library Field Trip Activity to Achieve McKeachie's First Day of Class Goals
    Guy A. Boysen
    Iowa State University

  13. Using Anonymous, Illegible Papers to Resolve a Conflict between APA Learning Goals and APA Ethics
    Eric W. Corty
    Penn State Erie

  14. Effective and Ethical Use of Psychological Tests/Measures in the Classroom
    Kate Nicolai
    Rockhurst University

  15. Enhancing Student Ability to Work in Teams
    Christine Anderson
    Barat College of DePaul University
  1. Two Heads Are Better than One: But Do They Learn More?
    Robert A. Bartsch
    University of Houston-Clear Lake

  2. Group Exams: Teaching Technique or Grade Padding?
    Alisha L. Francis
    Saint Louis University

  3. Incorporating Discussion of Dual Diagnosis in Individuals with Developmental Disabilities in Abnormal Psychology Courses
    James Jordan
    Lorain County Community College

  4. Historical Figures and Psychological Disorders: A Reading List for Abnormal Psychology
    Christopher M. Oldenburg
    Saint Vincent College

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

  6. Strategies When Introducing a Theory of Personality to Junior High School Students
    Jerome J. Tobacyk, Mary M. Livingston, Tilman Sheets, Larry A. Pace, & Glen S. Beer
    Louisiana Tech University

  7. Developing Materials to Enhance Student Learning of Brain Specimens and Models: The "Add-On" Value of Interactive Computer Supplements
    Virginia M. Parsons
    Carroll College

  8. Sheep Brain Hands-On Activity
    Kim Brown
    Ball State University

  9. Taking Psychology into the Residence Halls
    Lisa M. Watkins & Merry J. Sleigh
    Winthrop University

  10. Teaching for Transformation
    Sabato D. Sagaria
    Capital University

  11. Learning Style Preferences among Rural Kentucky Students: An Initial Inquiry
    Sean P. Reilley
    Morehead State University

  12. The Development of Performance in Introductory Psychology: The Effects of Learning Communities over the Semester
    Kelly Bouas Henry
    Missouri Western State College

  13. The Self Project: An Introduction to Psychology Project Which Allows Students to Apply What They Learn to Themselves
    Alan R. Ferris
    Mount Marty College

  14. I Eat, Therefore I Am: How Nutrition Affects Psychology and Mental Health
    Charles G. Jacques III
    Biofeedback Associates

  15. Using Scrapbooks in General Psychology as an Evaluation Tool
    Susan L. O'Donnell
    George Fox University