Archive of Previous NITOPs: 2006

SPEAKERS

Robert A. Baron (Ph.D., Iowa, 1968) is the Dean R. Wellington Professor of Management and Psychology at Rensselaer Polytechnic Institute. He has held faculty appointments at Purdue University, University of Minnesota, University of Texas, University of South Carolina, University of Washington, Princeton University, and Oxford University (Visiting Fellow, 1982). He served as a Program Director at the National Science Foundation (1979-1981), and was appointed as a Visiting Senior Research Fellow by the French Ministry of Research (2001-2002) at the Universite des Sciences Sociales, Toulouse. He has been a Department Chair (1987-1993) and Interim Dean (2001-2002). Baron is a Fellow of both the American Psychological Association and the American Psychological Society. Professor Baron has published more than one hundred articles and thirty-eight chapters in edited volumes. He is the author or co-author of more than forty books in the fields of psychology and management, including Social Psychology (11th ed.); Psychology: From Science to Practice; Behavior in Organizations (9th ed., in press); and Entrepreneurship: A Process Perspective. Prof. Baron holds three U.S. patents and was founder, President, and CEO of Innovative Environmental Products, Inc. (1993-2000). His current research focuses primarily on social and cognitive factors that play a role in entrepreneurs' success.

Ludy T. Benjamin, Jr. is Professor of Psychology and Educational Psychology at Texas A&M University, and the Glasscock Professor of Teaching Excellence. After receiving his Ph.D. in experimental psychology from Texas Christian University he began his academic career at Nebraska Wesleyan University (1970-1978), served two years as Director of Education for the American Psychological Association (1978-1980), and then joined the faculty at Texas A&M where he has been for 25 years. Benjamin has received several teaching awards from Texas A&M University including the Presidential Professorship in Teaching Excellence, the Fasken Chair in Distinguished Teaching, and the Distinguished Faculty Achievement Award. His national teaching awards include the Distinguished Teaching in Psychology Award from the American Psychological Foundation and the Distinguished Career Contributions to Education and Training Award from the American Psychological Association. In addition to his work in teaching, which includes a number of books and articles, especially on active learning, Benjamin has an active research program in the history of psychology, focusing on the history of applied psychology and the history of popular psychology. His publications include 20 books and more than 130 journal articles and book chapters. Benjamin's latest books include From Séance to Science: A History of the Profession of Psychology in America (with David Baker, 2004, Wadsworth), A History of Psychology in Letters (2006, Blackwell, 2nd ed.), and A Brief History of Modern Psychology (in press, Blackwell).

Deborah L. Best is William L. Poteat Professor of Psychology and Dean of the College at Wake Forest University. She received her BA and MA degrees from Wake Forest University and her PhD in Developmental Psychology from the University of North Carolina at Chapel Hill. At Wake Forest, she has received the Excellence in Teaching Award and the Excellence in Teaching Award. She served as Chair of the Psychology Department (1994-2002) and has chaired the national Council of Graduate Departments of Psychology and the Association of Heads of Departments of Psychology. She has served as President and Treasurer of the International Association for Cross-Cultural Psychology, and has served on the executive board for 10 years. She is a Fellow of the American Psychological Association, Associate Editor of the Journal of Cross-Cultural Psychology, and serves on other publication boards. She has published a number of books, articles, and chapters on the development of gender stereotypes in the United States and cross-nationally, on memory development in children and older adults, and on health education with adolescents. Her research has been supported by NIH and the American Cancer Society.

James C. Braun received his B.A. from the University of Florida in 1989. He later returned and earned his Masters and Specialist degree in counseling education from the University of Florida in 1993. He received his license in mental health counseling in 1996 and in 1997 he received his license for marriage and family therapy and maintains a small private practice. He is currently Associate Professor at Brevard Community College in Cocoa, Florida, where he teaches general psychology, developmental psychology, and abnormal psychology. His interest in teaching psychology and interaction with students led him to become the advisor for Brevard Community College's chapter of Psi Beta. He also serves as the Florida State Liaison for Psi Beta. Each year, under his leadership, the eight most active members in his chapter attend the Eastern Psychological Association conference. His Psi Beta chapter won the 2004 Psi Beta Outstanding Chapter of the Year Award.

William Buskist is the Distinguished Professor in the Teaching of Psychology and Alumni Professor at Auburn University and a Faculty Fellow at Auburn's Biggio Center for the Enhancement of Teaching and Learning. He serves as the Section Editor for The Generalist's Corner section of Teaching of Psychology and as a member of the National Institute on the Teaching of Psychology (NITOP) planning committee. Together with Steve Davis, he has edited two volumes on the teaching of psychology: The Teaching of Psychology: Essays in Honor of Wilbert J. McKeachie and Charles L. Brewer (Erlbaum, 2003) and The Handbook of the Teaching of Psychology (Blackwell, 2005) and together with Barry Perlman and Lee McCann, he has edited Voices of Experience: Memorable Talks from the National Institute on the Teaching of Psychology (American Psychological Society, 2005). He is a recipient of the 2000 Robert S. Daniel Teaching Excellence Award from the Society for the Teaching of Psychology (STP). He is a Fellow of Divisions 1 (General Psychology) and 2 (Society for the Teaching of Psychology) of the American Psychological Association, and beginning in January of 2006, he will serve as President-Elect of the Society.

Stephen L. Chew is Professor and Chair of Psychology at Samford University in Birmingham, Alabama. He received his Ph.D. in experimental psychology from the University of Minnesota. He received the Buchanan Award for Classroom Teaching Excellence from Samford in 1999, he was named the Professor of the Year for Alabama by the Carnegie Foundation for the Advancement of Teaching in 2001, and he is the 2005 recipient of the Robert S. Daniel Teaching Excellence Award from the Society for the Teaching of Psychology. He was selected as a Carnegie Scholar in 1998 as part of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). Chew has been a speaker and workshop leader at numerous teaching conferences. He is co-editor of the book, Best Practices in Teaching General Psychology, from Erlbaum.

Sandy Ciccarelli received her undergraduate degree in psychology from the University of Dayton in 1976, after which she attended Peabody College for Teachers (now Peabody College of Vanderbilt University), where she received her M.S. and Ph.D. degrees in developmental psychology with an emphasis on cognition and memory. She has been teaching undergraduate psychology courses at Gulf Coast Community College in Panama, City, Florida for the last 24 years and is listed in Who's Who Among American College Teachers. Sandy has recently published her first textbook, Psychology, with Prentice-Hall, and likens the experience to having a baby: if you knew what you were getting into…. Married for 22 years, she and her husband Joe have two children, Alex, 20, and Liz, 16, who are the source of many of the examples she uses to illustrate concepts in her developmental psychology classes-much to their dismay. They should count themselves lucky, because the rest of Sandy's numerous relatives show up in many of the examples for the chapter on disorders in the introductory psychology classes!

David B. Daniel is an Associate Professor of Psychology at the University of Maine at Farmington and Associate Research Scientist for New England Research Institutes. He was also a visiting scholar at Harvard University for the 2004-2005 academic year in the field of Mind, Brain and Education and a founding Board member of the International Mind, Brain and Education Society. David is very involved with the development of good teaching practices and pedagogy. In addition to his publications in the field of teaching and learning, he is the coordinator of the Society for Research in Child Development's Teaching of Developmental Science Institute, and was Chair of the Society for the Teaching of Psychology¹s task force on pedagogical innovations. He also consults with several publishers in the development of effective electronic pedagogy. David was the recipient of his campus's Teacher of the Year award for several consecutive years and is now "retired" from contention. His interest in the development of effective teaching has informed his current efforts to develop effective pedagogical techniques that have a positive impact on both student learning and teacher performance.

Dana S. Dunn received his Ph.D. in experimental social psychology from the University of Virginia in 1987, having previously graduated with a B.A. in psychology from Carnegie Mellon University in 1982. Dunn is Professor of Psychology at Moravian College, where he teaches social psychology, statistics and research methods, personality, introductory psychology, and writing, among other courses. A former chair of the Psychology Department at Moravian, Dunn is currently director of the college's liberal education curriculum and acting chair of the Philosophy Department. His publications examine topics in the teaching of psychology, social psychology, rehabilitation psychology, and liberal education. He has served on the editorial boards of Teaching of Psychology, the Journal of Social and Clinical Psychology, and Rehabilitation Psychology. He is author of three books-A Short Guide to Writing about Psychology, Statistics and Data Analysis for the Behavioral Sciences, and The Practical Researcher: A Student Guide to Conducting Psychological Research-and co-editor of two others-Measuring Up: Educational Assessment Challenges and Practices for Psychology and Best Practices for Teaching Introductory Psychology. A third co-edited work, Best Practices for Teaching Statistics and Research Methods for the Behavioral Sciences, is in preparation. Dunn is a fellow of the American Psychological Association, a charter member of the American Psychological Society (APS), and an active member of The Society for the Teaching of Psychology. He is Associate Program Coordinator for the Teaching Institute held at the Annual APS Meeting.

David Dunning is Professor of Psychology at Cornell University. An experimental social psychologist, Dr. Dunning is a member of the Society for Experimental Social Psychology and the American Psychology-Law Society, as well as a fellow of both the American Psychological Society and the American Psychological Association. He has published over 50 scholarly journal articles, book chapters, and commentaries. He has been a visiting scholar at the University of Michigan, Yale University, and the University of Mannheim (Germany). He has served as an associate editor of the Journal of Personality and Social Psychology and is currently the Executive Officer of the Society for Personality and Social Psychology. His work focuses primarily on the accuracy with which people view themselves and their peers. In his most widely-cited research, he showed that people tend to hold flattering opinions of themselves and their decisions that cannot be justified from objective evidence. This work on the self is supported financially by the National Institute of Mental Health, and was recently reviewed in his book Self-insight: Roadblocks and detours on the path to knowing thyself (2005, Psychology Press). He has also published work on eyewitness identification, depression, motivated distortion in judgment, stereotyping processes, and behavioral economics.

Amy C. Fineburg teaches Advanced Placement psychology and is the Social Studies Department Chair at Spain Park High School in Hoover, Alabama. Fineburg was named the 2004-2005 Secondary Teacher of the Year for Hoover City Schools and was the 2002 recipient of the Teachers of Psychology in Secondary Schools (TOPSS) Excellence in Teaching Award. She holds bachelors and masters degrees from Samford University in Birmingham, Alabama, and is currently pursuing her PhD in Educational Psychology at the University of Alabama, where her research involves studying the link between optimism and teaching. She is the 2005 chair of TOPSS and is a Table Leader for the College Board's AP Psychology Reading. In addition to writing the TOPSS Positive Psychology unit plan, Fineburg received an honorable mention for the depression prevention curriculum she wrote for the 2004 Robert Wood Johnson Foundation/College Board Young Epidemiology Scholars curriculum writing contest. She has written the Teacher's Guide for AP Psychology for the College Board, a teacher's edition and instructor's resource manual for the high school psychology textbook Thinking About Psychology by Charlie Blair-Broeker and Randy Ernst, and two book chapters and several essays and reviews on teaching high school psychology and teaching positive psychology. Along with Steve Chew, Fineburg has co-directed the Alabama Teaching of Psychology workshop for the last five years. She has presented at numerous local, regional, and national conferences, including the Positive Psychology Summit (2000-2002), the National Council for the Social Studies annual convention (2003-2005), the Best Practices conferences (2002-2003), and the Southeastern Psychological Association conference (2001). She is supported in all of these endeavors by her husband Ben and her energetic son Micah.

Susan Folkman is Professor of Medicine, the Osher Foundation Distinguished Professor of Integrative Medicine, and the Director of the Osher Center for Integrative Medicine at the University of California, San Francisco (UCSF). Dr. Folkman received her Ph.D. from the University of California at Berkeley in 1979 in Educational Psychology and remained at UC Berkeley until 1987, when she moved to UCSF. She is internationally recognized for her theoretical and empirical contributions to the field of psychological stress and coping. Her work over the past 15 years has focused on stress and coping in the context of HIV disease and other chronic illness, especially on issues having to do with caregiving and bereavement. Her research has been supported by grants from the NIH (National Institute of Mental Health, the National Institute of Nursing Research, and the National Center for Complementary and Alternative Medicine). With Richard S. Lazarus, she co-authored Stress, Appraisal, and Coping in 1984, which remains one of the most widely cited books in the field. Recent publications that reflect her current theoretical work appeared in the American Psychologist in 2000 and the Annual Review of Psychology in 2004. She served on the NIH/NIMH National Advisory Mental Health Council from 2000-2004 and has chaired or been a member of various NIH study sections, served on Institute of Medicine and NIH workgroups, served on an NIH State-of-the-Science panel, and was co-chair of the American Psychological Association task force on ethics in research with human participants. She is a Fellow of the American Psychological Association and the American Psychological Society. In 1997, she was awarded an honorary doctorate from the University of Utrecht, The Netherlands, for her contributions to coping theory and research.

Sandra Goss Lucas received her bachelor and master's degrees (and a teaching certificate) from the University of Illinois in Teaching Social Sciences in 1971 and 1972, respectively. She received a Ph.D. from Indiana University, Department of Counseling and Educational Psychology, in 1984 with minors in psychology and women's studies. She taught introductory psychology in high school and at two community colleges prior to joining the Psychology Department at the University of Illinois in 1984, where she is currently Director of Introductory Psychology. She became a member of the NITOP steering committee in 1986 and continues in that role. Her teaching awards include the University of Illinois Campus Award for Excellence in Undergraduate Teaching (2005), the University of Illinois College of Liberal Arts and Sciences Award for Excellence in Undergraduate Teaching (2005), the University of Illinois Psychology Graduate Student Organization Instructional Award for Excellence in Teaching and Advising at the Graduate Level (2005), and the Alpha Lambda Delta Award for Outstanding Teacher of Freshmen (2001-2002). She and Douglas Bernstein have recently (2005) completed a book, Teaching Psychology: A Step by Step Guide. She has contributed chapters to The Teaching Assistant Handbook: How to Prepare TAs for Their Responsibilities (edited by Loreto Prieto and Stephen Meyers, 2001), Preparing the New Psychology Professoriate (an STP on-line book edited by William Buskist, Barney Beins and Vincent Hevern, 2004), The Handbook of the Teaching of Psychology (edited by William Buskist and Stephen Davis, in press), and (with Douglas Bernstein) The Compleat Academic: A Career Guide (edited by Henry Roediger, John Darley, & Mark Zanna, 2002). Her research interests include effective college teaching, academic dishonesty, and student achievement in college.

Diane F. Halpern is Professor of Psychology and Director of the Berger Institute for Work, Family, and Children at Claremont McKenna College. She is the past-president (2005) of the American Psychological Association. Diane has published over 350 articles and many books including Sex Differences in Cognitive Abilities (3rd ed., 2000), Thought and Knowledge: An Introduction to Critical Thinking (4th ed., 2003), and From Work-Family Balance to Work-Family Interaction: Changing the Metaphor (2005). Diane has won many awards for her teaching and research, including the 2002 Outstanding Professor Award from the Western Psychological Association, the 1999 American Psychological Foundation Award for Distinguished Teaching, the 1996 Distinguished Career Award for Contributions to Education given by the American Psychological Association, the California State University's State-Wide Outstanding Professor Award, the Outstanding Alumna Award from the University of Cincinnati, the Silver Medal Award from the Council for the Advancement and Support of Education, the Wang Family Excellence Award, and the G. Stanley Hall Lecture Award from the American Psychological Association. In addition, Diane has served as president of the Western Psychological Association, the Society for the Teaching of Psychology, and the Division of General Psychology of the American Psychological Association. She co-chaired the Education Work Group of the American Psychological Society with Milton Hakel. She chaired a conference on "Applying the Science of Learning to the University and Beyond: Cognitive, Social, and Motivational Factors" that was funded by grants from the Spencer Foundation and Marshall-Reynolds Trust.

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.

Karen Huffman is a Professor of Psychology at Palomar College, San Marcos, California, where she teaches full-time and serves as the Psychology Student Advisor and Co-Coordinator for Psychology Faculty. Karen received the National Teaching Award for Excellence in Community/Junior College Teaching given by the Society for the Teaching of Psychology (Division Two of the American Psychological Association. She also was recognized with the first Distinguished Faculty Award for Excellence in Teaching from Palomar College, and an Outstanding Teaching award from the University of Texas at Austin. In addition to teaching full-time, Karen has authored several editions of four introductory psychology texts, Psychology in Action (7th ed.), Essentials of Psychology in Action, Active Learning Edition Psychology in Action (2nd ed.), and Living Psychology (John Wiley and Sons). She's also authored or co-authored various ancillaries for these introductory psychology texts. Her special interests are in active learning and critical thinking, and she has presented workshops throughout the United States, Canada, and Puerto Rico.

Alberta Johnson is Professor of Psychology at Georgia Highlands College, formerly Floyd College, in the University System of Georgia. She began teaching there in 1993 and more recently has performed an additional role as the Study Abroad Coordinator. Prior to her appointment at Georgia Highlands, she served as a state Extension Specialist in child development and in family life for the University of Arizona and the University of Arkansas in Little Rock. A family scientist and developmental psychologist, she received her Ph.D. and M.S. from the University of Arizona and her B.A. from the University of North Carolina at Greensboro. Her research interests center on early adolescence, resiliency across the life span, and effective self-strategies to fight cancer. She has numerous Extension publications as well as articles in other scholarly publications. Awards have included travel grants to Russia, Chile, and Argentina. The Rome (GA) Chamber of Commerce Women in Management presented "The Woman of Excellence" award to Johnson in 1998. Currently she is active in the Psi Beta National Honor Society, serves on its National Council, and is the new National President-Elect of Psi Beta.

Robert L. Johnson received the Excellence in Teaching Award for 2-year college teachers from the Society for the Teaching of Psychology in 2004. He is co-author, with colleagues Phil Zimbardo and Ann Weber, of the introductory psychology text, Psychology: Core Concepts (2006, Allyn & Bacon). Bob is also the editor of The General Psychologist, the newsletter of APA's Division 1: The Society for General Psychology. In 1980, he founded the Pacific Northwest Great Teachers Seminar, an annual convocation for the exchange of instructional ideas among 2-year college teachers–now in its 26th year. After his retirement from Oregon's Umpqua Community College in 2000, where he taught for 28 years, Bob chaired APA Past President Diane Halpern's task force on retiring psychologists and has continued to serve on the executive committee of PT@CC, the APA affiliate organization for community college teachers. You can read about his teaching philosophy in the new electronic book published by the Society for the Teaching of Psychology (see publications list). Currently he is working on a book dealing with Shakespeare's understanding of psychological concepts. Bob would be happy to talk to you about any of these pursuits–or about pottery, hiking, or kayaking.

Lee I. McCann received his Ph.D. in experimental psychology from Iowa State University. He is a Professor of Psychology and both a Rosebush and University Professor at the University of Wisconsin Oshkosh, where he has served as Department Chair and Associate Vice Chancellor. Dr. McCann is a fellow of the American Psychological Association and has served as a consulting editor for the journal Teaching of Psychology. He is the coauthor (with Baron Perlman) of Recruiting Good College Faculty: Practical Advice for a Successful Search (1996, Anker) and coeditor (with Baron Perlman and Susan McFadden) of Lessons Learned: Practical Advice for the Teaching of Psychology (1999, American Psychological Society), Lessons Learned: Practical Advice for the Teaching of Psychology, Vol. 2 (2004, American Psychological Society), and of the Teaching Tips column in the APS Observer. He also is coeditor (with Baron Perlman & William Buskist) of Voices of Experience: Memorable Talks from the National Institute on the Teaching of Psychology (2005, American Psychological Society). Dr. McCann is the coauthor of several articles dealing with the teaching and curriculum of psychology. His research interests include psychology curricula, the teaching of psychology, and new faculty training and career development.

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.

John Mitterer is currently a Professor of Psychology at Brock University, where he has taught over 20,000 introductory psychology students. In support of his introductory psychology course, he has been involved, along with several publishers, in the production of videodiscs of support materials, student-learning CD-ROMs, a variety of learning objects, and several editions of the Canadian adaptation of an introductory psychology textbook, along with assorted ancillary materials such as web sites, test banks, PowerPoint slides, study guides and instructor's manuals. John is the recipient of several teaching awards including a 3M Teaching Fellowship and the Canadian Psychological Association Award for Distinguished Contributions to Education and Training in Psychology.

David G. Myers is the John Dirk Werkman Professor of Psychology at Michigan's Hope College, where he has spent his career and been voted "Hope's Outstanding Professor-Educator." His scientific writings, supported by National Science Foundation grants and fellowships and recognized by the Gordon Allport Prize, have appeared in two dozen academic periodicals, including Science, the American Scientist, the American Psychologist, and Psychological Science. He has digested psychological research for the public through articles in more than three dozen magazines, from Scientific American to Christian Century, and through fifteen books, including textbooks for introductory and social psychology, general interest trade books on topics ranging from happiness to hearing loss to intuition, and books relating psychology and faith (most recently, What God has Joined Together? A Christian Case for Gay Marriage). His publications are available at davidmyers.org.

James Olson completed his undergraduate degree at Carleton University in Ottawa, Canada, and his Ph.D. at the University of Waterloo. He was hired as an Assistant Professor at the University of Western Ontario in London, Canada, in 1978, where he has remained except for a year as a Visiting Professor at the University of California at Santa Barbara. Jim was promoted to Full Professor in 1990 and served as Chair of the Psychology Department from 1998 to 2003. He teaches social psychology and has twice been named Professor of the Year by the Undergraduate Psychology Club at Western Ontario. Jim has conducted research on many topics, including attitudes, social cognition, justice, and humor. He has published more than 100 articles and chapters and has edited 10 books. He is a co-organizer of the Ontario Symposium on Personality and Social Psychology, a well-known series of conferences on various topics in personality and social psychology. Jim has served as an Associate Editor of three scientific journals, including the Journal of Personality and Social Psychology (Attitudes and Social Cognition Section) from 1995 to 1998. He is a Fellow of the Canadian Psychological Association, the American Psychological Association, and the Society for Personality and Social Psychology.

Michael W. Passer received his B.A. from the University of Rochester in 1971 and his Ph.D. in Psychology from the University of California, Los Angeles, in 1977. At UCLA he specialized in social psychology with a secondary specialization in personality psychology. He joined the faculty at the University of Washington in 1977, where he currently is Senior Lecturer in Psychology and Introductory Psychology Coordinator. Dr. Passer also is the faculty coordinator of teaching training for new teaching assistants. A former Danforth Foundation Fellow and University of Washington Distinguished Teaching Award finalist, Dr. Passer has had a career-long love of teaching. At the undergraduate level he teaches introductory psychology twice a year and a required pre-major course in research methods. He has also taught courses in social psychology, attribution theory, and industrial-organizational psychology. At the graduate level Dr. Passer co-developed and teaches a graduate course on the Teaching of Psychology, which prepares students for careers in the college classroom. He has published over twenty scientific articles and chapters — primarily in the areas of attribution and competitive stress, has co-authored an introductory psychology textbook, and is writing a textbook on research methods.

Ellen E. Pastorino is a tenured Professor of Psychology at Valencia Community College in Orlando, Florida. She received her BS degrees in psychology and history from Emory University and her MS and PhD in school psychology from Florida State University. For eight years, Ellen taught at Gainesville State College in Georgia. As a tenured professor she created and developed the college's Teaching and Learning Center, working with faculty to promote student learning. She has been teaching at Valencia for the past 8 years. Here, too, she has worked with faculty in designing and piloting learning-centered classroom practices. Ellen has won numerous teaching awards including the University of Georgia, Board of Regents, Distinguished Professor, the NISOD Excellence in Teaching Award, and Valencia's Teaching and Learning Excellence Award. She also serves as a reviewer for the Journal on Excellence in College Teaching. Ellen is co-author (with Susann Doyle-Portillo) of a new introductory psychology textbook published by Wadsworth/Thomson Learning entitled, What Is Psychology? She has authored test banks, instructor manuals, and student study guides. Her current interests include assessment, inclusion, and reaching under-prepared students. Ellen's biggest challenge is balancing her professional responsibilities with her love of physical fitness and sports, and an active family life. She is a member of APA's, Division II, Society for the Teaching of Psychology and a member of APS.

Baron Perlman received his B.A. from Lawrence University and his Ph.D. in clinical psychology from Michigan State University in 1974. He is a Rosebush and Endowed University Professor, and 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 is editor of the Teaching Tips column in the APS Observer; available in book form, Lessons Learned: Practical Advice for the Teaching of Psychology, Volume 1 (1999) and Volume 2 (2005) (Perlman, McCann, & McFadden, Eds.) published by the American Psychological Society. He also is editor (with Lee McCann and William Buskist) of Voices of experience: Memorable talks from the National Institute on the Teaching of Psychology (2005) also published by APS.

Patricia Puccio began her professional career in vocational rehabilitation as a Counselor and Behavior Management Specialist after the completion of her M.A. in Counseling. In 1980, she joined the adjunct faculty in the Human Services Department at the College of DuPage, where she has been ever since. She completed an Ed.D. in Educational Psychology in 1999 and is currently a Professor of Psychology. Undergraduate teaching and learning is a major interest, particularly when it comes to non-traditional community college students such as returning adults, English as a foreign language students, and students with learning disabilities. Pat is an active participant in several teaching of psychology initiatives and is currently serving as the chair of the APA Committee of Psychology Teachers at Community Colleges (PT@CC), as a member of the Society for the Teaching of Psychology's Long Range Planning Committee. She is also a member of the Steering Committee of the American Psychological Society Fund for the Teaching and Public Understanding of Psychological Science. Pat is the founder of the Midwest Institute for Students and Teachers of Psychology (MISTOP), a two day conference for teachers and students of psychology from high school through graduate school, which will be celebrating its "lucky" 13th year in March 2006. Along with William Addison, Pat has led articulation efforts in Illinois for undergraduate psychology majors at public and private institutions throughout the state. She is a frequent presenter at state, regional, and national conferences on topics related the teaching and learning of undergraduate psychology.

Richard Rogers received his Ph.D. in clinical-counseling psychology at Utah State University in 1976, and is currently Professor of Psychology at the University of North Texas. His previous appointments included key positions in the Section on Psychiatry and Law, Rush University, and the Division of Forensic Psychiatry, University of Toronto. A diplomate of the American Board of Forensic Psychology (a specialty board of the American Board of Professional Psychology), Dr. Rogers is nationally recognized for his contributions to forensic psychology and psychiatry. His national awards include (1) the Manfred S. Guttmacher Award from the American Psychiatric Association, (2) the Distinguished Contributions to Forensic Psychology Award from the American Academy of Forensic Psychologists, and (3) the Amicus Award for the American Academy of Psychiatry and Law. Dr. Rogers is a prolific writer, having published more than 130 refereed articles, five books focused on forensic practice, and three psycholegal measures for the evaluation of criminal responsibility, malingering, and competency to stand trial. His 2005 text, Fundamentals of forensic practice, covers the full spectrum of criminal issues from Miranda waivers to capital sentencing. He is currently principal investigator for a National Science Foundation grant for evaluating Miranda warnings and waivers. Dr. Rogers is well regarded as a teacher, especially at the graduate and post-doctoral levels. He was selected as the 2004 Toulouse Scholar to honor him as the university's outstanding graduate faculty.

Bryan K. Saville is an assistant professor in the Department of Psychology at James Madison University (JMU) in Harrisonburg, Virginia, where he has been since the fall of 2004. He received a BA in psychology from the University of Minnesota and a MS in applied psychology from St. Cloud State University. After earning his PhD in experimental psychology from Auburn University, he accepted a tenure-track position in the Department of Psychology at Stephen F. Austin State University in Nacogdoches, Texas, where he was from 2002-2004. In 2002, he received the McKeachie Early Career Award from the Society for the Teaching of Psychology (Division 2 of APA). His research centers on the teaching of psychology; the experimental analysis of social behavior; and the psychology of health, sport, and exercise. In addition to authoring or co-authoring numerous book chapters and journal articles, he is co-editor of the monthly Excellence in Teaching column that appears on the PsychTeacher electronic discussion list, and Essays from Excellence in Teaching (Vols. 3 & 4), which is published by the Society for the Teaching of Psychology.

Daniel L. Schacter received his PhD from the University of Toronto in 1981. He remained at Toronto as an Assistant Professor, then moved to the University of Arizona in 1987, where he was promoted to Professor in 1989. He became Professor of Psychology at Harvard University in 1991, Chair of the department in 1995, and William R. Kenan, Jr. Professor of Psychology in 2002. Schacter studies psychological and biological aspects of human memory and amnesia. His work has focused on the distinction between conscious and nonconscious forms of memory, and the mechanisms involved in memory distortion and forgetting, using a combination of cognitive, neuropsychological, and neuroimaging techniques. Schacter has published over 250 scientific articles and chapters. His book, Searching for Memory, was recognized as a New York Times Book Review Notable Book of the Year in 1996 and received the 1997 William James Book Award from the American Psychological Association. His most recent book, The Seven Sins of Memory, was named a New York Times Book Review Notable Book for 2001 and received the 2003 William James Book Award. Schacter has received numerous awards for his research, including the Troland Research Award and the Award for Scientific Reviewing from the National Academy of Sciences, the Distinguished Award for an Early Career Contribution to Psychology from the American Psychological Association, and a Guggenheim Fellowship. Schacter has been elected to the Society of Experimental Psychologists and the American Academy of Arts and Sciences.

Joel Shenker is a teacher, lecturer, researcher, and clinician. This is his third invited NITOP appearance. An experimental psychologist, he studies biological substrates of human behavior and psychological function. He is also a physician with a practice in adult general neurology and a specialty focus of behavioral and cognitive neurology. He teaches psychology, neuroscience, and neurology at the University of Missouri. His training began at the University of Pennsylvania, where he received a B.A. cum laude in psychology. Then, at the University of Illinois at Urbana/Champaign, he earned an M.A. and Ph.D. in psychology and an M.D. After neurology residency at the University of Virginia, he was a behavioral and cognitive neurology fellow with Kenneth Heilman at the University of Florida. Before coming to Missouri, he was a faculty member in the Behavioral Neurology Program at the University of Virginia, and a Courtesy Research Assistant Professor of Neurology at the University of Florida. He has taught thousands of students at several levels, including college students in community college and university settings, graduate students, medical students, and resident physicians. He has received many teaching awards, in particular for psychology courses at the University of Illinois. There he received the Harriet and Charles Luckman Distinguished Teaching Award naming him one of the seven best teachers of any course in any college on campus.

Randolph Smith completed his undergraduate degree at the University of Houston and his Ph.D. at Texas Tech University in experimental psychology (specialties in human learning/memory and statistics). Randy taught at Ouachita Baptist University in Arkansas for 26 years before becoming Chair of Kennesaw State University's Psychology Department in 2003. His professional work centers on the scholarship of teaching. Randy serves as Editor of the Society for the Teaching of Psychology's journal Teaching of Psychology. He is author of Challenging Your Preconceptions: Thinking Critically About Psychology (2002), co-author (with Steve Davis) of The Psychologist as Detective: An Introduction to Conducting Research in Psychology (2004), and co-author (with Steve Davis) of An Introduction to Statistics and Research Methods: Becoming a Psychological Detective (2005). He has worked with high school teachers grading AP exams since the test's inception and has recently served as Faculty Advisor for Teachers of Psychology in Secondary Schools (TOPSS). He is a member of the American Psychological Association and the American Psychological Society.

Ronald E. Smith is Professor of Psychology and Director of Clinical Psychology Training at the University of Washington. He received his Bachelors degree from Marquette University and his Ph.D. in clinical psychology from Southern Illinois University. Dr. Smith is a Fellow of the American Psychological Association and a Past President of the Association for the Advancement of Applied Sport Psychology. He is the recipient of a Distinguished Alumnus Award from the UCLA Neuropsychiatric Institute for his contributions to the field of mental health. At Washington, Dr. Smith has also served as head of the Social Psychology-Personality program. Dr. Smith's major research interests are in personality, the study of anxiety, stress and coping, and in sport psychology. For 12 years, he worked as a minor league instructor in the Houston Astros baseball organization and also served as Team Counselor for the Seattle Mariners. He has also done extensive work in youth sports, researching the effects of coaching behaviors on child athletes and developing and evaluating intervention programs for coaches and parents. Dr. Smith was honored by his peers in the field as one of the 10 leading sport psychologists in North America. Dr. Smith has published more than 150 scientific articles and book chapters in his areas of interest and has authored or co-authored 23 books. Current textbooks include Psychology: The Science of Mind and Behavior, with Michael Passer (3rd ed., McGraw-Hill, 2007); Personality: Toward an Integration, with Walter Mischel and Yuichi Shoda (2nd ed., Wiley, in press); and Children and Youth in Sport: A Biopsychosocial Perspective, with Frank L. Smoll (2nd ed., Kendall-Hunt, 2002).

Larry Welkowitz is an Associate Professor of Psychology and Co-founder of the Asperger's Resource Group at Keene State College. Previously he was an Assistant Professor of Clinical Psychology at Columbia University College of Physicans and Surgeons, and a Research Scientist at the New York State Psychiatric Institute. He is the co-author of The Hidden Face of Shyness (1996, Avon Books) and Asperger's Syndrome: Intervening in Schools, Clinics, and Communities (2005, Erlbaum), and the co-producer of the video Understanding Asperger's (2000, Insight Media). He has
hosted a weekly online radio program (podcast) called "Asperger's Conversations" since January, 2005 which can be heard at http://welkowitz.typepad.com.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NITOP Schedule

 

January 2, 2006, Monday

7:30 am–5 pm Registration
89:30 am

Workshop:

Psi Beta (Psi Chi’s sister organization): A Springboard for Early Student Professionalism, Community Service, Academic Recognition, and Retention (Alberta Johnson and James Braun)

8–10 am

Workshop:

Annual STP Workshop: From Laboratory to Lecture Hall: Using Behavior Analysis to Improve Your Teaching (Bryan Saville)

9–11 am

Workshop:

Annual Introductory Psychology Forum: Spicing Up the Introductory Course for You and Your Students (Robert Hendersen, Sandra Goss Lucas, and Dana Dunn)

9:00–11 am

Workshop:

Beyond Teaching Tips: Using Psychology to Teach Introductory Psychology in High School and Undergraduate Classrooms (Amy Fineburg and Steven Chew)

10am–Noon

Workshop:

Enhancing Your Enjoyment of Teaching and Life: Coping with the Slings and Arrows of Academe (Barry Perlman and Lee McCann)

10am–Noon

Workshop:

Undergraduate Psychology Major Competencies: Start to Finish and Everything In-Between, 10:00 am–Noon (Pat Puccio)

1–2:15 pm Participant Idea Exchange I, 1:00–2:15 pm
2:30– 3:30 pm

Concurrent Sessions:

3:455:15 pm Book and Software Displays and Poster Session I
5:30 pm

Welcoming Remarks

6 7:15 pm

Featured Address:

Developing College Students' Critical Thinking Skills: It's Time to Move From "Can We?" to "Best Practices" (Diane Halpern)

7:15 8:30 pm

Reception

8:30pm

Annual Dance: The NITOP Hop!

Join your companions and colleagues for an evening of relaxation at the Annual NITOP Dance, beginning at 8:30 pm on Monday, following the featured address and the reception for participants and their companions. Bob Floyd and Company will entertain with a wide variety of music. Join in the dancing or simply enjoy the show! Admission is free to all participants and their companions and families; there will be a cash bar and snacks will be provided.


January 3, 2005, Tuesday

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

Concurrent Sessions:

9:4510:45 am

Concurrent Sessions:

11:1512:15 pm

Concurrent Sessions:

12:15 pm Buffet Lunch
1:453 pm

General Session:

The Powers and Perils of Intuition (David Myers)

3:154:30 pm Participant Idea Exchange II
4:306 pm Book and Software Displays and Poster Session II
7:30–9 pm

Evening General Session:

What Determines Textbook Prices and Revisions? Some Answers from Publishers, Bookstores, and Authors (David Myers, Robert Baron, Sandi Kirshner, Jane Potter, and Peggy Falgien)

910:30 pm Small Group Discussions and Social Hour

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

Concurrent Sessions:

9:45–10:45 am

Concurrent Sessions:

11:15 am–12:15 pm

Concurrent Sessions:

12:15 pm Buffet Lunch
1:45–3 pm

General Session:

The Cognitive Neuroscience of False and Implicit Memories (Daniel Schacter)

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

Evening General Session:

How Credible Is Your Cross-Cultural Psychology Course? (Dap Louw, Anet Louw, and Deborah Best)

9:30–11 pm Small Group Discussions and Social Hour

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

Concurrent Sessions:

9:45–10:45 am

Concurrent Sessions:

11:15 am

Closing Session:

Helping Students Appreciate the Value of Psychology: Reflections on Thirty-Five Years of Exporting Our Field (Robert Baron)

12:15 pm Closing Remarks and Announcement of Awards

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

 

 

 

Poster Schedule

PARTICIPANT IDEA EXCHANGE I
Monday, 1:00-2:15
Jacaranda

  1. Using Dialogic Journals to Boost Attendance and Participation and Enhance Classroom Discussion
    Holly E. Tatum
    Randolph-Macon Woman's College

  2. Teaching Graduate Students to Teach
    Fred Whitford
    Montana State University

  3. The Use of Defined Roles to Increase the Effectiveness of Group Work
    Stacie M. Spencer
    Massachusetts College of Pharmacy of Health Sciences

  4. Interdisciplinary Study Abroad Collaboration-A World of Opportunities for Teaching Psychology
    Meg Milligan1, Douglas A. Jackson1, & Megan Milligan2
    1Greenville Technical College, 2Auburn University

  5. Transition and Retention Using Freshmen Interest Groups
    Richard W. Williams
    Northwestern State University

  6. Achtung Baby! Using Humor and Profanity to Maximize Student Attention While Teaching Statistics
    Mary Harmon-Vukic & Evelyn M. Buday
    Webster University
  1. Active Engagement of Students in a Course, or Unit, on Gender Studies
    Susan Howell
    Campbellsville University


  2. Increasing Student Participation and Interest Using Response Pad Technology
    Susan D. Owen & Laura M. Johnson
    Davidson County Community College

  3. Planning for Significant Faculty Turnover Due to Retirements: Opportunities for Curricular and Program Changes
    Theodore N. Bosack
    Providence College

  4. Utilizing Core Assessments to Compare Learning across Modes of Course Delivery
    Andrew T. Johnson, Brian J. Cowley, & B. Jean Mandernach
    Park University

  5. How Can We Increase Success Rates/Retention in Online Classes?
    Nancy Simpson
    Trident Technical College

  6. A Computer in Every Lap: Enhancing Psychology Students' Commitment, Engagement, Involvement, and Learning
    Susan Tammaro
    Regis College


PARTICIPANT IDEA EXCHANGE II
Tuesday, 3:15-4:30
Jacaranda

  1. Twain, Plato, and Ovid: Supplementing Textbook Material with Poetry, Prose, Memoir, and Myth
    Marcelle Christian Holmes
    Pomona College

  2. Ethics in Education: Teaching Psychology
    Amy Baus
    University of Dubuque

  3. Teaching General Psychology at an Open Enrollment Institution: Challenges and Opportunities
    Phyllis A. Wentworth
    Quincy College

  4. Random Rewards: A Classroom Game That Rewards Students for Attending Class and Keeping Current with Their Reading
    Diana Anson
    Community College of Southern Nevada

  5. Culture Shock: Transitions in Teaching Between the Research University and Liberal Arts Colleges
    Scott Alan Husband
    Rollins College

  6. Tokens Are for Bus Fare: What Is the Minority Experience in Psychology Classrooms
    Raenada Wilson1, Maria Arboleda2, Juan Madera3, & Sarah Singletary3
    1University of Houston, 2University of Albany, 3Rice University


  7. Teaching Goal-Setting and Stress-Reduction Techniques: Immersing Students in Real-Time Applications of Psychological Phenomena
    Patricia Westerman1 & Delores Westerman2
    1Bowie State University, 2Marymount University

 

  1. Teaching & Confronting the "ISMS"
    Charles L. Richman
    Wake Forest University

  2. Teaching Research Methods: Syllabus and Idea Exchange
    Jill Booker
    University of Indianapolis

  3. Designing Creative Assessment Tools for Classroom Effectiveness and Change in Student Perceptions
    Alison S. Carson
    Manhattanville College

  4. Technology Use in Psychology Courses: Valuable Tool or High-Tech Dog-and-Pony Show?
    Mark Hopper
    Loras College

  5. The Use of Data Simulation to Create a Dynamic and Interactive Practical Applications Capstone Course
    Tom Mitchell
    University of Baltimore

  6. Bridging Psychology Students: High School Seniors to College Freshmen, Same Animal
    Jack LeGrand & Tom Painter
    Chapin High School

  7. Are Objectives Essential in Introductory Textbook Selection?
    Dan Bellack & Nancy Simpson
    Trident Technical College


PARTICIPANT IDEA EXCHANGE III
Wednesday, 3:15-4:30
Jacaranda

  1. Using Computers to Increase Active Learning in Statistics, Methods, and Writing Courses: Innovation and Assessment
    Jennifer J. Tickle & Dana L. Van Abbema
    St. Mary's College of Maryland

  2. Advance Organizers and Diagnostics Using In-Class Writing Techniques
    William S. Altman
    Broome Community College

  3. Coping with Individual Differences in Academic Abilities
    Michael Firment
    Kennesaw State University

  4. Atypical Interdisciplinary Learning Community
    Robin Musselman & Holly Morris
    Lehigh Carbon Community College

  5. Teaching Advanced Applied Psychology in the Liberal Arts College Setting
    Whitney Sweeney & Suzanne M. Cox
    Beloit College

  6. Organizing a Regional Teaching of Psychology Conference
    Richard M. Gorman
    Albuquerque TVI Community College
  1. Enhancing Undergraduate Psychology Major CVs by Utilizing Psi Chi Research Resources
    Robert A. Youth1 & Virginia Andreoli Mathie2
    1Dowling College, 2Psi Chi National Office


  2. Using the Case Method in the Virtual Classroom
    Stephanie L. Brooke
    University of Phoenix

  3. Recruiting Faculty to Liberal Arts Colleges: Challenges and Opportunities
    Andrew N. Christopher1 & Cynthia S. Koenig2
    1Albion College, 2St. Mary's College of Maryland

  4. Important Factors in the Administration and Outcomes Assessment of the Undergraduate Psychology Practicum Course
    Todd J. Walter
    D'Youville College

  5. Providing Laboratory Experiences on a Budget
    Pamela L. Bacon
    College of St. Benedict/St. John's University

POSTER SESSION I
Monday, 3:45-5:15
Banyan Breezeway

  1. Examination Frequency and Learning: When Lack of Significance May Be Significant
    Kandy J. Stahl & Victoria Netterville
    Stephen F. Austin State University

  2. Yes, No, Maybe So: Does the Opportunity to Explain Answers to T/F Questions Improve Student Test Scores?
    Maureen Donohue-Smith
    Elmira College

  3. The Big One vs. The Small Ones: The Term Paper vs. Frequent Homework Assignments
    Cheryl Newburg
    Lock Haven University of Pennsylvania

  4. Using Psychology to Increase Cultural Awareness in the Classroom
    Alison S. Carson
    Manhattanville College

  5. Exploring Ethnic Privilege Outside of the Classroom
    Mara S. Aruguete1 & Michael A. DiBenedetto2
    1Lincoln University, 2Moberly Area Community College

  6. Using a Documentary Film in a Cross-Cultural Psychology Class
    Ginny Q. Zhan
    Kennesaw State University

  7. Sappy or Savvy? Changing Tactics on Evaluation Day to Improve Ratings
    Darren R. Ritzer & Merry J. Sleigh
    Winthrop University

  8. Consensus on Student Perceptions of Effective Teaching
    Brent A. Vulcano
    Saint Mary's University

  9. The Effects of Culture on Student Perceptions of Desirable Faculty and Course Characteristics
    Yueping Zhang1 & Kevin E. Moore2
    1Lewis and Clark College, 2DePauw University

  10. The Impact of an Annotation Requirement on Student's Memory and Understanding of a Primary Research Article
    Maria Hunt & Sue Franklin
    Avila University

  11. The Relations between Students' Courses Web Activities and Their Grades
    Tsu-Ming Chiang & Jenq-Foung Yao
    Georgia College & State University

  12. Let's E-Talk about Sex, Baby: Taking Your Human Sexuality Course from the Classroom to the Web
    Gabie Smith1 & Tami Eggleston2
    1Elon University, 2McKendree College

  13. Deer in the Headlights: Teaching Research Methods to Undergraduates
    Gary W. McCullough & Linda M. Montgomery
    The University of Texas of the Permian Basin

  14. SOURCE: Evolution of an Innovative (and Inexpensive!) Approach to Promoting Student Research Interest
    Helen D. Just
    St. Edward's University

  15. The Young Investigators Program: Partnerships for Engaging Underrepresented Students in Investigative Psychological and Biological Science
    Diane Angell, Eugene Bakko, Janis Johnson, Claudia Perez, Howard Thorsheim, & David Van Wylen
    St. Olaf College
  1. A Classroom Response System: Using the Technology as a Pedagogical Aid
    Gary T. Rosenthal1, K. Chris Rachal1, Barlow Soper2, C.W. VonBergen3, Richard R. McKnight1, Jada J. Netters1, & Mickey Businelle1
    1Nicholls State University, 2Louisiana Tech University, 3Southeastern Oklahoma State University

  2. Evaluating the Personal Response System in Undergraduate Psychology Classes
    William P. Wattles
    Francis Marion University

  3. Utilizing a Mnemonic-Creation Activity to Assess Metacognition
    Andrew T. Johnson
    Park University

  4. Improving Teaching in Critical Thinking through Action Research
    Kira Olson & Steve Snyder
    Taylor University

  5. Teaching Critical Thinking in Psychology
    David Johnson, Robin Powers, & Lesley Hite
    Gannon University

  6. "Jack Nicholson Is My Professor": Using Movies to Enhance Student Learning of Abnormal Psychology
    Russell E. Phillips III
    Missouri Western State College

  7. Critiquing Media Depictions of Forensic Professionals: A Project for Students
    April Schwarzmueller
    Eckerd College

  8. Can Fiction Make Abnormal Psychology More Real?
    Phyllis A. Wentworth
    Quincy College

  9. Problematic Internet Use as a Means of Teaching DSM Concepts
    Brad Mossbarger
    Austin Peay State University

  10. Jeopardy Review Game for Introductory Psychology Using Microsoft PowerPoint
    Susan M. Boland
    Lock Haven University

  11. Engaging College Students in the Learning Process
    Wendy L. Jordanov1, Linda R. Guthrie1, & Pamela L. Knox2
    1Tennessee State University, 2Middle Tennessee State University

  12. Training for a Half-Marathon: A Motivation Lab That Really Works
    Joe Hatcher
    Ripon College

  13. Why Smart People Make Dumb Mistakes with Their Money: Teaching Points from Investment Psychology
    Jeffrey S. Nevid
    St. John's University

  14. A Comparative Study of Psychology and Religion (Christianity)
    Luetilla M. Carter
    Oakwood College

  15. Mass Media Influence on Attitudes
    Gloria Lawrence
    Wayne State College

  16. Responding to Hurricane Katrina: A Service-Learning Activity to Teach the Psychology of Persuasion
    Debra Mashek
    Harvey Mudd College

POSTER SESSION II
Tuesday, 4:30-6:00
Banyan Breezeway

  1. Story Time in the Child Development Course: Using the Portrayal of Gender in Children's Books to Teach about Gender Development
    Dana L. Van Abbema
    St. Mary's College of Maryland

  2. A Cross-Cultural Project for Developmental Psychology
    Laura M. Johnson & Susan D. Owen
    Davidson County Community College

  3. Conceal to Reveal: The Mask as a Reflection of Identity
    Deborah A. Gagnon
    Wells College

  4. Teaching Connection and Teaching Action
    Karol Dean
    Mount St. Mary's College

  5. Client Role-Play: An Intriguing Benefit for Undergraduate Counseling Students
    Helen D. Just & Vagdevi Meunier
    St. Edward's University

  6. Getting It to Click: Using Real-Time Interactive Technology in the Classroom
    Jennifer P. Peluso
    Florida Atlantic University

  7. Efficacy of "Clickers" in Large Introductory Psychology Classes
    Beth Morling, Meghan McAuliffe, Larry Cohen, and Tom DiLorenzo
    University of Delaware

  8. Teaching Psychology for Increasing Class Sizes: Instructors' Perspectives and Teaching Strategies
    Kimberly A. Davies-Schrils1, Maria Arboleda2, Renee Wilson3, & Michelle R. Hebl4
    1University of South Florida, 2University at Albany, 3University of Houston, 4Rice University


  9. Sense of Entitlement: Implications in the Classroom of a Consumer Attitude toward Education
    Nicole Judice Campbell & Karolyn Budzek
    University of Oklahoma

  10. Personality Correlates of Cheating Behaviour
    Nicholas F. Skinner
    King's University College, The University of Western Ontario

  11. College Students' Course Goals and Cognitive Development: A Cross-Sectional Comparison
    Jeffrey S. Skowronek, Nicole D. Goodman, Lauren J. Nurczynski, & Ashley M. Sferra
    University of Tampa

  12. Psychology of Learning, Motivation, and Achievement: Teaching Strategies for Success in College
    Mary Zahm
    Bristol Community College

  13. Evaluating the Modular Format of Introductory Psychology Texts
    Rick Maddigan
    Memorial University of Newfoundland

  14. Best Practices for Identifying Psychology Core/Classic Titles in Academic Libraries
    Camille McCutcheon
    University of South Carolina Upstate

  15. Motivating Novice Students to Read Their Textbooks
    Tracey Ryan
    Bronx Community College

  16. Pre-Tests Increase Student Reading of Textbook and Test Grades in Introductory Psychology Classes
    Gerald Schaeffer, Ashleigh Sanderfield, Stephanie Myers & Pam Steinke
    Lincoln Land Community College
  1. Helping Under-Prepared Introductory Psychology Students Succeed: A Psychology/English 100 Learning Community
    Lynn Sprott
    Jefferson Community College

  2. Experiences Using Just-in-Time Teaching in an Introductory Psychology Course: Performance and Perceptions
    Cindy J. Speaker
    Elmira College

  3. Bringing Realism to Research Methods through Service Learning
    Lori H. Rosenthal
    Emerson College

  4. Mentored Research Training Program
    Stephanie Snyder & Steve Snyder
    Taylor University

  5. Students' Perceptions of the Value of Undergraduate Research
    Rodger Narloch
    St. John's University

  6. Self-Monitoring, not Cell-Phone Monitoring, Predicts First-Semester Success in Psychology Majors
    Douglas J. Miller
    South Carolina State University

  7. Self Regulated Learning (SRL) and Graduate Students' Task Competence
    Alida Anderson & Ann Battle
    University of Maryland

  8. Applying Lessons from Positive Psychology to Benefit Students
    Donna Webster Nelson & Tammy Stowasser
    Winthrop University

  9. A Palatable Introduction to and Demonstration of the Concept of an Interaction
    Andrew N. Christopher1 & Pam Marek2
    1Albion College, 2Kennesaw State University

  10. Teaching Graph Construction/Interpretation in an Introductory Statistics Course
    Helga S. Walz
    University of Baltimore

  11. Elections, Ethnicity, and Extremism: Teaching Political Psychology in the 21st Century
    Linda M. Woolf
    Webster University

  12. Application to Everyday Life: Case Studies for Social Psychology
    Susan M. Boland
    Lock Haven University

  13. Teaching Psychology across Cultures
    Randall C. Wolfe
    Georgetown College

  14. To Jigsaw or Not to Jigsaw: A Quasi-Experiment Comparing Knowledge Outcomes and Enjoyment of the Jigsaw Classroom to Traditional Teaching
    Scott P. King
    Loyola University Chicago

  15. African American College Students' Perception of Control and Academic Success
    Linda R. Guthrie1, Pamela L. Knox2, & Wendy Jordanov1
    1Tennessee State University, 2Middle Tennessee State University

 

POSTER SESSION III
Wednesday, 4:30 - 6:00
Banyan Breezeway

  1. Do Not Pass Go: Using Monopoly to Teach Probability and Sampling Distributions
    Evelyn M. Buday
    Webster University

  2. Statistics Anxiety: Curvilinear versus Linear Relationships
    Ryan M. Zayac, Jared Keeley, & Christopher Correia
    Auburn University

  3. Evaluating First Day of Class Activities on Students' Perceptions of the Course and Student Performance
    Amber M. Henslee, Danny R. Burgess, Jessica G. Irons, & William Buskist
    Auburn University

  4. Effects of a First-Week Activity on End-of-Term Student Satisfaction: The Missing Link
    Anthony D. Hermann1 & David A. Foster2
    1Willamette University, 2Western Oregon University

  5. Study Habits and Anxiety as Predictors of Course Grades in Introductory Psychology
    L. Brooke Bennett
    Florida State University

  6. Survey of Academic Orientation Scores Predict Undergraduate Retention
    Hall P. Beck1, William D. Davidson2, Thomas D. Blalock1, & Jonathan Page1
    1Appalachian State University, 2Angelo State University

  7. Problem-Based Assessments for Inquiry-Based Laboratories in Introductory Psychology
    DeAnna L. Timmermann, Marie T. Balaban, R.H. Ettinger, & Charles A. Lyons
    Eastern Oregon University

  8. Integrating Student Research across the Major
    Bill Altermatt & Ellen Altermatt
    Hanover College

  9. Writing in APA-Style: An Exercise with Common Errors
    Bernard C. Beins
    Ithaca College

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

  11. Undergraduates' Perceptions of Graduate Teaching Assistants
    Stephanie Davenport, Merry J. Sleigh, & Darren R. Ritzer
    Winthrop University

  12. Identifying Different Advising Expectations between Traditional and Nontraditional Undergraduate Psychology Students
    Sabato D. Sagaria, and Tamela McGraw
    Capital University

  13. Students' Expectations of a Course and the Instructor
    Brent A. Vulcano
    Saint Mary's University

  14. Semi-Structured Student-Led Discussions as an Alternative to Class Presentations
    Adriana Molitor
    University of San Diego

  15. Dismiss the Lecture? A Comparison of Lecture versus Demonstration Learning Outcomes
    Robert Demski & Robin Lipke
    Adams State College

  16. Use Your "Brain" to Study for the Cerebral Cortex: An Active Learning Exercise
    J. Rudine, Leslie Gerrard, & Paul Fox
    Appalachian State University
  1. The C.E.O. Psychology Portfolio Class
    Jeff Ickes
    Alaska Pacific University

  2. Use of Student Portfolios as a Tool for Student and Departmental Assessments
    John Bechtold
    Messiah College

  3. A Psychology Portfolio: Putting the Pieces of Pre and Post Tests, Participating in Service, Presentations, Personal Blogs, Pamphlets, Power-Points, and Papers Together
    Tami Eggleston1 & Gabie Smith2
    1McKendree College, 2Elon University

  4. Teaching of Psychology for Diverse Classrooms: How Instructors Effectively Deal with Issues of Race and Diversity
    Maria Arboleda1, Renee Wilson2, Kimberly A. Davies-Schrils3, & Michelle R. Hebl4
    1University at Albany, 2University of Houston, 3University of South Florida, 4Rice University

  5. Faculty Ethical Guidelines and Procedures for Dealing with Students in Need
    Tammy L. Kadah-Ammeter, Baron Perlman, & Lee I. McCann
    University of Wisconsin Oshkosh

  6. Blending Ecopsychology's Concepts and Theories with Introductory Psychology
    Howard Ingle
    Salt Lake Community College

  7. Teaching Psychology to Osteopaths
    Doris Vasconcellos1 & Chantal Ropars2
    1University of Paris V, France, 2University of Louvain-la-Neuve, Belgium

  8. The Magical History Tour: Teaching the History of Psychology by Visiting Historical Sites
    Brett L. Beck
    Bloomsburg University

  9. History of Psychology: A European Journey
    Brian L. Burke
    Fort Lewis College

  10. Feminist Identity, Self-Esteem, and Perceptions of Gender Discrimination in University Classrooms
    Emily Davis, Cora Beth Johnson, Laila Bell, & Merry J. Sleigh
    Winthrop University


  11. Don't Forget the Factors When Teaching a Complex Phenomenon: The Case of Stereotype Threat
    David M. Biek
    Cornell University

  12. First Impressions: How Accurate Are We?
    Kim Lamana-Finn
    DeVry University

  13. Implementing a Capstone Course in Psychology at a Regional University: Problems, Solutions, Rewards
    A.W. Price & Gary Rosenthal
    Nicholls State University

  14. Involving Advisory Board Members and Alumni in Senior Level Internship and Capstone Courses
    Susan R. Slamka
    Pennsylvania College of Technology