Archive of Previous NITOPs: 2007

Speakers NITOP 2007

Linda Bartoshuk earned her Ph.D. in the laboratory of Carl Pfaffmann at Brown University in 1965. After 35 years at Yale, she escaped to warmer climes and is now Professor in the Department of Community Dentistry and Behavioral Science at the University of Florida, College of Dentistry. She has been president of the Association for Chemoreception Sciences, the Eastern Psychological Association, and Divisions 1 (General Psychology) and 6 (Behavioral Neuroscience and Comparative Psychology) of the American Psychological Association. She has been elected to membership in the Society for Experimental Psychology, the American Academy of Arts and Sciences, and the National Academy of Sciences. She received the Leah Lowenstein Teaching Award at Yale. She conducts psychophysical research on patients with taste and oral pain disorders as well as with normal subjects who vary in their genetic ability to taste. She and her students discovered that a group of individuals (called supertasters) are born with an unusually large number of tastebuds. The work of Bartoshuk and her students led to the discovery of a logical dilemma that is relevant to much behavioral research whether experimental or clinical and whether it takes place within the domain of psychology or within one of the many other domains that also depend on analyses of behavior (e.g., medicine, law, politics, art, etc.). Since we cannot compare experiences directly, how can we make valid comparisons of the intensities of sensory or hedonic experiences across subjects or groups? Such comparisons have long been made using intensity descriptors (e.g., weak, strong) that were assumed to denote equal absolute intensities to all. When this assumption is false (and Bartoshuk and her students have shown that it is for taste), the apparent magnitude of differences across groups may not only be wrong but actually go in the wrong direction.

Victor Benassi is Professor of Psychology and Professor of College Teaching at the University of New Hampshire (UNH). He served a stint as vice provost for undergraduate studies and is currently a faculty fellow working on student outcomes assessment. Since 1982, he has been preparing PhD students for the full range of faculty roles—including teaching—through the graduate program offered in the UNH Department of Psychology.  His department received an award from the American Psychological Association (APA) in 2003 in recognition of this program. He has received several awards for his teaching and scholarship. In 2003, he received the APA/American Psychological Foundation’s Charles L. Brewer Distinguished Teaching Award. He has given many presentations at national meetings on the preparation of graduate students for academic careers and on related faculty development topics—APA Educational Leadership Conference (2003, 2004), APA (2001, 2003), Association of American Colleges and Universities (2001), Fund for the Improvement of Postsecondary Education (1996). He has published widely in the areas of human judgment, perceived control, belief, and depression ( He has also maintained a research program in the area of teaching and learning and has published a number of pieces on issues related to preparation of future faculty (PFF). His efforts related to PFF were highlighted in the Teaching of Psychology’s Generalist’s Corner (Raising the Bar for the Training of College Teachers: An Interview with Victor Benassi, by David Wimer, 2006, 33, 148-152). Since 2001, he has been developing and implementing with colleagues an online course titled Preparing to Teach a Psychology Course. This course has been offered to over 100 graduate students and some new faculty from across the USA as well as from five other countries (

Ludy T. Benjamin, Jr. is Professor of Psychology and Educational Psychology at Texas A&M University, and a Presidential Professor of Teaching Excellence. After receiving his PhD 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 26 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 (2006, Blackwell).

Denise Boyd holds a B.A. in French, along with M.Ed. and Ed.D. degrees in educational psychology from the University of Houston. From 1987 until 1988, she was a visiting assistant professor of educational psychology at UH, teaching courses in human development, learning theory, measurement, and research methods. Since 1988, Dr. Boyd has been a psychology instructor in the Houston Community College System, an institution that serves a diverse population of 50,000 students. Her teaching assignments include both face-to-face and online courses in lifespan, child, and adolescent development, as well as introductory psychology and, occasionally, statistics. From 1995 until 1998, she chaired the Psychology, Sociology, and Anthropology Department at HCCS-Central College and currently chairs a system-wide committee that is responsible for developing and assessing the introductory psychology curriculum. Her presentations and publications have addressed the teaching of psychology as well as developmental issues such as young children's understanding of stories about grief. Dr. Boyd, with Helen Bee, is co-author of Lifespan Development and The Developing Child published by Allyn & Bacon. With Samuel Wood and Ellen Green Wood, she co-authors Mastering the World of Psychology and The World of Psychology, also published by Allyn & Bacon. As a licensed psychologist with a particular interest in at-risk PK-12 students, she has served as a voluntary consultant to private preschool programs and to privately funded agencies that serve pregnant and parenting teenagers. A perennial student of the human condition, Dr. Boyd is an avid reader of historical fiction, political science, philosophy, and theology, and can often be found fulfilling her continuing education requirements for licensure by taking graduate psychology courses at UH. When not engaged in academic or professional pursuits, Denise enjoys spending time with her three grown children and exceptionally talented 1-year-old and 4-year-old granddaughters. She sometimes also finds time to trade war stories about teaching with her husband, a man whose love of mathematics compelled him to become a middle-school math teacher after a 30-year career in the industrial and auto supply businesses.

Diane (Danuta) Bukatko is Professor of Psychology and Director of Women's and Gender Studies at Holy Cross College in Worcester, Massachusetts. She did her undergraduate work at Douglass College, Rutgers University and received her Ph.D. in Developmental Psychology from the University of Massachusetts at Amherst in 1971. For the last thirty years, she has taught courses in Developmental Psychology, Statistics, Research Methods, and Gender-Role Development at Holy Cross. She has been actively involved in incorporating technology into the psychology curriculum at Holy Cross and has received (with Patricia Kramer) two NSF grants aimed at developing active learning experiences for students in Statistics and Developmental Psychology courses. In recognition of her teaching, scholarship, and service, she received the Arthur J. O'Leary Faculty Recognition Award from Holy Cross. Her research interests include memory and representation in young children, as well as children's conceptions about gender. She is the co-author, with Marvin Daehler, of Child Development: A Thematic Approach, now in its fifth edition. She also has a forthcoming textbook, Child and Adolescent Development: A Chronological Approach.

Brian L. Burke is an Assistant Professor of Psychology at Fort Lewis College, a public liberal arts college in Durango, Colorado. Brian is a licensed clinical psychologist whose principal academic interests include motivational interviewing and college teaching. Motivational interviewing is an emerging evidence-based treatment for substance abuse and other problems that integrates the relationship-building skills of client-centered therapy with active strategies for change. Brian continually publishes in the motivational interviewing realm, including a recent meta-analysis in the Journal of Consulting and Clinical Psychology, and trains clinicians and teachers in the use of this technique. To fuel his other main passion, Brian regularly presents at teaching of psychology conferences, twice winning the Doug Bernstein Poster Award for innovative teaching ideas (NITOP 2004 and 2005). Brian describes his teaching using the acronym M.O.R.E., as he believes the four key elements to a successful class are: (1) Meaning, applying the material to students’ lives; (2) Organization, structuring the syllabus, assignments, and overall course in a coherent manner; (3) Relationship, connecting with students and conveying respect and caring for them; and (4) Engagement, getting the students to interact with each other, not just with the instructor. Brian won the New Faculty Teaching Award at Fort Lewis College in 2005. Brian originally hails from Montreal, Canada, and received his PhD in Clinical Psychology from the University of Arizona in 2003, with a minor in Teaching and Teacher Education and a Certificate in College Teaching. For more information, visit Brian’s website at

Brad J. Bushman is Professor of Psychology and Communication Studies at the University of Michigan. He is also a Research Professor at the Institute for Social Research. His research has challenged societal myths (e.g., violent media have a trivial effect on aggression, venting anger reduces aggression, violent people suffer from low self-esteem, violence and sex on TV sell products, warning labels on TV programs work). His research has been published in the top scientific journals (e.g., Science) and has been featured on television (e.g., Jim Lehrer NewsHour, ABC News 20/20, Discovery Channel), on radio (e.g., NPR, BBC, ABC, CBS), in magazines (e.g., Newsweek, American Scientist, Sports Illustrated), and in newspapers (e.g., New York Times, Wall Street Journal, USA Today). His webpage can be found at

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. In his 24 years at Auburn, he has taught over 31,000 students. He has published 40 articles, 8 books (including 5 electronic books), and given 140 talks, workshops, and presentations on college teaching and related topics. Three of his graduate students—Bryan Saville (in 2002), Jason Sikorski (in 2004), and Trish Benson (in 2006) have been awarded the Society for the Teaching of Psychology’s McKeachie Teaching Excellence Award. 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 recent 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). Along with Doug Bernstein, he is co-editor of Blackwell’s new book series called Teaching Psychological Science. He is a recipient of the 2000 Robert S. Daniel Teaching Excellence Award from the Society for the Teaching of Psychology (STP). He also is an inaugural recipient of Auburn University’s Gerald and Emily Leischuck Presidential Award for Excellence in Teaching, which was established in 2005. He is a Fellow of Divisions 1 (General Psychology) and 2 (STP) of the American Psychological Association, and since January of 2006, he has served as President-Elect of the Society for the Teaching of Psychology.

David B. Daniel (University of Northern Colorado) is very involved with forging reciprocal links between cognitive-developmental psychology and teaching practices/pedagogy. In addition to his publications on the field of teaching and learning in higher education, he is the coordinator of the Society for Research in Child Development's Teaching of Developmental Science Institute, the managing editor of the journal "Mind, Brain, and Education," was Chair of the Society for the Teaching of Psychology's task force on pedagogical innovations, and has published in a diverse range of journals, such as JAMA, Child Development, and Teaching of Psychology. He also consults in the development of effective, evidence-based, print and electronic pedagogy. David was the recipient of "Teacher of the Year" awards several consecutive years and was eventually "retired" from contention. His interest in the development of effective teaching has informed his current efforts to develop effective pedagogical techniques that positively impact both student learning and teacher performance.

Emanuel Donchin received his Ph.D. from the University of California, Los Angeles in 1965. Between 1965 and 1968 he was a research associate at Stanford's Department of Neurology and at the Neurobiology Branch at NASA-Ames Research Center. In 1968 he joined the Department of Psychology at the University of Illinois in Urbana-Champaign as an Associate Professor. He remained at the UIUC till 2001, serving as head of the department between 1980 and 1994. He is currently Professor Emeritus at the UIUC and Professor and Department Chair in the University of South Florida Department of Psychology. His field of professional interest is cognitive psychophysiology. He has received the following honors and awards: Distinguished Scientific Contribution Award, Society for Psychophysiological Research (1994); William James Fellow, American Psychological Society (APS) (1991); Fellow, AAAS; Fellow, APS, Divisions of Experimental Psychology and of Physiological Psychology; Lady Davis Professor, the Technion, Israel (1987); Vice President, Federation of Behavioral, Psychological, and Cognitive Sciences (1980-85); President, Society for Psychophysiological Research (1980). His webpage can be found at

Robert S. Feldman, who teaches introductory psychology classes ranging in size from 20 to nearly 500, is Associate Dean for Faculty and Student Development and Professor of Psychology at the University of Massachusetts at Amherst.  He is winner of the College Distinguished Teacher award, and he founded the Minority Mentoring Program.  He also has served as a Hewlett Teaching Fellow and Senior Online Teaching Fellow and initiated distance learning courses in psychology at the University of Massachusetts.  A Fellow of the American Psychological Association and the Association for Psychological Science, Feldman received a BA with High Honors from Wesleyan University and an MS and PhD 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 include Understanding Psychology (8th ed.), Essentials of Understanding Psychology (7th ed.), Improving the First Year of College: Research and Practice, and P.O.W.E.R. Learning: Strategies for Success in College and Life.  His research interests include honesty and deception and the use of nonverbal behavior in impression management, and it has been supported by grants from the National Institute of Mental Health and the National Institute on Disabilities and Rehabilitation Research.  In his spare time, he loves to cook, play classical piano, and travel. 

Morton Ann Gernsbacher received her PhD from the University of Texas at Austin in 1983, and was an assistant, associate, and full professor at the University of Oregon, from 1983 to 1992, when she joined the faculty at the University of Wisconsin-Madison, where she is a Vilas Research Professor and the Sir Frederic C. Bartlett Professor of Psychology. She is a fellow of the Society for Experimental Psychologists, the American Psychological Association (Divisions 1 and 3), the Association for  Psychological Science, and the American Association for the Advancement of Science (AAAS). She has received a Research Career Development (“K”) Award and a Senior Research Fellowship from the National Institutes of Health, a Fulbright Research Scholar Award, a James McKeen Cattell Foundation Fellowship, and a Professional Opportunities for Women Award from the National Science Foundation. Gernsbacher has served as an APA Distinguished Scientist Lecturer, President of the International Society for Text and Discourse, President of the Division of Experimental Psychology of the American Psychological Association, Chair of the Board of Scientific Affairs of the American Psychological Association, Chair of the Publications Committee of the Association for  Psychological Science, Chair of the Electorate Nominating Committee of the American Association for the Advancement of Science, an advisor to the Nancy Lurie Marks Family Foundation Communication and Autism Initiative and the International Council for Developmental and Learning Disorders, and a member of the Governing Board of the Psychonomic Society, the Scientific Review Committee for the Cure Autism Now Foundation, and the Medical Affairs Committee of the National Alliance for Autism Research. She is currently President Elect of the Association for Psychological Science. Gernsbacher is an award-winning teacher, who in 1998 received the Hilldale Award for Distinguished Professional Accomplishment, the highest award bestowed by the University of Wisconsin-Madison faculty. She has served as editor-in-chief of the journal, Memory & Cognition, currently serves as co-editor of Psychological Science in the Public Interest and associate editor of Cognitive Psychology, and has served on nine other editorial boards. She authored Language Comprehension as Structure Building (Erlbaum, 1990); edited the Handbook of Psycholinguistics (Academic Press, 1994); and co-edited Coherence in Spontaneous Text (Benjamins, 1995), the Handbook of Discourse Processes (Erlbaum, 2002) and three other books, with two more books in press. She has published over 120 journal articles and invited chapters. Gernsbacher’s research has for 20 years investigated the cognitive processes and mechanisms that underlie language comprehension. During the past few years (motivated by personal passion) Gernsbacher has become an expert in autism. Her research quest is to answer empirically the fundamental question of why some children with autism can’t speak. In this pursuit, Gernsbacher has already made a highly significant discovery: Some young children with autism can’t speak, not because of intellectual limitations or of the social impairment that characterizes children with autism, but because of motor planning challenges. On a conceptual level, this discovery has begun a paradigmatic shift away from explanations based on interpersonal deficits toward those based on early sensory-motor challenges. On an individual clinical level, this perspective has led to the recognition of previously unidentified competence in some essentially nonverbal children with autism. On a disciplinary basis, this research has suggested that fields such as psycholinguistics and communicative disorders have more to contribute to the understanding of autism than previously assumed.

Josh Gerow is currently Professor Emeritus, Purdue University, having taught at the Fort Wayne, Indiana campus of Purdue for 32 years.  He is an instructional psychologist, who received his PhD in experimental psychology in 1967 from the University of Tennessee.  His research has focused on the factors that predict performance in introductory psychology, and developing a model for delivering the introductory course to high school students. He has made several presentations at past NITOP meetings, having attended the first session at the University of Illinois.  His text, College Decisions: A Practical Guide to Success in College, co-authored with his wife, Nancy, is currently in its third edition. In various formats and with several publishers, Josh has authored or co-authored twelve editions of an introductory psychology text—and the ancillaries that accompany them. His current text, General Psychology, is published by Bent Tree Press and is co-authored with Ken Bordens of IPFW and Evelyn Blanch-Payne of Albany State University.

Daniel Gilbert is the Harvard College Professor of Psychology at Harvard University. His research on “affective forecasting” examines the mistakes people make when they try to predict their emotional reactions to future events. Professor Gilbert has won numerous awards for his teaching and research, including the Phi Beta Kappa Teaching Prize, a Guggenheim Fellowship, The President’s Associates Teaching Award, and the American Psychological Association’s Distinguished Scientific Award for an Early Career Contribution to Psychology. He has been a Fellow at the Institute for Advanced Study of the Behavioral Sciences, and he was chosen by the Class of 2006 as one of Harvard’s 20 Most Outstanding Professors. His new book, Stumbling on Happiness, is a national bestseller and has been translated into 12 languages. His short stories have appeared in Amazing Stories and Isaac Asimov's Science Fiction Magazine, as well as other magazines and anthologies. His name appears just before Dizzie Gillespie on EducationReform.Net’s list of “Most Famous High-School Drop-outs.”

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 PhD 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 online 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.

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.

James L. Hilton is Vice President and Chief Information Officer and Professor of Psychology at the University of Virginia. As Vice President and Chief Information Officer, Dr. Hilton is charged with coordinating information technology-related activity across the Grounds, developing collaborations among U.Va.'s academic and administrative units that advance the University's missions, and working with the University community and its leaders to define and implement a vision for the role of information technology at U.Va. The Vice President and Chief Information Officer reports to the Executive Vice President and Chief Operating Officer. Dr. Hilton is also a Professor in the Department of Psychology. Prior to this appointment at U.Va., Dr. Hilton was a member of the faculty at the University of Michigan in the Institute for Social Research and in the Psychology Department where he served as the Chair of Undergraduate Studies between 1991 and 2000. He is a three-time recipient of the LS&A Excellence in Education award, has been named an Arthur F. Thurnau Professor (1997-2006), and received the Class of 1923 Memorial Teaching Award. He has published extensively in the areas of person perception, stereotypes, and the psychology of suspicion. With Charles W. Perdue, he published "Mind Matters," a multimedia CD-ROM that combines text with interactive exercises and multimedia elements and places them in a navigational structure designed to nurture exploration. Dr. Hilton received a B.A. in Psychology from the University of Texas in 1981 and a Ph.D. from the social psychology program at Princeton University in 1985.

Laura King received an A.B. with high honors in English Literature and distinction in Psychology from Kenyon College in 1986. She did graduate work at Michigan State University and the University of California, Davis, receiving her Ph.D. in Personality Psychology in 1991. She began her academic career at Southern Methodist University where she taught until 2001 when she moved to the University of Missouri. At SMU, Laura was an extremely popular teacher, receiving numerous teaching awards. Since moving to the University of Missouri, Laura continues to teach at the undergraduate and graduate levels. In 2006, she was featured as a "Champion of Psychology" in the APS Observer, having been nominated by graduate students in psychology. Laura's research has examined the stories that people tell about important life experiences. Stories are the lasting representations of life experience. As such, they carry markers of happiness and maturity. Laura's research, funded by NIMH, focuses on how individuals create good lives within sometimes unexpected circumstances, such as parenting a child with Down Syndrome, being gay or lesbian, experiencing a divorce, or finding oneself to be infertile. Her research interests reflect a broad interest in the good life, examining the experience of meaning in life, the emotional rewards of maturity, and the place of intuition in problem solving. Her research on writing about positive life experiences earned a Templeton Prize in Positive Psychology in 2001. Her continuing work on "lost and found possible selves" and narratives of life change received the Chancellor's Award for Outstanding Research and Creative Activity at the University of Missouri in 2004. In general, her work reflects an enduring interest in studying healthy human functioning. Laura is a former associate editor of Personality and Social Psychology Bulletin and the Journal of Personality and Social Psychology, and is currently editor in chief of the Journal of Research in Personality. She has also edited or co-edited special sections of the Journal of Personality and the American Psychologist. A lover of good food and good music, Laura enjoys nothing more than talking about psychology with students, colleagues, and complete strangers.

Katherine Kipp received her doctoral degree at Florida Atlanta University. She is Associate Professor of Psychology in the Life-Span Developmental Psychology program and the Cognitive/Experimental Psychology program at the University of Georgia, where she has taught courses in human development to graduate and undergraduate students for the past 15 years. Her research publications cover topics in cognitive development, such as memory development, cognitive inhibition and attention, individual differences in cognitive development, such as differences in attention deficit hyperactivity disorder and giftedness in children, and research on the teaching of psychology. She is also co-author of a new Developmental Psychology textbook, with David R. Shaffer, which is published by Thomson/Wadsworth Publishers. She is a member of the Society for Research in Child Development, the American Psychological Association, the Association for Psychological Science, and the Society for the Teaching of Psychology. She is the recipient of numerous teaching and mentoring awards and fellowships at the University of Georgia. She is also the mother of twin 20-year-old daughters, who have shared their developmental journey with her.

Scott O. Lilienfeld is Associate Professor of Psychology at Emory University in Atlanta. Dr. Lilienfeld is founder and editor of the journal Scientific Review of Mental Health Practice and is past (2001-2002) President of the Society for a Science of Clinical Psychology within the American Psychological Association (APA). He served as the Division 12 (Society for Clinical Psychology) Program Chair for the 2001 APA Convention. He is a member of eight journal editorial boards, including the Journal of Abnormal Psychology, Psychological Assessment, Clinical Psychology Review, and Scientific Review of Alternative Medicine. Dr. Lilienfeld has published approximately 160 articles, book chapters, and books in the areas of personality disorders (especially psychopathic and antisocial personality disorders), personality assessment, anxiety disorders, psychiatric classification and diagnosis, and the scientific foundations of clinical psychology. He has a particular interest in educating the general public to distinguish fact from fiction in mental health. His work on psychological science and pseudoscience has been featured in the New York Times, Los Angeles Times, Boston Globe, Washington Post, the New Yorker, and Scientific American. In addition, he has appeared on ABC's 20/20, CNN, National Public Radio, and Canadian Public Radio. In 1998, Dr. Lilienfeld received the David Shakow Award for Outstanding Early Career Contributions to Clinical Psychology from APA Division 12.

Neil Lutsky is William R. Kenan, Jr. Professor of Psychology at Carleton College in Northfield, Minnesota, where he teaches courses on social psychology, personality, general psychology, data analysis, and quantitative reasoning.  He currently serves as principal investigator on a grant from the Department of Education FIPSE program to enhance Quantitative Reasoning, Inquiry, and Knowledge (Quirk) at Carleton.  As part of this project, he has created a new course, Measured Thinking: Reasoning with Numbers about World Events, Health, Science, and Social Issues, to introduce first-year students to quantitative reasoning and to involve those students in service-learning projects that call upon their quantitative expertise. Lutsky earned his BS in Economics from the Wharton School of the University of Pennsylvania and his MA and PhD degrees from the Department of Psychology and Social Relations at Harvard University, where he was a Woodrow Wilson Fellow.  In 1998-99 he served as national president of the Society for the Teaching of Psychology, Division Two of the American Psychological Association.  Lutsky has contributed publications and talks to social psychology, personality, and gerontology, and the scholarship of teaching and learning, and he has a current contract with McGraw-Hill Publishers for a text on personality psychology.  In 2001, he received the Walter Mink Undergraduate Teacher Award given by the Minnesota Psychological Association.

Laura Madson earned her PhD in social psychology at Iowa State University in 1996. Subsequently, she joined the faculty at New Mexico State University where she is currently an Associate Professor. She is the recipient of three NMSU teaching awards. In 2002, she was awarded the Patricia Christmore Faculty Teaching Award, given to two junior NMSU faculty members annually in recognition of excellence in teaching. In 2003, the NMSU Greek Community named her Professor of the Year, an award given annually to one NMSU faculty member to recognize excellence in the field of academic instruction. Most recently, she was awarded the 2006 Donald C. Roush Award for Teaching Excellence. Her research interests include the scholarship of teaching, gender issues, and human sexuality.

Jane A. Noll is Director of Introductory Psychology and Coordinator of Undergraduate Affairs for the Psychology Department at the University of South Florida.  She earned her BA and MEd at Mercer University in Macon, Georgia, and her PhD in Cognitive/Neural Psychology at the University of South Florida (1999).  Her research has crossed over several topics within cognitive psychology.  Her graduate work was in Psycholinguistics, the role of gender in language, and her post-doctoral work was in the Alcohol & Substance Use Research Institute, exploring anticipatory processing in alcohol-related behavior in college students, also known as alcohol expectancies.  In her role as undergraduate coordinator at USF, she is interested in exploring more effective teaching techniques and improving the state of undergraduate education in Psychology.  Dr. Noll is an award-winning teacher and has been teaching at the college level for over 25 years.  For the past 4 years, she has administered the USF Psychology Department Participant Pool with an enrollment of over 2000 undergraduate students and around 25 researchers.  Dr. Noll also serves as a member of the USF Social/Behavioral Institutional Review Board. 

Thomas P. Pusateri is Associate Director, Center for Excellence in Teaching & Learning, and Professor of Psychology at Kennesaw State University. Dr. Pusateri received his Ph.D. in social psychology from The Ohio State University in 1984. From 1984 through 2003, he taught at Loras College, Dubuque, Iowa, where he attained the rank of Professor. While at Loras College, he served as Chair of the Psychology Department, Senior Research Associate for the Center for Business and Social Research, Assessment Director, and founding member of the Steering Committee for the annual Iowa Teachers of Psychology workshop. From 2003 through 2006, he served as Assessment Director at Florida Atlantic University, where he received the 2005 President's Leadership Award for administrative service to the institution. In 2006, he was appointed Associate Director for the Scholarship of Teaching and Learning in the Center for Excellence in Teaching & Learning at Kennesaw State University. Dr. Pusateri has numerous presentations and publications related to teaching pedagogy and assessment. In 2000, he was appointed the first Executive Director of APA Division Two (Society for the Teaching of Psychology). Prior to this appointment, he served as Division Two's Membership Chair (1995-1998) and liaison to APA's Board of Educational Affairs (1998-2000). He is an external consultant for the APA Education Directorate's Undergraduate Departmental Consulting Service and he regularly participates as a Faculty Consultant for the College Board's Advanced Placement Psychology Test.

Chris Randall is Associate Professor of Psychology and Coordinator of the General Psychology course at Kennesaw State University. He earned his undergraduate degree in psychology from Wabash College and his M.S. and Ph.D. in experimental psychology from the University of Kentucky. Prior to joining the faculty at Kennesaw State University, Chris was a postdoctoral research scientist in the Center for Developmental Psychobiology and a lecturer in the Department of Psychology at Binghamton University. Chris has also held a visiting faculty position in psychology at Mount Holyoke College and served as an assistant and associate professor of psychology, as well as department chair, on the Montgomery campus of Troy University (formerly Troy State University). His scholarly interests broadly include comparative psychology, evolutionary psychology, and the teaching of psychology. Chris is a member of the American Psychological Association, the Society for the Teaching of Psychology, the Association for Psychological Science, and the Human Behavior & Evolution Society.

Barbara Sommer received a Bachelor's degree from the University of California at Berkeley and a PhD from the University of California at Davis. Her positions at UC Davis have included being a Lecturer in Psychology, Academic Assistant to the Provost, Faculty Consultant, Program Evaluator, and Program Coordinator at the Teaching Resources Center on campus. She has taught at all levels of the higher education system—community college, state college, and university. She is author of A Practical Guide to Behavioral Research (5th ed., Oxford University Press), Puberty and Adolescence (1978, Oxford), and more than 40 published articles. She co-directed a project funded by the Andrew F. Mellon Foundation to study the outcome of putting large general education courses online, and has developed her own hybrid research methods course. Dr. Sommer is a co-investigator on SWAN, a multi-site longitudinal study of menopause in the U.S., and has published on that topic as well as other menstrual-cycle related issues.

Bob Sommer is Distinguished Professor of Psychology Emeritus at the University of California, Davis where he taught for over 40 years and chaired four departments— Psychology, Environmental Design, Communication, and Art. He has also taught at Sacramento State University and the University of Alberta, and at several architecture schools in the US and abroad. He believes that teaching is a great opportunity to do action research. Classroom layout and its effects on student participation are among his research interests.  Bob has consulted on projects as varied as the design of offices, classrooms, airports, libraries, farmers’ markets, bicycle paths, psychiatric hospitals, and jails. He is author of 12 books and over 500 published articles. His best known books include Personal Space, The Mind's Eye, and with Barbara Sommer, A Practical Guide to Behavioral Research. Bob is very concerned with making psychology accessible to practitioners, students, and the public. He does not believe it is responsible for psychologists to write only for their colleagues. His past awards include City-University Research Award, City of Davis, CA for work on bicycle paths; Research Award, California Alliance for the Mentally Ill; Career Research Award; Environmental Design Research Association; Kurt Lewin Award, APA Division 9; Fulbright Award; and an honorary doctorate from Tallinn Pedagogical University in Estonia.

Paul G. Stiles, JD, PhD is an Associate Professor in the Department of Mental Health Law & Policy at the Louis de la Parte Florida Mental Health Institute, University of South Florida (USF). He received his PhD in Clinical Psychology from Hahnemann University and JD in Law from Villanova University Law School.  Dr. Stiles's clinical experience includes providing psychological and neuropsychological services in both private and public psychiatric facilities as well as nursing homes.  In addition to a substantive focus on geriatric mental health services and policy, his research has involved the compilation, integration, analysis, and dissemination of relatively large administrative data sets (e.g. Medicaid/Medicare eligibility and claims files, national hospital surveys, state mental health service regulatory databases), and the application of findings to public mental health systems and the mental health of older persons.  He teaches courses on legal and ethical issues in aging, provides intensive workshops on research ethics, and chairs the social-behavioral IRB for USF. He was principal investigator for an NIMH-funded project examining whether enhancements made to the form and process of information disclosure during informed consent procedures improve comprehension and understanding of the disclosures by mentally ill persons.  Dr. Stiles is also the principal investigator of over $600,000 in NIH grants to develop and conduct an intense course on research ethics as well as a series of web-based instructional modules on the ethical conduct of research.  Finally, he recently obtained NSF support to develop and teach a 9-week summer course on Research Experience for Undergraduates (REU).

Carol Tavris earned her Ph.D. in social psychology at the University of Michigan, and as a teacher, writer, and lecturer she has sought to educate the public about the importance of critical and scientific thinking in psychology. (This is an uphill battle.) She is the author, with Elliot Aronson, of the forthcoming Mistakes Were Made-But Not by ME: Why we justify foolish beliefs, bad decisions, and hurtful acts. Her best-known general-interest books include The Mismeasure of Woman: Why women are not the better sex, the inferior sex, or the opposite sex and Anger: The misunderstood emotion. Tavris is coauthor, with Carole Wade, of two introductory psychology textbooks: Psychology and Invitation to Psychology. Tavris and Wade also wrote one of the first textbooks in women's studies, The Longest War: Sex differences in perspective. In the course of her career, starting as a young editor at the then-brand-new Psychology Today magazine, Tavris has written hundreds of articles, essays, and book reviews on psychological topics for a wide array of magazines and newspapers, including The Los Angeles Times, The New York Times Book Review, Scientific American, The Chronicle of Higher Education, and the London Times Literary Supplement. Some of these essays have been compiled in Psychobabble and Biobunk: Using psychology to think critically about issues in the news. Tavris lectures frequently to students, psychologists, lawyers, physicians and general audiences on, among other topics, science and pseudoscience in psychology; gender and sexuality; critical thinking; and anger. In the legal arena, she has given many addresses and workshops on the difference between testimony based on good psychological science and that based on pseudoscience and subjective clinical opinion. Her audiences have included the Council of Chief Appellate Judges; judicial education programs in Illinois, New Jersey, Kansas, Virginia, Michigan, and California; forensic investigators; and conferences of criminal defense attorneys across the United States and Canada. Tavris has taught in the psychology department at UCLA and at the New School for Social Research in New York. She is a Fellow of the American Psychological Association and the Association for Psychological Science (formerly the American Psychological Society), a member of the editorial board of Psychological Science in the Public Interest (published by APS), and a member of the Council for Scientific Clinical Psychology and Psychiatry. When she is not writing or lecturing, she can be found walking the trails of the Hollywood Hills with her border collie mix, Sophie.











NITOP Schedule

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


January 3, 2007, Wednesday

7:30 am Continental Breakfast
7:30 am–5 pm Registration
810 am


Annual STP Workshop: Eat Your F.I.B.E.R.S.: How to Help Students Digest Psychological ScienceBrian Burke

8–10 am


Improving Your Teaching through Assessment and FeedbackBill Buskist and Victor Benassi

9 am–noon


Designing and Implementing Assessment Systems for Psychology DepartmentsTom Pusateri

10–11:30 am


Annual Introductory Psychology Forum: Beyond Carrots and Sticks: Promoting Self-Regulated Learning in Introductory PsychologyRobert Hendersen, Sandra Goss Lucas, and Jane Noll



Interpersonally Interactive, Discovery-Based Learning-OnlineMorton Ann Gernsbacher

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

Concurrent Sessions:

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

Welcoming Remarks

Doug Bernstein, Emanuel Donchin, and Morton Ann Gernsbacher

6 7:15 pm

Featured Address:

Self-Justification in Everyday Life: What Cognitive Dissonance Theory Can Teach Students about Cheating, Justice, Love, Memory, and George W. BushCarol Tavris

7:15 8:30 pm

Reception for Participants and Their Companions

Complimentary wine, soft drinks, and hors d'oeuvres

8:30pm 11:30pm

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 4, 2007, Thursday

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

Concurrent Sessions:

9:4510:45 am

Concurrent Sessions:

10:45–11:15 am Coffee Break
11:1512:15 pm

Concurrent Sessions:

12:15 pm Buffet Lunch
1:453 pm

General Session:

Sunrise or Perfect Storm: What Every Teacher Needs to Know about the Knowledge EconomyJames Hilton

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:

The Impact of Institutional Review Boards on the Teaching of Psychology • Robert Hendersen (Moderator), Paul Stiles (Speaker), and Jane Noll (Discussant)

910:30 pm Small Group Discussions and Social Hour, with Snacks and a Cash Bar

January 5, 2007, Friday
7:30–8:30 am Buffet Breakfast
8:30–9:30 am

Concurrent Sessions:

9:45–10:45 am

Concurrent Sessions:

10:45–11:15 am Coffee Break
11:15 am–12:15 pm

Concurrent Sessions:

12:15 pm Buffet Lunch
1:45–3 pm

General Session:

Do You Taste What I Taste? Using Genetic Variation in Taste to Teach about Taste, Diet, and HealthLinda Bartoshuk

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

January 6, 2007, Saturday
7:30–8:30 am Buffet Breakfast
8:30–9:30 am

Concurrent Sessions:

9:35–10:35 am

Concurrent Sessions:

10:45 am Closing Remarks and Announcement of AwardsDoug Bernstein
11 am–Noon

Closing Session:

The Terminator and the Spectator: Does Media Violence Cause Societal Violence?Brad Bushman

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




Poster Schedule

Wednesday, 1:00-2:15

  1. Undergraduate Research Made Easy: Engaging Students without Stressing Professors
    Jennifer Zwahr-Castro
    St. Mary's University

  2. Engaging Students in the Human Development Classroom: The Use of Collaborative Learning Assessment through Dialogue (CLAD) in Developmental Psychology Courses
    Wanda C. McCarthy, Frank Fitch, & Trey Fitch
    University of Cincinnati - Clermont College

  3. Keeping the Peace: How to Help Students (and Faculty) Reconcile Conflicts between Personal Religious Beliefs and Secular Psychological Science
    Lauri L. Hyers
    West Chester University of Pennsylvania

  4. Using Technology to Increase Interactivity in the Classroom
    Bill Lammers
    University of Central Arkansas

  5. Connections Beyond the Sessions
    Doris Vasconcellos1, Jack LeGrand2, & Tom Painter2
    1University of Paris V, 2Chapin High School

  6. Diversifying the Psychology Curriculum: Lessons Learned
    Deborah A. Gagnon & Milene Z. Morfei
    Wells College
  1. What to Explain? A Multilevelled Model for Applying Class Material
    Dave Korotkov1 & Kimberly Ann Baker2
    1St. Thomas University, 2College Avenue Public School

  2. Using Current Events Videos to Exemplify Psychological Concepts in Introductory Psychology
    Sabato Sagaria
    Capital University

  3. How to Use Video Editing to Illustrate Psychopathology in Abnormal Psychology
    Patricia Owen
    St. Mary's University

  4. Emphasizing Theories in Introductory Psychology Courses
    Dennis Abry
    Blue Ridge Community College

  5. Winds of Change at Teaching of Psychology
    Andrew N. Christopher1 & Randolph A. Smith2
    1Albion College, 2Kennesaw State University

  6. Experiential Training in Pre-Practicum Courses for Counseling Psychology
    Wendy Charkow Bordeau
    Georgian Court University

  7. Beneficial Conflict: Promoting a Team Project within Psychology Coursework
    Amy Baus
    University of Dubuque

Thursday, 3:15-4:30

  1. Activities to Foster Critical Thinking in the Psychology Classroom
    Bill Garris
    University of the Cumberlands

  2. Menu-Structured Courses and Student Choice: Complexity, Implementation, and Future Research
    Jennifer L. Perry1, Joelle D. Elicker2, & Michelle Singer Foust1
    1Baldwin-Wallace College, 2University of Akron

  3. Preparing Undergraduates to Serve as Teaching Assistants
    Christie P. Karpiak, Thomas P. Hogan, John C. Norcross, & J. Timothy Cannon
    University of Scranton

  4. Teaching Introductory Statistics Courses: Psychology versus Mathematics
    Alice P. Carter1, O. David Carter2, & Mary M. Livingston1
    1Louisiana Tech University, 2Louisiana Delta Community College

  5. Journaling Online and On Paper to Foster Concept Application and Rapport among Students
    Missa Murry Eaton1 & Valeri A. Werpetinski2
    1Penn State Shenango, 2University of Illinois at Urbana-Champaign

  6. From Intro Psych to Senior Seminar: Use of the LifeSpan Survey as an Empirical Exercise
    Laurette T. Morris
    State University of New York College at Old Westbury

  7. Beyond the Technological Glamour: Conversation on the Effective Use of Clickers in the Classroom
    Robin K. Morgan
    Indiana University Southeast
  1. What Should the Public Know about Psychology
    Jeffrey Nagelbush & Connie Meinholdt
    Ferris State University

  2. Boomer Sooner: A "Cool" Way to Teach about Stereotypes
    Joel Rudin
    Rowan University

  3. Enhancing Small Group Experiences in the Classroom
    Karen Edwards
    Endicott College

  4. Overcoming Student Preconceptions in Psychology Courses
    Jamie L. Walter & Andrew Christopher
    Albion College

  5. Instructor-Prepared Concept Maps as Teaching Tools in General Psychology
    William S. Altman
    Broome Community College

  6. The Constructivist Approach to Teaching Psychology - What Counts as Active Learning?
    David M. Biek
    Macon State College
  7. Going Beyond the DSM in Teaching Psychopathology
    Benjamin Gorvine1 & Jennifer Dyer-Seymour2
    1Argosy University, 2California State University, Monterey Bay


Friday, 3:15-4:30

  1. All About Me: Introspection and Community Building in Undergraduate Psychology Courses
    Christina L. Scott
    Saint Mary's College of California

  2. Investigative Psychophysiology Laboratory Experiences for Community Colleges
    Howard Thorsheim1, Bob Gephart2, & Jackie MacPherson2
    1St. Olaf College, 2Itasca Community College

  3. Teaching Statistics to Resistant Students
    Susan M. Sheffer
    Lewis University

  4. Making the Transition to a Learner-Centered Teaching Approach
    Dorothy Marsil
    Kennesaw State University

  5. Boffo! Ten Great Films for Teaching Undergraduate Personality Theory
    Dante E. Mancini
    College of Saint Elizabeth

  6. The Effects of Electronic and Multimedia Materials on Undergraduate Teaching
    Fred Whitford
    Montana State University

  7. Organizing a Regional Teaching of Psychology Conference
    Richard M. Gorman
    Central New Mexico Community College
  1. "Been There, Done That." Teaching Social Psychology When They "Think" They've Heard It Before
    Wayne A. Lesko
    Marymount University

  2. A Mixed-Method Action Research Approach to Instruction in Psychology
    Alida Anderson1, Daniel Moos2, & Ann Battle2
    1Widener University, 2University of Maryland

  3. Service Learning as a Teaching Methodology in Psychology: How to Get Started and a Sharing of Current Practices
    Gene Popiolek & Manolya Bayar
    Harford Community College

  4. Identity Development in a College Course: Insights from Erik Erikson?
    Jeffrey S. Skowronek
    University of Tampa

  5. Encouraging Scientific Thinking in Clinical Psychology Courses
    Steve Davis
    North Central College

  6. Transactional Analysis in the Classroom
    Sam Gaft
    Macomb Community College

  7. Undergraduate Research in Psychology: Successes, Challenges, and New Ideas
    Shelly Dickinson & Jumi Hayaki
    St. Olaf College

Wednesday, 3:45-5:15
Banyan Breezeway

  1. Using Behavioral Skills Training to Enhance Student Learning in Statistics and Research Methods
    Dave Korotkov
    St. Thomas University

  2. Celebrating Diversity: Using a Natural Jigsaw Approach in Computational Psychology
    Andrea M. Karkowski
    Capital University

  3. Using Research on Gender to Teach Statistical Concepts
    Andrew N. Christopher1 & Pam Marek2
    1Albion College, 2Kennesaw State University

  4. Using Music to Enhance Psychology Class
    Elizabeth A. Williams & Merry J. Sleigh
    Winthrop University

  5. Effectively Using Literature Circles in the Psychology Classroom
    Rebecca Wenrich Wheeler
    Franklin Academy Charter High School

  6. Developing Psychology Lesson Plans: A Collaboration between High School and College Students
    Debra Mashek1, Mike Callahan2, & Shelley DeFord1
    1Harvey Mudd College, 2Claremont High School

  7. Faculty and Student Perceptions of Evaluation of Instruction
    Royce Simpson & Larry Hall
    Spring Hill College

  8. A Specific Course Feedback Form
    Ralph Parsons
    Carroll College

  9. Use of Mid-Semester Student Evaluations to Improve Instructors' Performance
    Tom Mitchell & John Bates
    University of Baltimore

  10. The Superiority of "Explaining" over "Defining" in an Introductory Psychology Writing Assignment
    Jennifer McCabe & Kristen Freed
    Marietta College

  11. What Challenges Face Students When Writing an Introduction to an APA Paper?
    Heather M. Beauchamp & Beth Kern
    SUNY Potsdam

  12. In-Class Writing as a Teaching Tool: An Evaluation
    William S. Altman
    Broome Community College

  13. Educating Psychology Students about Plagiarism
    Heather Knox1, Wendy L. Jordanov1, Pamela L. Knox2, & Linda R. Guthrie1
    1Tennessee State University, 2Middle Tennessee State University

  14. Teaching "Psychology of War" as a Special Topics Class
    Darren R. Ritzer
    Winthrop University

  15. Concept-Network Analysis as a Measure of Learning Outcomes in a History & Systems of Psychology Course
    John Bates
    University of Baltimore

  16. Concept Maps for Psychology: Visualizing Concepts and Connections
    Jeffrey S. Nevid
    St. John's University

  17. We're the Same, Only Different: Connecting through Diversity in Adult Development and Aging
    Milene Z. Morfei & Yasmine Jaber
    Wells College

  18. Recycling an Ancient Technique: The Dream Incubation Ritual as a Teaching Tool in Introductory and Cross-Cultural Psychology
    Russell E. Phillips III
    Missouri Western State University
  1. Focused Self-Reflection on Exam Preparation Alters Student Academic Preparation
    Yueping Zhang
    Lewis and Clark College

  2. Student Involvement in Assessment of Their Own Performance
    Lugenia Dixon
    Bainbridge College

  3. Do Students Know if They Answered a Particular Question Correctly on Their Psychology Examination?
    Gary T. Rosenthal1, William Barlow Soper2, Richard R. McKnight1, A.W. Price1, & K. Chris Rachal1
    1Nicholls State University, 2Louisiana Tech University

  4. Students' Reporting of How Much They Learned and the Best Ways to Learn
    Brent A. Vulcano
    Saint Mary's University

  5. "Moving Experiences" in a Sensation and Perception Course
    Virginia M. Parsons
    Carroll College

  6. 30-Minute P.E.A.L.s (Perception Experiment and Activities Labs)
    Lynda R. Cable
    Messiah College

  7. Summer vs. Semester: Need for Cognition, Instructional Value, and Performance Assessments of Two Models of Research Methods
    Judith Platania1 & Nina L. Tarner2
    1Roger Williams University, 2Sacred Heart University

  8. Better Late than Never? The Relation of Enrollment Date to Class Performance
    Gary G. Ford, Kandy J. Stahl, Michael E. Walker, & Angela M. Ford
    Stephen F. Austin State University

  9. Applying Freakonomics in Research Methods in Psychology
    James Jordan
    Lorain County Community College

  10. Qualitative Methods as a Choice in Undergrad Research Methodology: The Story of Ready, Set, What? A Phenomenological Study of the Meaning of Personal Tragedy in the Lives of College Freshman: A Retrospective View
    Clare S. Lawlor
    Lewis University

  11. Letter Preference Effects: A Student-Friendly Paradigm for Use in Introductory Methods
    Kathleen Puglisi Greenberg
    SUNY College at Old Westbury

  12. The Power of Empiricism: Use of Empirical Projects to Enhance Understanding of Development in a Psychology Senior Seminar
    Laurette T. Morris
    SUNY College at Old Westbury

  13. Engaging Students in Collaborative Research
    Wendy L. Jordanov1, Linda R. Guthrie1, & Pamela L. Knox2
    1Tennessee State University, 2Middle Tennessee State University

  14. Facilitating Learning from Group Projects
    April Schwarzmueller
    Eckerd College

  15. Teaching Introductory Psychology from a Distance: Internet, Compressed Video, and Digital Cable
    Liana K. Holt & Kimhoang Nguyen
    Southeastern Louisiana University

  16. A Description and Evaluation of a Web-Enhanced Format for an Introductory Psychology Course
    Russell Bennett & James Rafferty
    Bemidji State University

  17. Using Blogging, Podcasting, and Wiki's in the Classrom
    Larry Welkowitz
    Keene State College

Thursday, 4:30-6:00
Banyan Breezeway

  1. Introductory Psychology Can Alter Student Views of Evolution and of Psychology as a Science
    Kevin E. Moore
    DePauw University

  2. Changes in Introduction to Psychology Students' Knowledge and Attitudes toward Psychology and Psychological Research
    Ryan Martin & Georjeanna Wilson-Doenges
    University of Wisconsin - Green Bay

  3. Getting Students Motivated in Large (100+) Introductory Psychology Courses
    Sue C. Spaulding
    University of North Carolina, Charlotte

  4. Required Attendance in the Introductory Psychology Course
    Susan L. O'Donnell
    George Fox University

  5. The Relationship between Students' Understanding of the Course Structure and Their Satisfaction and Classroom Citizenship Behaviors
    Joelle D. Elicker1, Michelle Singer Foust2, & Jennifer L. Perry2
    1The University of Akron, 2Baldwin-Wallace College

  6. Students' Desired Grades and Behaviors to Earn Such Grades
    Baron Perlman & Lee I. McCann
    University of Wisconsin - Oshkosh

  7. Effects of Past Trauma on Academic Resiliency in College Students
    Linda R. Guthrie1, Pamela L. Knox2, Wendy Jordanov1, & Rebecca Wagner1
    1Tennessee State University, 2Middle Tennessee State University

  8. Academic Stress Experienced by Urban Community College Students
    Tracey E. Ryan
    University of Bridgeport

  9. Incorporating Experiential Learning Opportunities into the Undergraduate Psychology Classroom
    Heather Reeson Lambert
    Doane College

  10. The Intersection of Experiential Learning and Service Learning in Psychology
    Andrea L. R. Lassiter
    Minnesota State University

  11. Physiological Psychology Laboratory Curriculum: Experiential Learning for Translation into Either Graduate School or Employment
    Dawn N. Albertson
    Minnesota State University

  12. Creating Opportunities for Students to Present Undergraduate Research
    Alan Ferris
    Mount Marty College

  13. Using Research Methods to Teach Students to Be Better Consumers of Media Information
    Beth Morling
    University of Delaware

  14. Personality Concomitants of Undergraduate Academic Success and Failure
    Nicholas F. Skinner
    King's University College, The University of Western Ontario

  15. The Relationship between Personality Style and Time to Complete Exams
    Daniel Taylor & Kandy J. Stahl
    Stephen F. Austin State University

  16. Effects of Personality and Study Abroad Experiences on Self-Concept Clarity and Ethnocentrism
    Stephen M. Smith
    North Georgia College & State University

  17. Psychology Onstage: Staged Readings of Dramatic Scripts Increase Student Recognition and Recall of Personality Theories
    Christy L. Scott
    Saint Mary's College of California
  1. Using a Dramatic Production to Teach Personality and Abnormal Psychology
    Kim Lamana Finn
    DeVry University

  2. Student Initiated Learning in a Humanistic Psychology Course
    Lynda L. Crane
    College of Mount St. Joseph

  3. Psychology of the Seven Deadly Sins and Heavenly Virtues
    Michael R. Hulsizer
    Webster University

  4. How Can You Keep Statistics Students from Voting You Off of the Island? Transformative Learning in a Statistics Classroom
    Sabato D. Sagaria & Andrea M. Karkowski
    Capital University

  5. Aligning Instruction in Introductory Statistics for Psychology with Practice
    Holly H. Schiffrin
    University of Mary Washington

  6. The Effect of Content-Based Questions Administered During PowerPoint Presentations
    Vicki S. Gier
    University of West Florida

  7. Measuring Student Engagement with Participant Response Systems
    William P. Wattles, Courtney Quick, & Theresa Herzog
    Francis Marion University

  8. Getting Back to Basics in College Teaching
    Ida A. Chauvin and Alice P. Carter
    Louisiana Tech University

  9. Students' Uses of Laptops in the Classroom and Their Effects on Learning
    Carrie B. Fried
    Winona State University

  10. Do Critical Thinking and Spiritual Development Affect Each Other? Teaching Development of Critical Thinking in a Human Development Course at a Private Christian University through In-Class Research
    Noel Jacobs
    Southern Nazarene University

  11. Philosophy of Teaching Statement: Students' Philosophies of Learning
    Bill Garris
    University of the Cumberlands

  12. What Should Arts Therapists Know about Psychology
    Christine Lapoujade & Edith Lecourt
    University of Paris V

  13. What Should Dentists Know about Psychology?
    S. Amado, Aymardo, P. Benetière, M. Benhamed, R. Bobet, C. Delhomme, B. Fleiter, M. Folliguet, E. Lecourt, G. Lévy, P. Robert, D. Vasconcellos, & M. Wolikov
    University of Paris V

  14. Assessing the Assessments for Student Learning: Do They Tell Us Anything We Don't Already Know?
    Charles Negy
    University of Central Florida

  15. The Reality of the Testing Effect: Application to the Classroom, Judgments of Learning, and Collaborative Educational Processes
    Jacquelyn Cranney, Sue Morris, & Rachel McKinnon
    University of New South Wales

  16. The Testing Effect: Using Tests to Promote Retention of Information Acquired While Watching Video
    Rachel A. Rogers1, Gary S. Goldstein2, & Victor A. Benassi1
    1University of New Hampshire, 2University of New Hampshire at Manchester

  17. Choosing a New Text? Why Not Ask the Students?
    Rick Maddigan
    Memorial University of Newfoundland


Friday, 4:30 - 6:00
Banyan Breezeway

  1. Turning Up the Heat on the Melting Pot: Lessons from an International University
    Martha A. Montgomery
    Florida International University

  2. What Shall a Diverse Cognitive and Biological Psychology Look Like?
    Deborah A. Gagnon
    Wells College

  3. What Do Students Gain from Cross-Cultural Psychology Class?
    Ginny Q. Zhan
    Kennesaw State University

  4. Human Sexuality Students: Who Are They?
    Mara S. Aruguete1 & Michael A. DiBenedetto2
    1Lincoln University, 2Moberly Area Community College

  5. A "Research Team" Approach to Teaching Research Methods
    Alice P. Carter & Ida A. Chauvin
    Louisiana Tech University

  6. Laboratory Experience: A Model for Collaboration
    Lori Schmied1, Chad Schrock1, & Chad Berry2
    1Maryville College, 2Berea College

  7. Predictors of Students' Intrinsic and Extrinsic Motivation in Class: The Role of Teacher Support
    Joan M. Zook & Andrew P. Herman
    State University of New York at Geneseo

  8. Detecting Students' Learning Motivation through Web Track
    Tsu-Ming Chiang & Jenq-Foung Yao
    Georgia College and State University

  9. Introductory Psychology at Houston Community College: A Systematic Approach to Curriculum Development and Evaluation
    Denise Boyd, Carol Laman, Karen Saenz, & Barbara Lachar
    Houston Community College

  10. The Undergraduate Psychology Curricula-Narrative, Summary, and Data-Based Research: A Resource
    Baron Perlman & Lee I. McCann
    University of Wisconsin - Oshkosh

  11. What Is Service Learning? Perceptions from Faculty, Participating Students, and Non-Participating Students
    Merry J. Sleigh, Darren R. Ritzer, & Jennifer Solomon
    Winthrop University

  12. Relationships among Experiential Education and Identity Status among College Students in an Adolescent Psychology Course
    Virginia R. Gregg1 & Dorothy J. Shedlock2
    1Heidelberg College, 2State University of New York at Oswego

  13. Fatherhood: A Supplement for Psychology Courses
    Vicki Ritts
    St. Louis Community College - Meramec

  14. A Comparison between an Online and Face-to-Face Independent Research Course
    Lisa J. Schulte
    Xavier University of Louisiana

  15. The Changing Nature of the Learning Environment, from Classroom to Kitchen Table: Survival Tips for the Novice Online Instructor
    Mukul Bhalla
    Argosy University

  16. Evaluating the Benefits of an Online Course on Careers in Psychology
    Kiersten A. Jarvis, Claudia J. Stanny, & Maria Darcy
    University of West Florida

  17. The Merits of a "Careers in Psychology" Course
    William A. Montgomery
    Angelo State University
  1. Buzzwords Galore! Developing an Inverted, Active, Learner-Centered Course to Foster Critical Thinking in Psychological Statistics
    Joseph G. Johnson
    Miami University

  2. From Traditional Lecture to Problem-Based Learning in Undergraduate Statistics: Why and How
    Christie P. Karpiak
    University of Scranton

  3. A Research Learning Enhancement Laboratory Approach to Teaching Research Methods in Introduction to Psychology: Preliminary Evaluative Data
    Bryan E. Porter, Jennifer A. Morrow, Sarah A. Schultz Robinson, & Erin M. Burr
    Old Dominion University

  4. One World: The Psychology of Sustainability
    Howard Ingle
    Salt Lake Community College

  5. Just Say Learn! Peer-Taught Drug Awareness in the Introductory Psychology Course
    Kerri A. Goodwin
    Loyola College in Maryland

  6. What to Do When Students Won't Talk in Class: Fishbowls and Other Strategies
    Marcia Smith Pasqualini
    Avila University

  7. Instructor Self-Disclosure in a First-Day Activity
    Jeremy Ashton Houska
    University of Nevada, Las Vegas

  8. Examining the Conclusions of Researchers, Justices, and the Next-Door Neighbor: A Series of Practical Assignments for a Psychology and Law Course
    L. Brooke Bennett
    Florida State University

  9. Teaching and Learning Using David Keirsey's Four Temperaments: The Keirsey Temperament Sorter Test
    Charles G. Jacques III
    Biofeedback Associates

  10. Putting the Pieces Together: Using Puzzles to Help Students Integrate Key Figures in the History of Psychology
    Mark I. Walter & Jamie L. Walter
    Albion College

  11. Teaching the "Great Psychologists" through a Capstone Course on Psychological Utopias
    Steve Davis
    North Central College

  12. Use of Practice Quiz Rewards to Improve Student Attendance in an Undergraduate Psychology Class
    Monica A. Wallace
    Middle Tennessee State University

  13. Exam Q&A: Effective Review Software Made Easy
    Stephen Blessing, Juli Weiss, Meghann Garrett, & Stephanie Mather
    University of Tampa

  14. Outcomes for and Characteristics of College Psychology Students Choosing Team Testing
    Jeana L. Magyar-Moe
    University of Wisconsin - Stevens Point

  15. Student Perceptions of Significant Learning Experiences in Psychology Classes
    Donna Webster Nelson, Ashley Penman, & Tammy Stowasser
    Winthrop University

  16. Learning by Doing: Mentoring Model for Preparing Graduate Students to Teach Introductory Psychology
    Mary M. Livingston, Alice P. Carter, & Donna B. Thomas
    Louisiana Tech University

  17. Absent-Mindedness in College Students Over the Semester: The "Stupid Study" Revisited
    Elizabeth E. Seebach1, Michelle Weltzien2, Meagan Herlache2, and Christina Lambrecht2
    1Saint Mary's University of Minnesota, 2University of Wisconsin - La Crosse