Archive of Previous NITOPs: 2008

Speakers NITOP 2008

William S. Altman is an associate professor in Psychology at Broome Community College. He holds Ph.D. and M.S. degrees in Educational Psychology and Measurement (the M.S. earned by accident), and an M.P.S. in Communication Arts from Cornell University, and a B.A. in History from the University of Pennsylvania. He is driven by a wide and unpredictable curiosity, an almost pathological and sometimes annoying need to solve problems of nearly any sort, and a sense that it all ought to be fun. Dr. Altman conducts research across many aspects of evidence-based teaching methods, learning, and testing. In addition to scholarly publications and presentations, he has written for several non-scholarly publications, spent over a decade sharing information about education and the science of psychology on local radio, has worked as a professional photographer, and performed as a standup comic (ostensibly to work on classroom presentation skills, but mostly because it's fun). He recently consulted with the New York State Department of Environmental Conservation to develop the curriculum for a training manual for nuisance wildlife control operators and to create and validate their statewide licensing test. He is currently co-developing a new course in psychological science and critical thinking for undergraduates going into law, and consults on the development of effective teaching materials. Concerned with the widening digital divide among schoolchildren, he is developing KidBuild Binghamton, an organization which will refurbish and give away old computers to children, based on a successful program he initiated in Ithaca, NY in the 1990s.

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 27 years. Benjamin has received several teaching awards from Texas A&M University including the Fasken Chair in Distinguished Teaching, the Glasscock Professorship in Teaching Excellence, 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 21 books and more than 140 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.), A Brief History of Modern Psychology (2007, Blackwell), A History of Psychology: Original Sources and Contemporary Research (in press, Wiley-Blackwell, 3rd ed.), and The Best of Activities Handbook for the Teaching of Psychology (in press, APA).

Douglas A. Bernstein received his masters and Ph.D. in clinical psychology at Northwestern University in 1966 and 1968, respectively. From 1968 to 1998, he was on the psychology faculty at the University of Illinois at Urbana-Champaign, where he taught classes ranging from 15 to 750 students, and served both as Associate Department Head and Director of Introductory Psychology. He is currently Professor Emeritus at Illinois, Courtesy Professor of Psychology at the University of South Florida, and Visiting Professor and Education Advisor to the School of Psychology at Southampton University. He is a fellow of the Association for Psychological Science.
His efforts to promote excellence in the teaching of psychology began in the late 1970s when he joined the NITOP program committee, and eventually became its chairman. In 1994, he founded the APS Preconference Institute on the Teaching of Psychology. He served for two years as the founding chairman of the Steering Committee for the APS Fund for the Teaching and Public Understanding of Psychological Science, and he remains a member of that committee.
He received several teaching awards at the University of Illinois, and in 2002 received the APA Distinguished Teaching in Psychology Award.
He has co-authored textbooks in Introductory, Abnormal, and Clinical Psychology as well as in Criminal Behavior, and Progressive Relaxation Training. He has contributed chapters to numerous handbooks on teaching, and with Sandra Goss Lucas, wrote Teaching Psychology: A Step by Step Guide. He occasionally offers workshops on teaching techniques and on textbook-writing for prospective authors. As a hobby, he collects student excuses.

Kenneth Bordens received his Bachelor of Arts degree in Psychology from Fairleigh Dickinson University (Teaneck, NJ campus) in 1975. He earned a Master of Arts and Doctor of Philosophy degree in Social Psychology from the University of Toledo in 1979. After receiving his Ph.D., he accepted a position at Indiana University-Purdue University Fort Wayne. Dr. Bordens has taught there for the past 28 years and currently holds the rank of Professor of Psychology. Dr. Bordens' research interests are in the areas of Psychology and Law, Attitudes, and Psychology and the Arts. He has co-authored four textbooks (Research Design and Methods: A Process Approach (Seventh Edition), Social Psychology (Third Edition), General Psychology With Spotlights on Diversity, and Psychology of Law: Integrations and Applications (Second Edition). Dr. Bordens teaches courses in Social Psychology, Research Methods, History of Psychology, and Introductory Psychology. He has taught online sections of Social Psychology, Introductory Psychology, and History of Psychology.

William Buskist is the Distinguished Professor in the Teaching of Psychology at Auburn University and a Faculty Fellow at Auburn's Biggio Center for the Enhancement of Teaching and Learning. In his 25 years at Auburn, he has taught over 32,000 undergraduates, mostly in large sections of introductory psychology. 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 has also co-edited several electronic books for the Society for the Teaching of Psychology (http://teachpsych.org/resources/e-books/e-books.php). He has published over 30 books and articles on the teaching of psychology. In 2005, he was a co-recipient (with Leanne Lamke) of Auburn University's highest teaching honor, The Gerald and Emily Leischuck Presidential Award for Excellence in Teaching. In addition, he was the American Psychological Association's (APA) 2005 Harry Kirke Wolfe lecturer. He also 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 APA Divisions 1 (General Psychology) and 2 (Society for the Teaching of Psychology). He is currently serving as President of the Society. His proudest career achievement is having five of his graduate students honored with national teaching awards.

John T. Cacioppo is the Tiffany and Margaret Blake Distinguished Service Professor at The University of Chicago and the Director of the Center for Cognitive and Social Neuroscience. He completed his PhD at Ohio State University and served on the faculty at the University of Notre Dame (1977-1979), University of Iowa (1979-1989), Ohio State University (1989-1999), and University of Chicago (1999-present). Cacioppo has published 15 books and more than 350 articles, chapters, and reviews. His current research falls under the rubric of social neuroscience, with an emphasis on the effects of social isolation and the mechanisms underlying effective versus ineffective social connection. He is currently the President of the Association for Psychological Science and a Fellow of the American Academy of Arts and Sciences, Society of Experimental Psychologists, Association for Psychological Science, American Psychological Association, American Association for the Advancement of Science, Society for Personality and Social Psychology, and Academy of Behavioral Medicine. He has served as Editor of Psychophysiology and Associate Editor of the Psychological Review, Psychophysiology, and Perspectives on Psychological Science. He is a recipient of the American Psychological Association Distinguished Scientific Contribution Award, National Academy of Sciences Troland Research Award, Society for Psychophysiological Research Award for Distinguished Scientific Contributions to Psychophysiology, and Donald Campbell Award from the Society for Personality and Social Psychology. In addition, he teaches the Introductory Psychology undergraduate course and the Teaching of Psychology graduate course at the University of Chicago.

Nick Donnelly earned his BA in psychology from the University of Wales, College Swansea in 1984. He stayed on at the Unviersity of Wales to complete his PhD. Between 1987 and 1991 he held post-doctoral research position at Birkbeck college, University of London and the University of Birmingham. In 1991 he moved to a lectureship position at the University of Kent at Canterbury. His last move was in 1999 when he joined the University of Southampton where he is currently Professor of Cognitive Psychology and Head of School. His research has focused on key issues in visual cognition; studying issues from theoretical, empirical and applied viewpoints.

Itiel Dror (University of Southampton, England, UK) received his PhD from Harvard University in human cognition. He takes theoretical and academic research about how humans process information and applies it to real world situations. His work on decision making has examined how top down processing (such as contextual information, stereotypes, expectation), time pressure, and expert decision making all work (or don't work) together. Dr Dror has been collaborating with the US Air Force and a variety of forensic laboratories to examine and better understand expert error. For more information, please see http://users.ecs.soton.ac.uk/id/

Rhea K. Farberman is the Executive Director for Public and Member Communications at the American Psychological Association. In her position she directs the Association's public affairs and media relations programs, serves as the Association's national spokesperson, runs its in-house publications and membership marketing departments, and is the Executive Editor of The Monitor on Psychology, APA's monthly newsmagazine.
In the winter of 2001, Farberman directed the launch of APA's national violence prevention campaign including public service ads built around the tag - What a Child Learns About Violence A Child Learns For Life. In 1997, Farberman and APA won a PRSA Silver Anvil award for "Talk to Someone Who Can Help," a public education campaign designed to increase the public's awareness of the value of psychological services.
Prior to joining APA, Farberman was a self-employed consultant working primarily on federal public information and education projects including the 1990 Census, U.S. Department of Health and Human Services health education and prevention programs, and White House Conferences and Councils.
An accredited member of the Public Relations Society of America, Farberman has served on the Board of Directors of PRSA's health care academy. She is an honors graduate of The American University's School of Communications and completed graduate studies in public relations and publications management at The George Washington University.

Gregory J. Feist currently is Assistant Professor of Psychology in Adult Development at San Jose State University. He has also taught at the College of William & Mary and the University of California at Davis. He received his PhD in 1991 from the University of California at Berkeley and his undergraduate degree in 1985 from the University of Massachusetts-Amherst. He is widely published in the psychology of creativity, the psychology of science, and the development of scientific talent. One major focus of his is establishing the psychology of science as a healthy and independent study of science, along the lines of the history, philosophy, and sociology of science. His major efforts toward this end are the publication of his recent book entitled Psychology of Science and the Origins of the Scientific Mind (2006, Yale University Press), and being founding president of the newly formed International Society for the Psychology of Science and Technology. Furthermore, he has recently founded and will be Editor-in-Chief of a new peer-reviewed journal, Journal of Psychology of Science & Technology published by Springer Publications.
A second major focus is the identification and development of scientific talent, as seen in finalists of the Westinghouse and Intel Science Talent Search. His paper (co-authored with Frank Barron) "Predicting creativity from early to late adulthood: Intellect, potential, and personality" won Article of Year for 2003 in Journal of Research in Personality. His research in creativity has been recognized by an Early Career Award from the Division for Psychology of Aesthetics, Creativity and the Arts (Division 10) of the American Psychological Association (APA). Feist is currently Past-President of APA's Division 10, and is on the Editorial Boards of Review of General Psychology, Journal of Research in Personality, and Psychology of Aesthetics, Creativity and the Arts. His teaching efforts have been recognized by outstanding teaching awards at both UC Berkeley and UC Davis. Feist is also co-author of the textbook Theories of Personality (McGraw-Hill) as well as the forthcoming Psychology: Beyond Nature and Nurture (McGraw-Hill).

Baruch Fischhoff is Howard Heinz University Professor in the Department of Social and Decision Sciences and the Department of Engineering and Public Policy at Carnegie Mellon University, where he heads the Decision Sciences major. A graduate of the Detroit Public Schools, he holds a BS in mathematics and psychology from Wayne State University and an MA and PhD in psychology from the Hebrew University of Jerusalem. He is a member of the Institute of Medicine of the National Academy of Sciences, and has served on many NAS/NRC/IOM committees. He is a past President of the Society for Judgment and Decision Making and of the Society for Risk Analysis, and recipient of its Distinguished Achievement Award. He is a Fellow of the Association for Psychological Science and of the American Psychological Association, and recipient of its Early Career Awards for Distinguished Scientific Contribution to Psychology and for Contributions to Psychology in the Public Interest. He is a member of the Environmental Protection Agency Scientific Advisory Board, where he chairs the Homeland Security Advisory Committee; the World Federation of Scientists Permanent Monitoring Panel on Terrorism; and the National Intelligence Council Global Expertise Reserve Program. He was a founding member of the Eugene Commission on the Rights of Women and the Department of Homeland Security's Science and Technology Advisory Committee. His research includes risk communication, analysis and management; adolescent decision making; informed consent; security; and environmental protection. He has co-authored or edited four books, Acceptable Risk (1981), A Two-State Solution in the Middle East: Prospects and Possibilities (1993), Preference Elicitation (1999), and Risk Communication: The Mental Models Approach (2001).

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 Psychology Department Teaching Enhancement Award (2007), 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). Her research interests include effective college teaching, academic dishonesty, and student achievement in college.

Peter Gray is professor of psychology at Boston College, where he has served at various times as Department Chair, Undergraduate Program Director, and Graduate Program Director. He did his undergraduate study at Columbia University and then earned a Ph. D. in biological sciences at Rockefeller University. He has published research in biological, developmental, and educational psychology; published articles on innovative teaching methods; and is author of Psychology, an introductory college textbook now in its 5th edition. He has taught introductory psychology regularly throughout most of his 35-year teaching career. He is now retired from regular teaching, but continues to teach occasional upper division courses and to advise individual students. He is currently working on a book tentatively titled Freedomís Song: The Story of Human Play. His own play includes long distance bicycling, kayaking, and back-woods skiing.

Diane F. Halpern is Professor of Psychology and Director of the Berger Institute for Work, Family, and Children at Claremont McKenna College, which is a member of the Claremont University Consortium. She 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, and the Outstanding Alumna Award from the University of Cincinnati. Diane was the 2004 President of 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 has published over 350 articles and many books including Thought and Knowledge: An Introduction to Critical Thinking (4th ed.) and Sex Differences in Cognitive Abilities (3rd ed.). She is currently chairing an APA Taskforce that is planning a National Conference on Undergraduate Education in Psychology for 2008 and co-chairing an APS Taskforce on Life-Long Learning at Work and at Home. Other current projects include joining Michael Gazzaniga and Todd Heatherton as the third author on their introductory psychology book, Psychological Science (3rd ed.). She is also working with Fanny Cheung from Chinese University on a cross-cultural book titled Women at the Top: How Powerful Leaders Combine Work and Family. The book is based on more than 60 interviews with women with substantial family responsibilities in powerful leadership positions.

Vivian McCann Hamilton is a senior faculty member in Psychology at Portland Community College in Portland, Oregon, where she teaches numerous sections of introductory psychology, as well as courses in human relations, intimate relationships, and social psychology. Born and raised in the Southern California desert just 10 miles from the Mexican border, she learned early on the importance of understanding cultural backgrounds and values in effective communication and in teaching. She loves to travel and learn about people and cultures, and has visited 20 countries so far. Prior to beginning her tenure at Portland Community College in 1995, she worked in faculty development, counseling, and student services at several southern California colleges and universities. She currently serves on the APAís Committee for Psychology Teachers at Community Colleges (PT@CC). She is the author of Human Relations: The Art and Science of Building Effective Relationships (Prentice-Hall, 2007), and has recently joined the author team for Psychology: Core Concepts (Allyn & Bacon) with Philip Zimbardo and Robert Johnson.
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James Hansell received a B.A. in Philosophy from Amherst College in 1979 and a Ph.D. in Clinical Psychology from the University of Michigan in 1988. He also completed a post-Doctoral fellowship at the University of Michigan Psychological Clinic and psychoanalytic training at the Michigan Psychoanalytic Institute. Since 1989, Dr. Hansell has been teaching at the University of Michigan and seeing clients in his private practice in Ann Arbor. He has won several awards for his teaching and writing. Dr. Hansell's teaching, research, and writing have focused on abnormal psychology, psychotherapy process and outcome, the therapeutic alliance, gender and sexual identity, and psychoanalytic theory. Dr. Hansell is the co-author (with Lisa Damour, Ph.D.) of Abnormal Psychology, an undergraduate textbook published by John Wiley & Sons in 2005.

Thomas E. Heinzen was a 29 year-old freshman, began graduate school when their fourth daughter was one week old, and is still amazed that he and Donna somehow managed to stay married. A magna cum laude graduate of Rockford College, he earned his Ph.D. in social psychology at the State University of New York at Albany in just three years. He published his first book on frustration and creativity in government two years later, was a research associate in public policy until he was fired over the shape of a graph, consulted for the Johns Hopkins Center for Talented Youth, and then began a teaching career at William Paterson State University of New Jersey. He founded the psychology club, established an undergraduate research conference, and has been awarded various teaching honors while continuing to write journal articles, books, plays, and two novels that support the teaching of general psychology and statistics. He is also the editor of Many Things to Tell You, a volume of poetry by elderly writers. Along with Susan Nolan, Tom is the co-author of a forthcoming introduction to behavioral statistics, Statistics for the Behavioral Sciences (Worth).

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, and he gives workshops on mentoring new faculty members in teaching, advising, and career balance.

Saul Kassin is Distinguished Professor of Psychology at John Jay College of Criminal Justice. After receiving his PhD from the University of Connecticut, he worked as a postdoctoral fellow at the University of Kansas. He was later awarded a U.S. Supreme Court Judicial Fellowship, during which time he worked at the Federal Judicial Center, and he served as a postdoctoral fellow and visiting professor in the Psychology and Law Program at Stanford University. He is currently on leave of absence from Williams College in Massachusetts. Along with Steven Fein and Hazel Markus, he is the author of Social Psychology, 7th Edition (Houghton Mifflin, 2008) and Psychology in Modules (Pearson Custom Publishing). He has also co-authored and edited a number of scholarly books, including: Confessions in the Courtroom, The Psychology of Evidence and Trial Procedure, and The American Jury on Trial: Psychological Perspectives. Several years ago, Kassin pioneered the scientific study of false confessions by developing a taxonomy that is widely accepted and experimental paradigms that enable tests of why innocent people confess and the impact of this evidence has on juries. He has also studied eyewitness identifications, focusing on questions pertaining to "general acceptance" within the scientific community. Kassin is President-Elect of Division 41 of the American Psychological Association. He is also a Fellow of APS, APA, Division 8, and Division 41, and has served on the editorial board of Law and Human Behavior since 1986. In 2008, he will receive a Presidential Citation Award from APA for his work on false confessions. He has testified as an expert witness in state, federal, and military courts. He lectures frequently to psychologists, judges, lawyers, and law enforcement groups and has appeared as a media consultant for ABC, CNN, NBC, and other national and syndicated news networks. For more information, visit http://www.williams.edu/Psychology/Faculty/Kassin/default.htm.

Art Kohn earned his Ph.D. in experimental psychology from Duke University. He won a Fulbright Fellowship in Psychology to Hungary in 1992, and he won a second Fulbright in Film and Educational Media to Zimbabwe in 2000. Art was awarded American Psychological Association's Early Career Award for Teaching Excellence in 1989. Art has taught and conducted research in 18 countries around the world. He has a particular interest in the areas of Educational Media and Cross Cultural Psychology. He also worked with the CDC developing effective means of social messaging that help developing nations reduce the HIV burden. Art has produced a wide variety of educational media products including more than 25 videos and CD-ROMs, and web sites, many in the area of psychology. Art is an adjunct professor at Portland State University. He is an avid home renovator, a NCAA baseball umpire, and an avid Ultimate Frisbee player.

Ben Lahey has long taught introductory psychology, developmental psychology, abnormal psychology, and behavior genetics at undergraduate and graduate levels in community colleges and universities. He is currently the Irving B. Harris Professor of Health Studies and Psychiatry at the University of Chicago. Dr. Lahey's research has been supported by the National Institute of Mental Health for more than 20 years. His research originally focused on the use of psychometric methods to define and evaluate optimal diagnostic criteria for mental health disorders of childhood. As part of this effort, Dr. Lahey served as a member of the Child Disorders Work Group of the Task Force for DSM-IV and conducted the DSM-IV field trials for the disruptive behavior disorders. More recently, his research has moved from defining the dimensions of mental health to studies of genetic and environmental influences of mental disorders in youth. His NIMH-supported studies include both studies of genetically-informative twin and family samples and molecular genetic studies. He currently holds a grant that addresses gene-environment interactions in the context of gene-environment correlation in the origins of adolescent delinquency and substance abuse. Dr. Lahey has served as President of the International Society for Research on Child and Adolescent Psychopathology and the Society for Child and Adolescent Clinical Psychology. In 1991 he received the Research Prize of the National Academy of Neuropsychology for his work on attention-deficit/hyperactivity disorder (ADHD), and in 2002, he received the Distinguished Research Contributions Award from the Society for Child and Adolescent Clinical Psychology.

David Matsumoto received his B.A. from the University of Michigan in 1981 with High Honors in Psychology and Japanese. He subsequently earned his M.A. (1983) and Ph.D. (1986) in psychology from the University of California at Berkeley. He is currently Professor of Psychology and Director of the Culture and Emotion Research Laboratory at San Francisco State University, where he has been since 1989. He has studied culture, emotion, social interaction and communication for 20 years, and has approximately 400 works in these areas. His books include titles such as Culture and Psychology: People Around the World (Wadsworth; translated into Dutch and Japanese), The Intercultural Adjustment Potential of Japanese, The Handbook of Culture and Psychology (Oxford University Press; translated into Russian), and The New Japan (Intercultural Press; translated into Chinese). He is the recipient of many awards and honors in the field of psychology, including being named a G. Stanley Hall lecturer by the American Psychological Association. He is the series editor for Oxford University Press' series on Culture, Cognition, and Behavior. He is also an Associate Editor for the Journal of Cross-Cultural Psychology, and is on the editorial boards of the Asian Journal of Social Psychology, Asian Psychologist, Journal of Nonverbal Behavior, Motivation and Emotion, Cognition and Emotion, and Human Communication. Matsumoto is also a judo coach and official. He holds a 6th degree black belt in judo, a Class A Coaching Certificate from the US Judo Federation, Teaching Certificates in seven katas of judo, and a Class A International Referee License from the International Judo Federation. He is the head instructor of the East Bay Judo Institute, located in El Cerrito, California. He received the U.S. Olympic Committee's Developmental Coach of the Year Award in Judo in 1999, the U.S. Judo Federation's Senior and Junior Female Coach of the Year Award in 2001, the U.S. Judo Federation's Senior Female Coach of the Year Award in 2002 and 2003, the U.S. Olympic Committee's Coach of the Year Award in 2003, and an acclamation from the City and County of Honolulu, HI in 1977. He is the author of The History and Philosophy of Kodokan Judo, Judo: A Sport and a Way of Life (International Judo Federation), and Judo in the US: A Century of Dedication (US Judo Federation and North Atlantic Books).

Lee I. McCann received his Ph.D. in Experimental Psychology from Iowa State University. He is a Professor of Psychology, Edward Rudoy University Professor and Rosebush Professor at the University of Wisconsin Oshkosh, where he has served as Faculty Senate President, Psychology Department Chair, and Associate Vice Chancellor. Dr. McCann is a Fellow of the Society for the 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, Vol. 1 (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 and has presented numerous papers, posters, workshops, and invited presentations at regional and national conferences.

John Mitterer was awarded his BA from the University of Calgary in 1974 and his Ph.D. in Cognitive Psychology from McMaster University in 1981. He currently holds a Chancellor's Chair for Teaching Excellence at Brock University, where he is a Professor of Psychology. While John has engaged in research on basic cognitive processes and has applied cognitive principles as a consultant for a variety of companies, his professional focus lies in applying cognitive principles to the improvement of undergraduate education in first-year psychology. John has taught over 20,000 introductory psychology students at Brock University. In support of his introductory psychology course, he has been involved in the production of videodiscs of support materials, student-learning CD-ROMs, a variety of learning objects, 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 currently the co-author of the US editions of three introductory psychology textbooks. John has published and lectured on undergraduate teaching and learning throughout Canada and the United States and has also served as Executive Coordinator, Pedagogy and Instructional Technology, for Brock University. He is the recipient of the 2003 Brock University Distinguished Teaching Award, a 2003 Ontario Confederation of University Faculty Associations (OCUFA) Teaching Award, a 2004 3M Teaching Fellowship and the 2005 Canadian Psychological Association Award for Distinguished Contributions to Education and Training in Psychology.

Laura L. Namy is an Associate Professor in the Psychology Department and core faculty in the Program in Linguistics at Emory University. She received her undergraduate degree in Philosophy and Psychology from Indiana University. She completed her doctorate in Cognitive Psychology at Northwestern University in 1998 and has been at Emory ever since. She is coordinator of the joint major in Psychology and Linguistics, the director of the Psychology Summer Study Abroad Program, and the director of the graduate program in Cognition and Development at Emory. She is currently serving as Treasurer of the Cognitive Development Society and Chair of the APA Division 7 Program Committee. Her research focuses on the origins and development of verbal and non-verbal symbol use in young children, and the role of comparison in conceptual development. She is co-author of the forthcoming Intro textbook Psychology: Scientific Thinking in Everyday Life (Allyn & Bacon).

Susan A. Nolan turned to psychology after suffering a career-ending accident on her second workday as a bicycle messenger. A native of Boston, she graduated from the College of the Holy Cross and earned her Ph.D. in clinical psychology from Northwestern University. Her research involves experimental investigations of the role of gender in the interpersonal consequences of depression and studies of gender and mentoring in science and technology, funded in part by the National Science Foundation. Susan is the Associate Dean of Graduate Studies for the College of Arts and Sciences, as well as an Associate Professor of Psychology, at Seton Hall University in New Jersey. She has served as a statistical consultant to researchers at several universities, medical schools, corporations, and nongovernmental organizations. Recently, she advised Bosnian high school students conducting public opinion research. Along with Tom Heinzen, Susan is co-author of the forthcoming introduction to behavioral statistics, Statistics for the Behavioral Sciences (Worth).

Ellen E. Pastorino (Ph.D, Florida State University, 1990) is a developmental psychologist who established her teaching career 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. For the past 9 years she has been teaching at Valencia Community College in Orlando, Florida. Here, too, she has worked with faculty in designing learning-centered classroom practices. Dr. Pastorino 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 currently serves as Valencia's Endowed Chair in Family Resource Development. Dr. Pastorino is co-author with Susann Doyle-Portillo of What is Psychology?, an introductory psychology textbook published by Thomson/Wadsworth. She has published articles in The Journal of Adolescent Research and Adolescence, but her main passion has always been to get students excited about the field of psychology. Ellen's current interests include assessment, inclusion, reaching under-prepared students, and service learning.

Baron Perlman received his BA from Lawrence University and his PhD in clinical psychology from Michigan State University in 1974. He is a Rosebush and Endowed University Professor, and a Distinguished Teacher in the Department of Psychology at the University of Wisconsin Oshkosh, a Fellow in APA's Society for the Teaching of Psychology, and was recognized as the 2007 American Psychological Foundation Charles L. Brewer Distinguished Teacher of Psychology. Dr. Perlman 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.
Dr. Perlman has presented workshops on Teaching Portfolios, Peer Review of Teaching, Faculty Recruitment, and other topics at his home institution, regional teaching conferences, National Disciplinary and Higher Education Meetings, and at the National Institute on the Teaching of Psychology.

Erika Rosenberg is an emotions researcher, health psychologist, and educator about emotional life. Her scientific research on emotion has examined how our feelings are revealed in our facial expressions, how social factors influence emotional signals, and how anger affects cardiovascular health. She received her B.S. in Neuroscience from San Jose State University and her Ph.D. in Psychology from the University of California, San Francisco, where she studied with Paul Ekman. Dr. Rosenberg served on the faculties of the University of Delaware and the College of William and Mary, and is currently a member of the investigative team of the Shamatha Project at the Center for Mind and Brain at UC Davis. Erika Rosenberg is also on the faculty of Nyingma Institute of Tibetan Studies in Berkeley, where she teaches meditation courses and workshops for working with emotions in daily life and the development of mindfulness and compassion. She has been practicing meditation for over 17 years.
Dr. Rosenberg is an expert in facial expression measurement, on which she consults with a variety of academic and non-academic clients and teaches workshops worldwide. Erika Rosenberg's research on emotion is published in a wide range of psychological journals and books, and she speaks regularly at national conferences on the topics of emotions and facial expressions. Her current research interests include collaborative studies that integrate Western psychology with Buddhist practices for improving emotional and cognitive functioning.

Joel Shenker loves education. Whether studying for two doctoral degrees, teaching introductory psychology at a university or community college, leading a graduate neuropsychology seminar, writing textbook chapters, giving bedside instruction in clinical neurology, or delivering invited lectures, he is most content being around people actively engaged in learning. A frequent NITOP invitee, he is currently Clinical Assistant Professor of Neurology and Psychiatry at the University of Missouri, and keeps a clinical neurology practice specializing in memory loss and behavioral neurology. He received a B.A. cum laude in psychology at the University of Pennsylvania. At the University of Illinois at Urbana-Champaign, he earned a Master's and Ph.D. in psychology, and in the medical school, he later received an M.D. degree. After he was chief neurology resident at the University of Virginia, he was a cognitive neurology fellow at the University of Florida. Before coming to Missouri, he returned to the University of Virginia to join the Department of Neurology faculty as a memory loss specialist and medical student clerkship director. He has taught college students, graduate students, medical students, and resident physicians. He has earned 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 University course.

Jill Shultz is a freelance science writer and editor. Her nonfiction publications include a wildlife biology textbook, a statewide certification test bank, and a variety of print, radio, and online works for the public. Many were created for Cornell University, where she served as a science writer and editor for four years. She's published for such clients as Houghton Mifflin, The Nature Conservancy, and the N.Y.S. Department of Environmental Conservation. She's also managed wildlife sanctuaries, taught environmental science, served as program director for a statewide literary organization, and worked as a zookeeper. Ms. Shultz has won awards from The Wildlife Society, the Association of Natural Resources Extension Professionals, and the U.S. Environmental Protection Agency, among others. She received an M.S. in Environmental Science from Antioch University and a B.S. in Biology from Cornell University, where she had the pleasure of studying psychology with Dr. James Maas.

Laurence Steinberg is the Distinguished University Professor and Laura H. Carnell Professor of Psychology at Temple University. He was educated at Vassar College and at Cornell University. Steinberg is a Fellow of the American Psychological Association and current President of APA's Division of Developmental Psychology, as well as Past-President of the Society for Research on Adolescence and a member of The National Academies' Board on Children, Youth, and Families. His research has focused on a range of topics in the study of contemporary adolescence, including family relationships, adolescent employment, high school reform, juvenile justice, and brain development. He has been honored by the Society for Research on Adolescence, the Society for Adolescent Medicine, and the American Psychological Association, and has been recognized for excellence in research and teaching by the University of California, the University of Wisconsin, and Temple University, where he was named as one of the university's Great Teachers. Steinberg is the author or co-author of more than 250 scholarly articles on adolescence, as well as Adolescence (8th ed., McGraw-Hill); and two new textbooks in developmental psychology which will be published by Houghton Mifflin this year: Development: Infancy Through Adolescence (with Deborah Vandell and Marc Bornstein) and Development: Infancy Through Late Adulthood (with Deborah Vandell, Marc Bornstein, and Karen Rook). He is also the author or co-author of When Teenagers Work, You and Your Adolescent, Crossing Paths, Beyond the Classroom, The Ten Basic Principles of Good Parenting (now translated into 10 languages), and Rethinking Juvenile Justice, to be published by Harvard University Press later this year.

Dr. Linda M. Woolf is Professor of Psychology and International Human Rights at Webster University where she teaches a variety of courses related to the Holocaust, genocide, terrorism, torture, and peace psychology. Dr. Woolf also serves as Coordinator of Holocaust and Genocide Studies for the Center for the Study of the Holocaust, Genocide, and Human Rights, which she helped found at Webster in 1999. Dr. Woolf's research foci include the psychosocial roots of mass violence (e.g., genocide, terrorism) and social justice issues such as torture and women's global human rights. Additionally, Dr. Woolf works extensively towards the integration of Holocaust, genocide, and peace education across the university curriculum. Currently, Dr. Woolf is Past-President of the Society for the Study of Peace, Conflict, and Violence (Division 48, American Psychological Association) and Secretary for the Raphael Lemkin Award Committee. Woolf serves on the Psychologists for Social Responsibility and National Institute on the Teaching of Psychology Steering Committees and the Institute for the Study of Genocide Executive Board. She is an Editorial Board Member for Peace & Conflict: Journal of Peace Psychology and H-Genocide.

Tracy E. Zinn earned her BA in psychology from West Virginia University in 1997. She then moved to Auburn University, where she earned a PhD in industrial/organizational psychology with a minor in experimental psychology in 2002. After graduating from Auburn, she accepted a tenure-track position in the Department of Psychology at Stephen F. Austin State University in Nacogdoches, Texas. In 2007, she received the Early Career Award from the Society for the Teaching of Psychology and the Junior Faculty Award for the College of Integrated Science and Technology at James Madison University (JMU). Currently, she is an assistant professor in the Department of Psychology at JMU where she teaches, among others, courses in statistics and research methods, performance management, and industrial/organizational psychology. In addition, she conducts research on effective teaching practices, and faculty and student perceptions of students as customers in higher education.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


NITOP Schedule

 

January 3, 2008, Thursday

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

Workshop:

Annual STP Workshop: But I Really Tried! Designing Your Classes So That Students Can See the Link between Their Effort and Their Outcomes • Tracy Zinn

8–10 am

Workshop:

Departmental Strategies for Coping with More Students and Majors • Lee McCann and Barry Perlman

9 am–noon

Workshop:

Taking It to the Streets: How to Give Psychology Away and Become a Local Media Hero • Bill Altman, Ken Bordens, Jill Shultz, and Rhea Farberman

10–11:30 am

Workshop:

Annual Introductory Psychology Forum: Drawing Students into a Psychology Frame of Mind: Challenging Beliefs and Broadening Perspectives • Bob Hendersen, Sandra Goss Lucas, and Bill Buskist

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

Concurrent Sessions:

  • The Two Revolutions in Psychology: How Technology Will Change What We Teach, and How* • Art Kohn
  • Why Innocents Confess* • Saul Kassin
  • Active Learning Strategies: Get Students Engaged!* • Ellen Pastorino
  • Recent Advances in Biopsychology* • Joel Shenker
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, you are invited to record any sessions, with the permission of the speaker.
3:455:15 pm Book and Software Displays and Poster Session I
5:30 pm

Welcoming Remarks

Doug Bernstein, Emanuel Donchin, and Alan Kraut

6 pm

Featured Address:

Thinking about Risks: Sex, Drugs, and International Terrorism • Baruch Fischhoff

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 16th Annual NITOP Dance, beginning at 8:30 pm on Thursday, following the featured address and the reception for participants and their companions. The Bob Floyd Show 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, 2008, Friday

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

Concurrent Sessions:

  • Using Visual Displays to Teach Critical Thinking: From Lies to Insights* • Susan Nolan and Tom Heinzen
  • Not Just Another Course: Making Abnormal Psychology Matter to Your Students* • James Hansell
  • New Developments in Behavior Genetics for Introductory and Developmental Psychology* • Benjamin Lahey
  • Why You Need a Brain to Teach Psychology* • Erika Rosenberg
9:4510:45 am

Concurrent Sessions:

  • How to Teach beyond Nature and Nurture* • Greg Feist
  • Teaching the Psychology of Terrorism* • Linda Woolf
  • Creating Critical Consumers of Information in the Introductory Psychology Classroom* • Laura Namy
  • Experts Make Mistakes: The Impact of Top-Down Processes on Fingerprint Identification* • Itiel Dror
10:45–11:15 am Coffee Break
11:1512:15 pm

Concurrent Sessions:

  • Classroom Demonstrations for Promoting Active Learning and Critical Thinking* • Doug Bernstein
  • Recent Advances in Developmental Psychology: Inside the Adolescent Brain* • Larry Steinberg
  • How Technology Can Drive Inquiry: Web 2.0 and Its Applications* • John Mitterer
  • Applying Perception Research in the Detection of Threat Items in X-Ray Images* • Nick Donnelly
12:15 pm Buffet Lunch
1:453 pm

General Session:

Culture and the Teaching of Psychology • David Matsumoto

3:154:30 pm Participant Idea Exchange II
4:306 pm Book and Software Displays and Poster Session II
7:30–8:30 pm

Evening General Session:

Why William James Never Revised His Introductory Psychology Textbook: A History of the Teaching of Psychology • Ludy Benjamin

8:30–10 pm

30/20 Anniversary Party Hosted by The Tradewinds

Participants are invited to a reception celebrating the 30th Anniversary of NITOP and the 20th consecutive NITOP at The TradeWinds. The reception will be sponsored by The TradeWinds as a thank-you to NITOP for their partnership in hosting the last 20 conferences at The TradeWinds Island Grand Hotel.


January 5, 2008, Saturday
7:30–8:30 am Buffet Breakfast
8:30–9:30 am

Concurrent Sessions:

  • Active Learning Strategies: Get Students Engaged!** • Ellen Pastorino
  • The Value of Psychology 101 in a Liberal Arts Education* • Peter Gray
  • Not Just Another Course: Making Abnormal Psychology Matter to Your Students** • James Hansell
  • How to Teach beyond Nature and Nurture** • Greg Feist
9:45–10:45 am

Concurrent Sessions:

  • Recent Advances in Biopsychology** • Joel Shenker
  • Introductory Psychology as a Tapestry: Stronger with Multicultural Threads* • Vivian Hamilton
  • Recent Advances in Developmental Psychology: Inside the Adolescent Brain** • Larry Steinberg
  • Experts Make Mistakes: The Impact of Top-Down Processes on Fingerprint Identification** • Itiel Dror
10:45–11:15 am Coffee Break
11:15 am–12:15 pm

Concurrent Sessions:

  • Why Innocents Confess** • Saul Kassin
  • How Technology Can Drive Inquiry: Web 2.0 and Its Applications** • John Mitterer
  • Creating Critical Consumers of Information in the Introductory Psychology Classroom** • Laura Namy
  • Why You Need a Brain to Teach Psychology** • Erika Rosenberg
12:15 pm Buffet Lunch
1:45–3 pm

General Session:

From Selfish Genes to Social Brains • John Cacioppo

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, 2008, Sunday
7:30–8:30 am Buffet Breakfast
8:30–9:30 am

Concurrent Sessions:

  • Using Visual Displays to Teach Critical Thinking: From Lies to Insights** • Susan Nolan and Tom Heinzen
  • Classroom Demonstrations for Promoting Active Learning and Critical Thinking** • Doug Bernstein
  • The Two Revolutions in Psychology: How Technology Will Change What We Teach, and How** • Art Kohn
  • The Value of Psychology 101 in a Liberal Arts Education** • Peter Gray
9:35–10:35 am

Concurrent Sessions:

  • New Developments in Behavior Genetics for Introductory and Developmental Psychology** • Benjamin Lahey
  • Applying Perception Research in the Detection of Threat Items in X-Ray Images** • Nick Donnelly
  • Introductory Psychology as a Tapestry: Stronger with Multicultural Threads** • Vivian Hamilton
  • Teaching the Psychology of Terrorism** • Linda Woolf
10:45 am Closing Remarks and Announcement of AwardsDoug Bernstein
11 am–Noon

Closing Session:

Applying the Science of Learning in the Classroom • Diane Halpern


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

 

 

 

Poster Schedule

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

  1. Capturing and Keeping the Focus of Students through Humor and Blogs
    Jack LeGrand
    Chapin High School

  2. Snack Size Service Learning
    Julie A. Osland1 & Alice P. Carter2
    1Wheeling Jesuit University, 2Louisiana Tech University

  3. When Abnormal Psychology Triggers Distress in Our Students
    Robert Swoap
    Warren Wilson College

  4. A Course on Culture and Child Development: Challenges and Opportunities of Integrating Culture within Psychology
    Chris J. Boyatzis
    Bucknell University

  5. Online Instructional Techniques to Enhance Critical Thinking in a General Education STS Course
    Anu A. Gokhale
    Illinois State University

  6. The Challenges of Implementing a Fully Collaborative Model for Teaching Introductory Psychology
    John M. Haworth
    Chattanooga State Technical Community College

  7. Reinvigorating the Departmental Review Process
    Preston Bost & Neil Schmitzer-Torbert
    Wabash College

  8. The Internship Experience
    Shannon Maxwell & Patricia Prunty
    Mount Olive College

  1. Career Mentoring for the Majority: Methods for Advising the 95% Who Do Not Go to Graduate School
    Stacie M. Spencer
    Massachusetts College of Pharmacy & Health Sciences

  2. A Model for Psychology Program Outcomes Assessment
    John Bates
    University of Baltimore

  3. A Compulsory Capstone Course (for the Psychology Bachelors): Global Survival Psychology
    Stephen G. Atkins
    Otago Polytechnic of New Zealand

  4. Creating Developmentally Appropriate Writing Assignments
    Michael T. Dreznick
    Our Lady of the Lake College

  5. An Exchange of Ideas and Activities to Promote Knowledge and Relevance of Course Topics and Student Engagement in Fully Online Psychology Courses
    Meredith L. McKee & Pamelyn M. MacDonald
    Washburn University

  6. Psychotherapist Educators: Gatekeepers for the Profession
    Jan Parker
    National University

  7. Integrating Buddhist Psychology into Our Psychology Courses
    Karen Edwards
    Endicott College

  8. An Empirically-Based and Practical Discussion of Classroom Response Systems
    Leigh Armistead & Cheryl Fortner-Wood
    Winthrop University


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

  1. Using Campus Crime Data to Teach Statistical Interpretation Skills
    Martha S. Spiker & Michael J. Bayly
    University of Charleston

  2. A Little Help from Your Friends: Using Online Consultation for Multicultural Curriculum Infusion
    Marya C. Endriga
    California State University, Sacramento

  3. Undergraduate Internships: Gaining Real World Experience in Psychology
    Pam Cartor
    Bellarmine University

  4. Video Case Studies in Abnormal Psychology: What's Available Out There?
    Nancy Simpson
    Trident Technical College

  5. Mentoring Students in the Advising Process
    Ida A. Chauvin, Oscar David Carter, & Mary M. Livingston
    Louisiana Tech University

  6. Using American Literature in Teaching Personality Psychology
    Robert J. Dunn
    Loras College

  7. Enriching Psychology Curriculum through Service Learning
    Carrie Ellis-Kalton
    Maryville University

  8. Assessment in Alternative Courses: Problems and Answers
    Diane K. Feibel
    University of Cincinnati

  9. Facilitating Student-Led Research at the Community College
    Stefanie Gray Greiner
    Northeast Lakeview College
  1. Technology as Both Challenge and Opportunity: Striking a Balance between Tried-and-True Pedagogy and Innovative Techniques
    Natalie D. Smoak
    Illinois Wesleyan University


  2. Facebook and MySpace as Tools for Student Engagement
    Susan L. O'Donnell
    George Fox University

  3. Using the Capstone to Inform Departmental Goals and Decisions
    Patricia Kyle & Lani Fujitsubo
    Southern Oregon University

  4. Using Investigative Psychophysiology Activities in Teaching Introductory Psychology
    Robert Gephart1, Jackie MacPherson1, & Howard Thorsheim2
    1Itasca Community College, 2St. Olaf College

  5. Psychology Olympiad: Join the Discussion!
    Sabra Jacobs
    Big Sandy Community and Technical College

  6. Preparing for Courses in Psychology and the Law, Forensic Psychology, and Children and the Law
    David M. Biek & David M. Feldman
    Macon State College

  7. Afraid to Go All the Way? Easing into Online Learning with Hybrid Courses in Human Development
    Wanda C. McCarthy1 & Peter J. Green2
    1University of Cincinnati, 2Barton College


 


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

  1. Designing the Introductory Psychology Course to Reduce the Stigma Surrounding Mental Illness
    Crystal Colter
    Maryville College

  2. Increasing Students' Understanding of the Interdisciplinary Nature of Psychology and the Law through an Exercise in Ethics
    Michael J. Bayly & Martha S. Spiker
    University of Charleston

  3. Helping Students Navigate the IRB Process
    Mary M. Livingston1, Alice P. Carter1, Julie A. Osland2, & Tom Mitchell3
    1Louisiana Tech University, 2Wheeling Jesuit University, 3University of Baltimore


  4. Using Statistical Software in Statistics Courses
    Mary E. Harmon-Vukić, Michael R. Hulsizer, & Linda M. Woolf
    Webster University

  5. The Development, Implementation, and Assessment of Undergraduate Internships
    Jennifer L. Hillman
    Penn State Berks

  6. The Advantages of Using Personal Memoir in the Teaching of Abnormal Psychology
    Peter G. Marcus
    Borough of Manhattan Community College/CUNY

  7. Psychology Courses in the Online Environment
    Fred Whitford
    Montana State University

  8. Motivating Students to Buy and Read the Textbook
    Tracey E. Ryan
    University of Bridgeport

  9. Psychology as a Context for Interdisciplinary Dialog: Critical Thinking, Faith, and the Fundamentalist Islam Debate
    Noel J. Jacobs & Stephanie Grant
    Southern Nazarene University

  1. Boundaries: How to Set Appropriate and Fair Boundaries for Students, Even in This Day of Customer Service
    Robin F. Rosenthal
    Northern State University


  2. To Pay or Not to Pay: The Use of Psychology Tokens as Incentives to Students' Class Activity
    Victor Karandashev
    Grand Valley State University

  3. Senior Seminars, History of Psychology, Honors Theses: What Should the Capstone Experience for Undergraduate Psychology Majors Be?
    David W. Kolar
    University of Mary Washington

  4. Making Psychology of Adjustment Even Livelier
    Helen Meldrum
    Bentley College

  5. How Can Psychology Faculty Give Students the Opportunity to Have a Significant Learning Experience by Incorporating Service Learning into Their Courses?
    Mary Zahm
    Bristol Community College

  6. Travel as Experiential Education: Teaching and Learning about Racism
    Peter J. Green
    Barton College

  7. Student Self-Evaluation: Helping Students Embrace Process amid Content
    Meghan W. Duff
    University of Maine at Machias

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

  1. Use of the Stroop Effect as a Bridge between Courses: Statistics and Experimental Psychology
    John Bechtold
    Messiah College

  2. Integrating Research Design and Statistics: A Preliminary Report
    Susan A. Autrey & Martha A. Mann
    University of Texas at Arlington

  3. Psychology of Hope: A Photographic Representation
    Dorothy Abram
    Johnson & Wales University

  4. Teaching the Human Experience and Oral Communication Skills through Music
    Michael P. Murtagh
    Frostburg State University

  5. A Taxonomy of Theories
    Bill Winter
    Kingsborough Community College/CUNY

  6. Using Operant Conditioning as the Basis for the Introductory Psychology Class
    Joe W. Hatcher
    Ripon College

  7. What Can You Do with a Degree in Psychology? Evaluation of a Web-Based Tutorial
    Cyndi R. McDaniel & James H. Thomas
    Northern Kentucky University


  8. Providing Career Guidance and Academic Advising: What Do Young Psychologists Want and Need?
    Justine Rossi & Merry J. Sleigh
    Winthrop University


  9. The Success and Challenges of a Learning Community for Psychology Majors: 4-Year Retrospective
    Sue C. Spaulding & Kimberly Buch
    University of North Carolina at Charlotte


  10. Groups Do It Better: An Examination of Students’ Perceptions and Achievement in Collaborative Learning through Assessment and Dialogue (CLAD) and Traditional Human Development Classrooms
    Wanda C. McCarthy1, Peter J. Green1, & Trey Fitch2
    1University of Cincinnati, 2Barton College


  11. An Exploratory Study of Math Anxiety, Numeracy, and Communication Apprehension in Psychology Undergraduates
    Jennifer Mailloux, Joni Briganti, Kirsten Jimerson, Bethany Kelly, & Kimberly Simmons
    University of Mary Washington


  12. Roadmaps for Statistical Decisions
    Alice P. Carter
    Louisiana Tech University


  13. Methodology Soup
    Marijke Engels-Freeke
    University of Amsterdam


  14. Readability Scores of Introductory Psychology Textbooks
    David P. Nalbone, Tammy S. Guerrero, & David F. Pick
    Purdue University Calumet


  15. Top-Down, Bottom-Up: Using Multiple Data Sources from Multiple Stake-Holders in Selecting an Introductory Psychology Textbook
    S. C. Bates1, M. J. Drysdale1, & J. K. Nelson2
    1Utah State University, 2George Mason University


  16. Helping Students Process What They Have Learned from a Major Project
    April Schwarzmueller
    Eckerd College

  17. Instructor Immediacy in Online Courses
    David M. Biek1 & Ben Gorvine2
    1Macon State College, 2Argosy University Chicago
  1. Online Psychology Club: Engaging Distance Students beyond the Virtual Classroom
    Teresa Mason, B. Jean Mandernach, Andrew T. Johnson, & Brian J. Cowley
    Park University

  2. Interpersonal Skills in the Psychology Classroom: Making for a Well-Rounded Student
    Stefanie Sinno & Kate Richmond
    Muhlenberg College


  3. Encouraging College Students to Develop Leadership Skills through a Summer Camp Experience
    Kimberly Davis, Courtney Crutchfield, & Wendy Jordanov
    Tennessee State University


  4. Teaching about Social and Emotional Intelligence Using Real Life Dilemmas
    Tracey E. Ryan
    University of Bridgeport


  5. Copland: Demonstrating Eyewitness Testimony in a General Psychology Class
    Kim Lamana-Finn & Barry Batorsky
    DeVry University

  6. Attitudes toward the Legal System: Do Law-Psychology Courses Make for Cynical Students?
    Evelyn M. Maeder & Cindy E. Laub
    University of Nebraska – Lincoln

  7. Teaching Psycholinguistics
    Mary Harmon-Vukić
    Webster University


  8. Influence of Non-Traditional Facial Piercings and Gender on Perception of Professors
    Brandon Blackwell, Morgane Dhers, Jennifer Norby, & Merry J. Sleigh
    Winthrop University


  9. Teaching Techniques to Examine Cultural Influences on Body Image and Weight in Adolescence
    Janet L. Gates
    La Roche College


  10. Teaching about Gender Role Learning: An Integrated Approach
    Doris Vasconcellos
    Université Paris 5


  11. Give a Round of Applause for Salutatory Conduction
    Heather M. Beauchamp
    SUNY Potsdam College


  12. Supplemental Instruction: Boon or Boondoggle?
    Gerald Schaeffer, Keith Huddleston, Victor Broderick, & Julie Clevenger
    Lincoln Land Community College


  13. Practicing Mentorship: Graduate-Student Supervision of Undergraduate Research Assistants
    Olivia K. Lima, Amanda C. G. Hege, & J. Patrick Seder
    University of Virginia


  14. Preparing the Professional Psychology Student to Become an Educator
    Katherine Cody & Gretchen Herbert
    Argosy University, Washington, DC


  15. Introduce Students to the Study of Behavior with a Discussion of Rock Art!
    Andrea Lynn Powers
    Sul Ross State University


  16. “Let Me Tell You a Story”: Teachable Stories in Psychology
    Jeffrey S. Nevid
    St. John’s University

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

  1. A Comparison of Non-Cognitive Measures Predicting College Student GPA and Graduation
    Joan H. Rollins
    Rhode Island College

  2. Cognitive Style and Academic Performance
    Nicholas F. Skinner
    King’s University College at The University of Western Ontario


  3. Personal Problem Solving Training and Its Influence on Academic Performance
    Sax Madison & Paul Scott
    Rockhurst University


  4. A Two-Stage Process of Active Clinical Engagement for Undergraduates: Methods and Evaluations—the View from Professor and Students
    David M. Young & Joel Sprunger
    Indiana University/Purdue University, Fort Wayne


  5. The Clinical Aptitude for Therapists Scale: A Validity and Reliability Study
    Jan Parker, B. Charles Tatum, & Brenda Shook
    National University


  6. There are Two Eyes in Integrity: Subtle Cues of Being Observed Influence Students’ Behaviour toward Academic Integrity
    Chris J. Pawson
    University of East London


  7. Teaching Psychology in Criminal Justice Curriculums
    Key Sun
    Central Washington University


  8. Students’ Professionalism in College and Their Plans for the Workplace
    Donna Webster Nelson & Merry J. Sleigh
    Winthrop University


  9. Using Workplace Data in a Classroom Exercise: Examining Pros-and-Cons of Students Re-assembling Personality Test Items to Target Overlapping Big 5 Facets or Sub-Traits
    Stephen G. Atkins
    Otago Polytechnic of New Zealand


  10. The Ideal Course
    Pleun van Vliet
    University of Amsterdam


  11. Applied Learning, Student Success, and Faculty Development in Organizational Psychology
    Kelly Bouas Henry
    Missouri Western State University


  12. A Content Analysis Project for Psychology Research Methods: Katrina Survivors in Print Media
    Karen L. Chambers, Leslie Wang, & Susan M. Alexander
    Saint Mary’s College


  13. Teaching Psychology Statistics with a Sustainability Theme
    Linda J. Kunce & Sarah Tribble
    Illinois Wesleyan University


  14. iCube: Issues in Intro Podcast Enhancements
    David B. Miller
    University of Connecticut


  15. They Hear, but Do Not Listen: Retention for Podcasted Material in a Classroom Context
    William D. Woody, David B. Daniel, & Kaitlin Gibson
    University of Northern Colorado


  16. Accuracy in the Judgment of Individual Contributions to Group Work: A Comparison of Student and Peer Ratings
    Christine A. McBride
    University of Mary Washington


  17. Furthering Understanding of International Psychology through Collaborative Student Projects
    Sherri McCarthy1 & Teresa Ana Duenes Olmedo2
    1Northern Arizona University – Yuma, 2Universidad Autonoma de Baja California, Mexicali
  1. Post-Test Performance and Student Evaluation as a Function of Class Size, Grades Assigned, and Teacher Experience
    Amy T. Galloway, Paul A. Fox, & James C. Denniston
    Appalachian State University

  2. Critical Thinking Project
    Steve Snyder & Kira Olson
    Taylor University


  3. Three Critical Thinking Writing Assignments for the Capstone History of Psychology Course
    Phil D. Wann
    Missouri Western State University


  4. The Effect of Revising Papers on Recall
    Christine Allegretti & Deborah Campbell
    Queens University of Charlotte


  5. College Freshman Writing Study: The Effects of Self-Efficacy on Achievement and Related Perceptions
    Rhiannon L. Jackson1 & Anne M. Murtagh2
    1Bridgewater State College, 2Dickinson College


  6. Students’ Perceptions of Instructional Use of Text-Messaging Software
    Matthew K. Mulvaney1, Christopher A. Barnes2, & Michael J. Middleton3
    1SUNY Brockport, 2Cheyney University, 3University of New Hampshire


  7. The Role of Feedback in Changing Study Patterns among General Psychology Students
    Daniel B. Bucknam
    Saint Mary’s University of Minnesota


  8. Perceived Academic Control and Multitasking while Studying: Who or What Is in Control Here?
    Dennis D. Carpenter
    University of Wisconsin – Richland


  9. Should I Even Bother? The Effects of Relative Exam Weight on Studying
    Bryan K. Saville
    James Madison University


  10. Modified Matching – A Great Alternative to Traditional Multiple Choice Testing
    Rick Maddigan
    Memorial University of Newfoundland


  11. Using Quizzes to Keep Students Engaged in Learning
    Tsu-Ming Chiang & J. F. Yao
    Georgia College and State University

  12. American Psychological Association’s Resources for Psychology Teachers
    Robin Hailstorks
    American Psychological Association


  13. Under New Management! Editorial and Submission Procedure Changes at Teaching of Psychology
    Andrew N. Christopher1, Chris Hakala2, Cynthia S. Koenig3, Pam Marek4, & Bryan K. Saville5
    1Albion College, 2Western New England College, 3St. Mary’s College of Maryland, 4Kennesaw State University, 5James Madison University


  14. A Learner-Centered Approach to Teaching Adherence in a Health Psychology Course
    Stacie M. Spencer1 & Vicki DiLillo2
    1Massachusetts College of Pharmacy and Health Sciences, 2Ohio Wesleyan University


  15. Accurate Assessment and Deep Understanding of Concepts in Adolescent Psychology among College Undergraduates: The Use of Case Studies in a Traditional and an Online Course
    Pamelyn M. MacDonald & Meredith L. McKee
    Washburn University


  16. Connecting Research and Theory to Life in Developmental Psychology Courses
    Mary V. Barnas
    Marietta College

 

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

  1. Engaging Critical Thinking in Introduction to Human Development through Constructive Controversy
    Michelle Tichy
    St. Norbert College

  2. Reinforcing Concepts of Life-Span Development through Analysis of Holocaust Memoirs
    Stephen L. Chew
    Samford University

  3. Faculty Perceptions of the Effectiveness of Teaching Undergraduate Psychology Courses Online
    B. Jean Mandernach & Andrew T. Johnson
    Park University

  4. Let’s Meet Online on Friday! Introductory Psychology Student Feedback to the Online Component in a Blended Distance Class
    Jennifer Meehan Brennom
    Kirkwood Community College

  5. Redefining the Teaching of Psychology: A Structure for Self-Directed Learning of Advanced Educational Psychology
    Patti S. Gubbels
    Western Governors University

  6. Patterns of Use of Virtual Learning Environments and Student Performance
    A.W. Price1, Gary T. Rosenthal1, Barlow Soper2, Richard R. McKnight1, & Sarah Knight1
    1Nicholls State University, 2Louisiana Tech University

  7. Using a Wiki in Teaching Psychology (www.psywiki.nl)
    Maarten Kuulkers
    Universiteit van Amsterdam

  8. WWW: The Wonderful World of Wikis
    Marianne Miserandino
    Arcadia University

  9. Factors Associated with E-Book Use and Preference: Students Prefer Textbooks
    David B. Daniel, William D. Woody, & Crystal A. Spindler
    University of Northern Colorado


  10. What Happened to the First R? Students’ Perceptions of the Role of Textbooks in Psychology Courses
    Pam Marek1 & Andrew N. Christopher2
    1Kennesaw State University, 2Albion College

  11. Addressing the Rat-Rabbit Problem: The Value of Returning to Original Source Documents to Separate Folklore from Fact
    Hilary E. Stebbins
    Elmira College

  12. A Sweet Introduction to Sampling Distributions and the Central Limit Theorem
    Mary E. Jenson
    Albion College

  13. Dealing with the Central Limit Theorem
    David C. Matz1 & Emily L. Hause2
    1Augsburg College, 2St. Mary’s College

  14. Deception in Intimate Relationships: Modeling the Research Process
    Michael T. Dreznick
    Our Lady of the Lake College

  15. In-Class Categorization of Student-Generated Statements to Teach Inter-Rater Reliability and Birth Control Basics
    W. Cal Johnson, Jr.1, Alex Lee2, Josie Hunter1, & Jennifer Rogers1
    1Lincoln University, 2Cornell University

  16. The Value Students Place on Research Experience for Graduate School and the Job Market
    Darren R. Ritzer & Merry J. Sleigh
    Winthrop University

  17. Effectiveness of Personal Response Systems as a Pedagogical Tool
    William P. Wattles
    Francis Marion University

  1. Response Systems as a Tool for Student Engagement
    Susan L. O’Donnell
    George Fox University

  2. Historical Parallels with Human Injustice: Assessing Student Understanding of Self and Others
    Patricia A. Marsh
    University of Central Missouri

  3. Students’ Evaluations of Ethnic Minority Psychology Class
    Ginny Q. Zhan
    Kennesaw State University

  4. Traditional Lecture May Be More Effective in Teaching Nervous System Anatomy and Function than the Jigsaw Classroom Technique
    Amanda Maynard & Sarah Uzelac
    Mount Saint Mary College


  5. From PostSecret to PostFact: Adapting an Online Collaborative Art Project for the Classroom
    L. Brooke Bennett-Day
    Wesleyan College


  6. Role-Playing as a Pedagogical Method in Social Psychology to Affect Racism?
    Pär Löfstrand
    Mid Sweden University


  7. Development of a Psychology Short Course for Senior Cycle Students in Ireland
    Nicola Porter
    Institute of Art, Design & Technology


  8. Bridging the Gap: Service-Learning Academic Outcomes with Community Partner Needs
    Kristin Bransford
    Concordia University


  9. The Effect of Colored Text on Attention to a Course Syllabus
    Joanne D. Altman
    Washburn University


  10. Personalizing the Classroom: Methods for Enhancing International Student Academic Success
    Jeremy Ashton Houska, Leora Baron, & Tina Gupta
    University of Nevada, Las Vegas


  11. Getting to Know Our Students: A National Coalition
    Eric Landrum1 & Cyndi McDaniel2
    1Boise State University, 2Northern Kentucky University


  12. Do We Know What They Want? A Comparison of Student and Teacher Views on the Teaching of Psychology
    Sue Kraus
    Fort Lewis College


  13. That’s the Way They Like It: Impact of Course Pace and Discussions on Perceived Student Learning
    Jeffrey S. Skowronek & Bruce Friesen
    University of Tampa


  14. Rethinking the Topic Order of Introductory Psychology
    Pamela L. Gist
    Mount St. Mary’s College

  15. Classroom Assessment of Adult Visuospatial and Memory Performance
    Julie Bloom, Ashley Gordon, Cameron Huston, & Janna Taft Young
    Bridgewater College


  16. Class Expectations and Occupational Aspirations: Analysis of an Undergraduate Counseling Psychology Course
    Courtney E. Gasser
    University of Baltimore