Archive of Previous NITOPs: 2009

Speakers NITOP 2008

Renée Baillargeon is Alumni Distinguished Professor of Psychology at the University of Illinois at Urbana-Champaign (UIUC). She was born and raised in Québec City, Canada. She received her B.A. from McGill University and her Ph.D. from the University of Pennsylvania. She then completed postdoctoral studies at the MIT Center for Cognitive Science. In 1983, she joined the Department of Psychology at UIUC and she has been there ever since. Dr. Baillargeon’s research examines cognitive development in infancy and focuses primarily on causal reasoning in two domains: physical reasoning (infants’ ability to make sense of the displacements and interactions of objects) and psychological reasoning (infants’ ability to make sense of the actions and interactions of agents). One of Dr. Baillargeon’s articles, published in 1987, was on the list of “20 Most Revolutionary Studies in Child Psychology (since 1950)”, based on a 2002 survey of members of the Society for Research in Child Development. Dr. Baillargeon’s research has been funded by grants from the National Institute of Child Health and Human Development since 1985; she has also received fellowships from the Guggenheim Foundation and the Stanford Center for Advanced Study. She received the Boyd R. McCandless Young Scientist Award given by the Developmental Division of the American Psychological Association. She was elected as a Fellow of the American Academy of Arts and Sciences and as a Fellow of the American Psychological Society. Finally, she was one of the American Psychological Association’s 2008 Distinguished Scientist Lecturers, and she has received the UIUC Psi Chi Award for Excellence in Undergraduate Teaching three times.

James Bargar is a Professor of Psychology at Missouri Western State University. He holds a Ph.D. in Counseling Psychology from the University of Missouri-Kansas City, M.A. in Social Psychology from Southern Methodist University, and B.A. from William Jewell College. He is a licensed psychologist and has a part-time private consulting practice. He has been teaching at the college/university level for 36 years and has been coordinator of Psychology Practica at MWSU for 31 years. He has supervised over 275 practicum and service learning experiences. He has organized numerous symposiums and presented papers at national conferences including the American Psychological Association and American Evaluation Association. Jim has served on the boards of both the Kansas Psychological Association and the Kansas Association of Professional Psychologists and he has served as president of both organizations. He has held a number of other leadership positions including chairperson of the legislative committee of KPA. He was awarded the Jesse Lee Myers Excellence in Teaching Award. On a more personal career level, Jim has worked both locally and nationally to improve the delivery of health care in the United States. He has been a strong advocate of the importance of patients’ freedom to choose health care services. His deep concern and commitment to this issue is reflected in his relationships with both students and clients.

Robert Bartsch is an Associate Professor of Psychology and is the Division Chair for Social and Behavioral Sciences at the University of Houston – Clear Lake. He received his PhD in 1996 from the University of Colorado at Boulder in Social Psychology. He taught at the University of Texas of the Permian Basin for five years before moving to UHCL. He teaches research methods, statistics, social psychology, and critical thinking in psychology. He has published in several different areas, but his main research interests are in media effects and improving classroom teaching. At UTPB he received the Chancellor’s Council Outstanding Teaching Award and the Golden Windmill Award for junior researchers. He has been the co-director of his university’s Teaching-Learning Enhancement Center and is currently a consulting editor for Teaching of Psychology. He is currently an Executive Director of the Texas Faculty Development Network and organized its first conference in 2007.

Dr. Stephen H. Behnke received his J.D. from Yale Law School and his Ph.D. in clinical psychology from the University of Michigan. In 1996, Dr. Behnke was made chief psychologist of the Day Hospital Unit at the Massachusetts Mental Health Center, a position he held until 1998, when he was named a faculty fellow in Harvard University’s program in Ethics and the Professions. After completing this fellowship Dr. Behnke directed a program in research integrity in the Division of Medical Ethics at Harvard Medical School. In November of 2000, Dr. Behnke assumed the position of Director of Ethics at the American Psychological Association. He holds an appointment in the Department of Psychiatry at Harvard Medical School. Dr. Behnke co-leads an ethics discussion group at the meetings of the American Psychoanalytic Association and has consulted to various psychoanalytic institutes regarding issues of ethics and law.

Dr. Behnke’s research interests focus on issues at the convergence of law, ethics, and psychology. He has written on multiple personality disorder and the insanity defense, on issues involving competence and informed consent to treatment and research, on forced treatment of the severely mentally ill, and on state laws relevant to the work of mental health practitioners.

Kathleen Stassen Berger. How people develop has always been my greatest interest, perhaps because my own childhood and adulthood took many turns. My fascination focused when I had my first three children; their early years propelled me to become a developmental psychologist, earning my Ph.D. and writing textbooks. The details of my life include early years in Minnesota (my father was governor), elementary school in Philadelphia (exclusive girls’ school), adolescence in Washington DC (Quaker education), college in California (Stanford) and Massachusetts (Harvard/Radcliffe). After a classic “emerging adulthood,” I settled down to marry, teach, study (Yeshiva) and raise four children in New York City. My interest in development is ongoing, thanks to my students. Each cohort brings a fresh perspective, and each context reminds me that background matters. Before my doctorate, I taught at the United Nations school (I was head of philosophy, my students were my thesis population). More recently I taught at Sing Sing prison, Fordham University, Quinnipiac College (Connecticut), and Monclair State University (New Jersey), as well as thirty years within CUNY (City University of New York), specifically Bronx Community College, where most students are “born elsewhere,” most spoke a language other than English when they were young, and almost all value children more than our current U.S. zeitgeist. The volatile connections between the universals of development and the specifics of experience continue to intrigue me. I search for that electric zone where teaching and learning is often surprising, sometimes shocking, and never dull.

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 ( 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 Past-President of the Society. His proudest career achievement is having six of his graduate students honored with national teaching awards.

David B. Daniel (James Madison University) is very involved with forging reciprocal links between cognitive-developmental psychology and teaching practices/pedagogy. He is chair of the Society for Research in Child Development's Teaching Committee and coordinator of their Teaching of Developmental Science Institute as well as the managing editor of the journal Mind, Brain, and Education, and past Chair of the Society for the Teaching of Psychology's pedagogical innovations task force. He has published in a diverse range of journals, such as JAMA, Child Development, and Teaching of Psychology. He also consults on the delivery and development of effective, evidence-based, classroom, print, and electronic pedagogy. David has been the recipient of many teaching awards and 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.

Susann Doyle-Portillo has been a professor of psychology at Gainesville State College for the past 14 years. She earned her Ph.D. in Social Cognition in 1994 from the University of Oklahoma. Prior to her doctoral program, Susann earned bachelors degrees in engineering and psychology, which served to ground her firmly in the experimental tradition of psychology. She has published articles in Social Cognition and Contemporary Social Psychology, but the main focus of her career has and will always be teaching. She regularly teaches five to six sections of general psychology each semester, and she is the co-author of What Is Psychology? (2nd edition) and numerous teaching ancillaries. During her tenure at Gainesville State College, Susann has earned a reputation as an excellent, but challenging instructor. Her annual teaching evaluations regularly rank her performance as being “superior” and “excellent” and she has three times been listed in Who’s Who Among America’s Teachers. Susann is also actively engaged in student learning outside of the classroom. One of her major goals is to help students learn by getting them involved in conducting original research. Toward this end, she supervises all of her students as they complete an original piece of research as part of her introductory psychology course. In addition to her teaching responsibilities, Susann has become increasingly involved in issues surrounding the assessment of learning outcomes. She currently serves as the chair of General Education Outcomes Assessment at Gainesville State College, and has recently helped her institution redesign its general education assessment program.

Dana S. Dunn received his Ph.D. in experimental social psychology from the University of Virginia and a BA in psychology from Carnegie Mellon University. Dunn is Professor of Psychology at Moravian College, where he teaches social psychology, statistics and research methods, personality, introductory psychology, and writing, among other courses. Former chair of the Psychology Department and past acting chair of the Philosophy Department at Moravian, Dunn is currently director of the college’s liberal education curriculum. His journal articles, chapters, and book reviews examine topics in the teaching of psychology, social psychology, rehabilitation psychology, and liberal education. Dunn frequently speaks on these topics at national and regional psychology conferences. He serves on the editorial boards of Teaching of Psychology, the Journal of Social and Clinical Psychology, and Rehabilitation Psychology. He is author or co-author of five books—Research Methods for Social Psychology, A Short Guide to Writing about Psychology, Psychology Applied to Modern Life (with Weiten, Lloyd, & Hammer), The Practical Researcher: A Student Guide to Conducting Psychological Research and Statistics and Data Analysis for the Behavioral Sciences. He is co-editor of four others— Teaching Critical Thinking in Psychology: A Handbook of Best Practices, Measuring Up: Educational Assessment Challenges and Practices for Psychology (CHOICE Book Award), Best Practices for Teaching Introductory Psychology, and Best Practices for Teaching Statistics and Research Methods in the Behavioral Sciences. He is currently at work on several other book projects. Dunn is a fellow of the American Psychological Association (APA), a charter member of the Association for Psychological Science (APS), and the past Associate Program Coordinator for the Teaching Institute held at the Annual APS Meeting. He will serve as President-Elect of the Society for the Teaching of Psychology (APA Division Two) during 2009 and as President in 2010. Dunn joins the NIToP Program Committee for two years beginning in January 2009.

Robert S. Feldman is Professor of Psychology and Associate Dean of the College of Social and Behavioral Sciences at the University of Massachusetts at Amherst. Feldman, a winner of the College Distinguished Teacher award, teaches introductory psychology to classes ranging in size from 20 to nearly 500 students. He has served as a Hewlett Teaching Fellow and Senior Online Teaching Fellow. He initiated the Research and Mentoring Program for minority students at the University of Massachusetts. Feldman is on the Board of Directors of the Federation of Behavioral, Psychological, and Cognitive Sciences, and also is on the Board of the Foundation for the Advancement of Behavioral and Brain Sciences. A Fellow of the American Psychological Association and the Association for Psychological Science, Feldman received a B.A. with High Honors from Wesleyan University and an M.S. and Ph.D. from the University of Wisconsin–Madison. He is a winner of a Fulbright Senior Research Scholar and Lecturer award, and has written more than 100 books, book chapters, and scientific articles. Feldman’s books include Understanding Psychology, Fundamentals of Nonverbal Behavior, Development Across the Life Span, and P.O.W.E.R. Learning: Strategies for Success in College and Life, and they have been translated into many languages, including Spanish, French, Portuguese, Dutch, Chinese, and Japanese. His research interests include honesty and deception and the use of nonverbal behavior in impression management, and his research has been supported by grants from the National Institute of Mental Health and the National Institute on Disabilities and Rehabilitation Research.

Todd F. Heatherton is Champion International Professor of Psychological and Brain Sciences at Dartmouth College.  He received his Ph.D. from the University of Toronto in 1989.  Following a postdoctoral fellowship at Case Western Reserve University, he joined the Harvard Psychology Department, where he served as Head Tutor (Director) of the undergraduate Program. His recent research takes a social brain sciences approach, which combines theories and methods of evolutionary psychology, social cognition, and cognitive neuroscience to examine the neural underpinnings of social behavior. Much of this research examines processes related to self, particularly self-regulation, self-esteem, and self-referential processing. He has been on the executive committees of the Society of Personality and Social Psychology, the Association of Researchers in Personality, and the International Society of Self & Identity.  He is Associate Editor of the Journal of Cognitive Neuroscience and serves on many editorial boards and grant review panels.  His books include: The Social Psychology of Stigma (2000), Can Personality Change? (1994), and, with Michael Gazzaniga and Diane Halpern, Psychological Science (third edition due out in 2009) published by W.W. Norton. He received the Petra Shattuck Award for Teaching Excellence from the Harvard Extension School in 1994, the McLane Fellowship from Dartmouth College in 1997, and the Friedman Family Fellowship from Dartmouth College in 2001.  He is a Fellow of the American Psychological Association, the Association for Psychological Science, and the Society for Personality and Social Psychology.

Laura King received an AB 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 PhD 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 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. Her research on meaning in life and personality development has been published in the Journal of Personality and Social Psychology as well the American Psychologist. 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 recently been appointed the new editor of the Personality and Individual Differences section of the Journal of Personality and Social Psychology, beginning in 2009. 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.

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.

Sarah Grison received a B.A. in Psychology at Carnegie Mellon University in 1993 and a Ph.D. in Cognitive Neuroscience at the University of Wales, Bangor, UK, in 2002. After completing a Postdoctoral Fellowship at the Beckman Institute at the University of Illinois at Urbana-Champaign, Sarah became a member of the UIUC Psychology Department in 2006, where she is now the Assistant Director of Introductory Psychology. Sarah’s professional life emphasizes both research and teaching activities and these mutually inform the other. Her research expertise is in the cognitive and neural mechanisms that mediate behavior in our complex visual world, and uses converging techniques to reveal how inhibitory attentional processing of irrelevant information affects long-term memory. She has published a number of peer-reviewed articles on the subject in the Journal of Experimental Psychology: Human Perception and Performance and Perception and Psychophysics, and has authored several book chapters as well. Her research work has been recognized by several awards including a Beckman Fellowship, the APA David Pilon Scholarship, and other research fellowships and scholarships. Sarah’s teaching experiences date from 1992 when she was an undergraduate Teaching Assistant at Carnegie Mellon for small group discussion sections of the Introductory Psychology classes. In the 15 years since then she has taught a multitude of psychology graduate and undergraduate classes in both brick and mortar and online settings and strives to incorporate her knowledge of cognitive processes into the development of undergraduate programs in Introductory Psychology and graduate teaching programs. She has developed and published several online courses and hybrid course websites and is working on developing active learning software to accompany textbooks. Her teaching work has been honored in several ways, such as being named to the UIUC Incomplete Lists of Teachers Ranked as Excellent and through a variety of teaching commendations and fellowships. In her personal life, when she has time, Sarah loves travelling with her family and friends, especially to the beach or anywhere warm and sunny, and loves to cook and relax with mind-numbing mystery novels.

Dana Gross. After receiving a BA in psychology from Smith College in 1983, Dana earned her PhD in child psychology in 1988 from the Institute of Child Development at the University of Minnesota. She is Professor of Psychology, department chair, and an affiliate faculty member of both the Asian Studies Department and the Linguistic Studies Program at St. Olaf College. Her teaching and research interests include play, language, social cognition, cross-cultural child development, and communication between teen parents and their infants/toddlers. In addition to Developmental Psychology and Research Methods, she teaches Infant Behavior and Development, as well as a course examining human development in East Asia, focusing on China and Japan. She has recently begun incorporating academic civic engagement, particularly community based research and public scholarship, into her courses. Dana’s work has been published in professional journals and edited books, and she has made many presentations at child development conferences and meetings devoted to the teaching of psychology, such as NITOP and Best Practices. She has also prepared instructor’s manuals and test banks, contributed to textbooks in child development, co-authored a topical textbook in child development, and authored a textbook in infant development. She belongs to several major professional organizations that focus on psychology and child development, and she serves on the board of a multidisciplinary organization, The Association for the Study of Play (TASP). A life-long Minnesotan, Dana is also an enthusiastic Hockey Mom whose two sons are currently at the PeeWee and Bantam level.

Regan A. R. Gurung is Chair of the Human Development department and Professor of Human Development and Psychology at the University of Wisconsin, Green Bay. Born and raised in Bombay, India, Dr. Gurung received a B.A. in psychology at Carleton College, and a Masters and Ph.D. in social and personality psychology at the University of Washington.  He then spent three years at UCLA as a National Institute of Mental Health Research fellow. His early work focused on social support and close relationships, where he studied how perceptions of support from close others influence relationship satisfaction.  His later work investigated cultural differences in coping with stressors like HIV infection, pregnancy, and smoking cessation.  Building on and continuing with his previous interests, he is currently working on increasing physical activity and good nutrition in local schools, decreasing smoking in colleges, and investigating sex differences in self-perceptions of body image, health, and fitness. He has received numerous local, state, and national grants for his health psychological and social psychological research on cultural differences in stress, social support, smoking cessation, body image, and impression formation.  He has published articles in a variety of scholarly journals including Psychological Review and Personality and Social Psychology Bulletin, and is a frequent presenter at national and international conferences.  He is the author of two books: Health Psychology: A Cultural Approach (2006) and Optimizing Teaching and Learning: Catalyzing Pedagogical Research (in press, with Beth Schwartz).  He is also co-editor of three books: Got Culture? Best Practices for Incorporating Culture into the Curriculum (in press, with Loreto Prieto), Sociocultural Issues in Mental Health (in press, with Sussie Eshun), and Signature Pedagogies Across the Disciplines (in press, with Nancy Chick and Aeron Haynie). Dr. Gurung is also a dedicated teacher and has strong interests in enhancing faculty development and student understanding.  He is Co-Director of the University of Wisconsin System Teaching Scholars Program, has been a UWGB Teaching Fellow, a UW System Teaching Scholar, and is winner of the Founder’s Award for Excellence in Teaching and the Founder’s Award for Excellence in Scholarship, as well as UW Teaching-at-its-Best, Creative Teaching, and Featured Faculty Awards.  He has organized statewide and national teaching conferences and is an active member of the Society for the Teaching of Psychology’s (APA-Div. 2), and has been nominated as Fellow of the American Psychological Association by Div. 2. When not helping people stay calm, reading and writing, Dr. Gurung enjoys culinary explorations, travel, and avoiding political discussions of any kind.

Robin J. Hailstorks, PhD, is currently Associate Executive Director, Education Directorate, and Director of the Office of Precollege and Undergraduate Programs (PCUE), at the American Psychological Association. Under her leadership, PCUE staff provided support for the 2008 APA National Conference on Undergraduate Education in Psychology that was held June 22-27 at the University of Puget Sound in Tacoma, Washington. Dr. Hailstorks earned her master’s and doctoral degrees in developmental psychology at The Ohio State University. She earned her bachelor’s of science degree in psychology at Morgan State University. She completed a post doctoral fellowship in psychology at Purdue University and has continued her post doctoral educational training in the areas of psychology of aging and human genetics. Since completing her graduate education, Dr. Hailstorks has held teaching appointments at Howard University, the University of Tennessee-Knoxville and Prince George’s Community College where she was also chair of the Department of Psychology. Dr. Hailstorks has given more than 40 presentations at annual meetings of national psychological and education associations. She has written more than 20 articles that have been published in newsletters, books, journals and APA publications. She is currently a featured columnist for the Psychology Teacher Network. In 1997, Dr. Hailstorks was recognized by the Society for the Teaching of Psychology, Division 2, American Psychological Association, as an exemplary teacher and won the Outstanding Community College Teacher Award. In 1996, she served as the National President of Psi Beta, the national honor society in psychology for community colleges.

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.

Kelly Bouas Henry earned Bachelor of Arts degrees in both Psychology and Mathematics from William Jewell College (Liberty, MO) in 1992. From there, she went to University of Illinois, Urbana-Champaign where she earned her M.A. (1994) and Ph.D. (1997) degrees in Social/Organizational Psychology. After a brief stop at University of Oklahoma (Norman Campus), she moved to St. Joseph, Missouri where she is now an Associate Professor of Psychology at Missouri Western State University. Kelly has earned campus awards for teaching excellence and distinguished scholarship. While at Western, Kelly served as the founding Director of Applied Learning, leading a program focused on learning experiences that occur beyond the standard classroom walls. This campus-wide program promoted best practices in service-learning, study away, internships/practica, and undergraduate research experiences. In this role, Kelly launched a Conference on Applied Learning in Higher Education that takes place on Western’s campus each February, which has grown in scope from a small poster session to a national conference. For her work in this area, Kelly was named a 2007 finalist for the National Campus Compact Thomas Ehrlich Faculty Award for Service-Learning. Although directing the Applied Learning Program was an interesting diversion, she recently came to her senses and stepped down from her administrative duties to more actively pursue her research. Kelly’s research interests focus on group dynamics and performance, but she has also published numerous ancillaries to accompany textbooks in introductory and developmental psychology.

Robin Kowalski is a professor of psychology at Clemson University. She obtained her Ph.D. in social psychology from the University of North Carolina at Greensboro. Her research interests focus primarily on aversive interpersonal behaviors, most notably complaining, teasing and bullying, with a particular focus on cyber bullying. She is the author or co-author of several books including Complaining, Teasing, and Other Annoying Behaviors, Social Anxiety, Aversive Interpersonal Behaviors, Behaving Badly, The Social Psychology of Emotional and Behavioral Problems, and Cyber Bullying: Bullying in the Digital Age. Robin also has an introductory psychology textbook published by John Wiley & Sons. Her research on complaining brought her international attention, including an appearance on NBC’s “Today Show.” Dr. Kowalski has received several awards including Clemson University’s Award of Distinction awarded by the National Scholar’s Program for mentoring, Clemson University’s College of Business and Behavioral Science Award for Excellence in Undergraduate Teaching, the Phil Prince Award for Excellence and Innovation in Teaching, and the Clemson Board of Trustees Award for Faculty Excellence.

Scott O. Lilienfeld is Professor of Psychology at Emory University in Atlanta. He received his A.B. from Cornell University in 1982 and his Ph.D. in Psychology (Clinical) from the University of Minnesota in 1990. He is founder and editor of the Scientific Review of Mental Health Practice and past President of the Society for a Science of Clinical Psychology. He has served on nine editorial boards, including the Journal of Abnormal Psychology, Psychological Assessment, and Perspectives on Psychological Science, and he is a regular columnist for Scientific American Mind magazine. Dr. Lilienfeld has published over 190 articles, book chapters, and books in the areas of personality disorders, psychiatric classification, and pseudoscience in clinical psychology. Among his books are Psychology: From Inquiry to Understanding (co-authored with Steven Jay Lynn, Laura Namy, and Nancy Woolf; Allyn & Bacon, 2009), Science and Pseudoscience in Clinical Psychology (Guilford, 2003; co-edited with Steven Jay Lynn and Jeffrey M. Lohr) and Navigating the Mindfield: Distinguishing Science from Pseudoscience in Mental Health (Prometheus, in press; co-edited by Steven Jay Lynn and John Ruscio). His work has been featured in the New York Times, Newsweek, Boston Globe, Washington Post, USA Today, New Yorker, and Scientific American. In addition, he has appeared on ABC’s 20/20, CNN, and CBS Evening News. In 1998, Dr. Lilienfeld received the David Shakow Award for Outstanding Early Career Contributions to Clinical Psychology from APA Division 12, and in 2007 he was elected a Fellow of the Association for Psychological Science. He has been an invited speaker at numerous international conferences and over 20 universities, and was selected as a member of Emory University’s “Great Teachers” lecturer series.

Linh Nguyen Littleford is Associate Professor in the Department of Psychological Science at Ball State University. She received her Ph.D. in Clinical Psychology from Miami University. She completed her internship at the University of Colorado Health Sciences Center and post-doctoral work at the University of Michigan Counseling and Psychological Services. Her research focuses on ethnic minority and multicultural issues in teaching, assessment, and intervention. She has published on multicultural competence in teaching, refugee mental health, intergroup anxiety, and multiple relationships and ethical dilemmas in psychotherapy. Her current research projects explore the domains on which students focus when evaluating diversity instructors and whether student’s evaluations vary by the instructors’ ethnicity and inequality framing. She is a member of APA, APA Division 45 (Psychological Study of Ethnic Minority Issues), and APA Division 2 (Society for the Teaching of Psychology). She serves as the current chair of the Division 2 Diversity Committee and was a group leader at the 2008 National Conference on Undergraduate Education in Psychology.

Dr. James B. Maas is Stephen H. Weiss Presidential Fellow, Professor and past Chairman of Psychology, as well as a professor in the graduate fields of Education and Communication at Cornell University. He is also a professor at the Weill Cornell Medical College-Qatar. Dr. Maas received his B.A. from Williams College and his M.A. and Ph.D. from Cornell. He teaches introductory psychology to 1,600 students each year and holds the world’s record for college classroom teaching, having taught more than 65,000 students. Dr. Maas conducts research on sleep and performance, as well as on leadership and critical thinking. Dr. Maas has held a Fulbright Senior Professorship to Sweden, has been a visiting professor at Stanford University and past-president of the American Psychological Association's Division on Teaching. Three times Professor Maas has been recognized as the faculty member most influential in mentoring a Cornell Merrill Presidential Scholar, so designated from the top 1% of the student body. He received the Clark Award for Distinguished Teaching at Cornell, and is the recipient of the American Psychological Association's Distinguished Teaching Award. Dr. Maas is a noted filmmaker who has produced nine national television specials for PBS in this country, for the BBC in England, the CBC in Canada, and for Dutch, Danish and Swedish National Television. His films for such organizations as the National Geographic Society, General Motors, Exxon, Upjohn, Metropolitan Life, the McArthur Foundation and the United States Department of Transportation have won 44 major film festivals. Dr. Maas’ book, Power Sleep, published by Random House and HarperCollins, is a New York Times business best-seller and is published in 11 languages. His latest venture, Remmy and the Brain Train, is an award-winning children’s bedtime story designed to help improve daytime alertness, mood and performance. In the past two years there have been over 200 articles in the popular press about Dr. Maas' work on sleep and performance. He appears frequently on national television programs such as the TODAY Show, NBC Nightly News, CNN, Good Morning America, CBS This Morning, The View, Regis & Kelly, ABC’s 20/20 and Oprah.

David G. Myers has been, since earning his PhD at the University of Iowa, a professor of psychology at Michigan’s Hope College. His scientific and professional writings, with early support from National Science Foundation fellowships and grants, have appeared in three dozen academic periodicals, including Science, the American Scientist, the American Psychologist, and Psychological Science. He also has been a communicator of psychological science through articles in four dozen magazines and through seventeen books, including The Pursuit of Happiness, Intuition: Its Powers and Perils, A Quiet World: Living with Hearing Loss, and, most recently, A Friendly Letter to Skeptics and Atheists. For more information and a complete publications list, see

Louis A. Penner (MA Miami University; Ph. D. in social psychology from Michigan State University) is Professor of Family Medicine at Wayne State University, where he is also a Senior Scientist in the Communication and Behavioral Oncology Program at Karmanos Cancer Institute. Dr. Penner also is an Associate Research Scientist in the Research Center for Group Dynamics at the University of Michigan and a Professor Emeritus at the University of South Florida where he taught psychology for 35 years. Dr. Penner is a Fellow of the Association for Psychological Science and the Society for the Psychological Study of Social Issues (SPSSI), Division 9 of the American Psychological Association. Dr. Penner also served as President of SPSSI in 2001, and received the 2005 SPSSI Distinguished Service Award. He is a consulting editor for the Journal of Social Issues, Journal of Personality and Social Psychology, Analyses of Social Issues and Public Policies, and the Social Issues and Policy Review. Dr. Penner has authored or co-authored eight books and about 80 articles and book chapters. His current research interests focus on racial and ethnic disparities in health care and understanding the psychological consequences of cancer and other life threatening diseases. However, he also continues to conduct research on individual differences in prosocial personality orientations, volunteerism, and prosocial behavior in organizations. He co-authored Prosocial Behavior: A Multilevel Perspective in the 2005 Annual Review of Psychology and the second edition of The Social Psychology of Prosocial Behavior, which was published in 2006.

Andy Pomerantz is Professor of Psychology and Director of the Clinical Adult Psychology Graduate Program at Southern Illinois University Edwardsville. He also maintains a part-time private practice of clinical psychology in St. Louis, MO. He earned his B.A. in psychology from Washington University in St. Louis, and his M.A. and Ph.D. in clinical psychology from Saint Louis University. He completed his predoctoral internship at Indiana University School of Medicine Psychology Training Consortium. In January 2008, his textbook Clinical Psychology: Science, Practice, and Culture was published by Sage. He has served on the editorial board of the Journal of Clinical Psychology, and has published articles in numerous professional journals including Professional Psychology: Research and Practice, Teaching of Psychology, Ethics & Behavior, and Training and Education in Professional Psychology. His primary research interests include psychotherapy and ethical/professional issues in clinical psychology. He served two terms as president of Psychotherapy Saint Louis and is a member of the American Psychological Association.

Michael D. Spiegler is Professor of Psychology at Providence College. Previously, he taught at the University of Texas at Austin and was director of the Community Training Center at the Palo Alto VA Hospital where he developed the first application of skills training for treating serious psychiatric disorders. He earned his Ph.D. in clinical psychology from Vanderbilt University. His research has been in the areas of observational learning, modeling therapy, anxiety, day treatment, behavior therapy, and innovative methods of college teaching. Michael’s first academic love is teaching, which is what led him to perhaps the most challenging and influential form of teaching: textbook writing. He has been a successful textbook and academic author for more years than he cares to admit, with several leading psychology textbooks, including Contemporary Behavior Therapy (currently in its 5th edition) and Personality: Strategies and Issues (currently in its 8th edition). His most recent book is Contemporary Psychotherapies for a Diverse World. To promote good textbook writing, Michael teaches a Chautauqua Short-Course for College Teachers at the University of Washington entitled, “A Complete First Course in Textbook Writing,” in addition to presenting numerous workshops on textbook writing over the past 12 years at psychology conferences (e.g., APA and APS), multidisciplinary conferences (e.g., Textbook and Academic Authors Association), and universities (most recently at Claremont Graduate School and Cal State San Bernardino). He regularly reviews manuscripts for textbook publishers and provides consultation to college textbook authors in diverse disciplines through his consulting firm, Textbook Writing Resource©. He is currently writing a comprehensive Handbook for College Textbook Writing. His nonprofessional passions include his family, flying, early music, and fine wine.

Marilla Svinicki began her professional life teaching at Macalester College in St. Paul, MN, after graduating with a Ph.D. in experimental psychology from The University of Colorado. Life circumstances moved her to Texas where she began a thirty year journey of development with the Center for Teaching Effectiveness at the University of Texas. In August of 2004 she retired from the Center and became a full time faculty member in Educational Psychology where she teaches undergraduate and graduate courses in instructional psychology, learning, cognition and motivation. She is currently serving as the Director of Curriculum and Evaluation of the Clinical Education Center at Brackenridge Hospital and chair of her area in Educational Psychology. She is the editor in chief of New Directions for Teaching and Learning, co-editor of McKeachie’s Teaching Tips, and sole author of a general book for faculty on learning and motivation in postsecondary classrooms.

Geoff Turner received his Ph.D. in mathematical psychology (developing mathematical models of psychological phenomena with an emphasis, in his case, on developmental issues) from Penn State in 1997. For the last ten years he has been involved in designing and implementing methods for evaluating curricular changes in science and engineering. His doctoral thesis developed a mathematical model of student performance on a spatial visualization task that was part of a larger project designed to evaluate the effectiveness of curricular changes in an engineering program. Most recently, he has been collaborating with Dr. David Bennett on understanding the effects of humor on both learning and test performance and developing assignments, including homework, that grade themselves.

Wayne Weiten is a graduate of Bradley University and received his Ph.D. from the University of Illinois, Chicago in 1981. He currently teaches at the University of Nevada, Las Vegas. He has received distinguished teaching awards from Division Two of the American Psychological Association (APA) and from the College of DuPage, where he taught until 1991. He is a Fellow of Divisions One and Two of the American Psychological Association. In 1991, he helped chair the APA National Conference on Enhancing the Quality of Undergraduate Education in Psychology and in 1996-1997 he served as President of the Society for the Teaching of Psychology. Weiten has conducted research on a wide range of topics, including educational measurement, jury decision-making, attribution theory, stress, and cerebral specialization. He is also interested in the history of the introductory text and co-authored (with Randall Wight) Portraits of a Discipline: An Examination of Introductory Psychology Textbooks in America, which appeared in Teaching Psychology in America: A History, a book published by the American Psychological Association in 1992. Weiten has written three college textbooks in psychology, all published by Wadsworth/Cengage Learning: Psychology: Themes & Variations (2010, 8th ed.), Psychology Applied to Modern Life: Adjustment at the Turn of the Century (with Margaret A. Lloyd, Dana S. Dunn, & Elizabeth Yost Hammer, 2009, 9th ed.), and Psychology: Themes & Variations, Briefer Version (2008, 7th ed.). He is also the creator of an educational CD-ROM, titled PsykTrek: A Multimedia Introduction to Psychology (2008, Version 3.0).

Noland White is an Assistant Professor of Psychology and the interim Director of Retention and Advising at Georgia College & State University (GCSU) in Milledgeville, GA. He previously received both his B.S. and M.S. in Psychology from GCSU and joined the faculty there in 2001 after receiving his Ph.D. in Counseling Psychology from The University of Tennessee. Dr. White is also a licensed Psychologist and has worked as a consultant for both the Developmental Disabilities Division of Central State Hospital and the Bill E. Ireland Youth Development Campus. He currently teaches courses in Introductory Psychology, Cognitive Psychology, Behavioral Neuroscience, and Clinical Neuroscience. In addition, he leads a section of Advanced Research Methods with an emphasis on psychophysiology and has ongoing research into the psychophysiological characteristics and neuropsychological performance of adults with and without ADHD. Other active research includes investigating the effectiveness of incorporating iPods and podcasting in and out of the college classroom. He has been an advocate for incorporating various technologies in education and has served as a mentor for other faculty wanting to do the same. In 2008, he was a recipient of the GCSU Excellence in Teaching Award and is co-author of the forthcoming second edition of Saundra K. Ciccarelli’s Psychology, published by Pearson - Prentice Hall.















NITOP Schedule


January 3, 2009, Saturday
7:30 am Continental Breakfast
7:30 am–5 pm Registration
810 am


Annual Introductory Psychology Forum: What Have I Gotten Myself Into? Teaching Tips for New Intro TeachersRobert Hendersen, Sandra Goss Lucas, and William Buskist

8–10 am


Teaching Writing Across the (Psychology) CurriculumDana Dunn

9 am–noon


Catalyze Your Teaching with Pedagogical Research: The Nuts, Bolts, and Ethics of SoTLRegan Gurung, Marilla Svinicki, and Stephen Behnke



Annual STP Workshop: Best Practices in Using Student Response SystemsSarah Grison and Robert Bartsch

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, Michael Brannick, and Alan Kraut

6 pm

Featured Address:

Making Sense of Other's Actions: Psychological Reasoning in InfancyRenée Baillargeon

7:15 8:30 pm

Reception for Participants and Their Companions

Complimentary wine, soft drinks, and hot and cold hors d'oeuvres

8:30pm 11:30pm

Annual Dance: The NITOP Hop!

Join your companions and colleagues for an evening of relaxation at the NITOP Dance, beginning at 8:30 pm on Saturday, 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 complimentary snacks.

January 4, 2009, Sunday
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:

From the Shipping Department: On Delivering Psychological Science to Students and the General PublicDavid Myers

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:

Blueprint for the Future: An Update from the National Conference on Undergraduate Education in PsychologyWilliam Buskist, Dana Dunn, David Daniel, Linh Littleford, Regan Gurung, Bob Hendersen, and Robin Hailstorks

8:30–10 pm

Social Hour

January 5, 2009, Monday
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:

Everything You Ever Wanted to Know about Sleep, but Were Too Tired to AskJames Maas

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, 2009, Tuesday
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:

When Helping Hurts: Teaching as Co-DependencyDavid Daniel

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




Poster Schedule

Saturday, 1:00-2:15

Part A of PIE I, Saturday, 1:00–1:35

  1. Advanced Placement Psychology: Dispelling Myths and Discussing Issues
    Kenneth D. Keith
    University of San Diego

  2. Reducing Test Anxiety in Statistics: The Role of Group Testing
    Peter J. Green1 & Wanda C. McCarthy2
    1Maryville University, 2University of Cincinnati

  3. Utilizing Media Messages as a Teaching Technique
    Gregory Travis
    Mount St. Mary’s College

  4. Introduction to Psychology: Understanding of the Field and Addressing the Challenges of College
    Paul Scott & Saz Madison
    Rockhurst University

  5. Career Advising Interventions for Psychology Majors
    Cynthia A. Prehar1 & Debra Ignelzi2
    1Framingham State College, 2Carnegie Mellon University

  6. Teaching Behavior Modification
    Matthew George-Luke Margres
    Saginaw Valley State University

  7. What Methods Can Be Used to Minimize Teaching Time while Maximizing Learning?
    Michael Firment
    Kennesaw State University

  8. From the Rat Olympics to the Extreme Rat Challenge
    Marilyn Petro
    Nebraska Wesleyan University

Part B of PIE I, Saturday, 1:40–2:15

  1. Psychology, Philosophy, Science, Democracy = Sustainability
    Howard Ingle
    Salt Lake Community College

  2. Preparing Undergraduates for Teaching in Psychology
    Jeffrey S. Skowronek
    University of Tampa

  3. Service Learning and Blogging: An Effective Medium for Reflection and Collaboration
    Melissa K. McCeney
    Montgomery College

  4. Strengthening Mentorship of Undergraduate Researchers
    Amanda C. G. Hege
    Butler University

  5. Women in Academia: Challenges and Resources
    Courtney E. Gasser
    University of Baltimore

  6. “Hey, I Can Do This!” The Value of Completing an Undergraduate Research Project for Young Adult Development
    Todd J. Smith, Susan Ratwik, & H. Russell Searight
    Lake Superior State University

  7. Implementing APA’s Undergraduate Psychology Curriculum Guidelines in a Behavioral Sciences Department at a Military Academy
    Michelle A. Butler & Gary A. Packard Jr.
    United States Air Force Academy

  8. Engaging Community College Students in Psychological Research
    Albert Bramante
    Union County College

Sunday, 3:15–4:30

Part A of PIE II, Sunday, 3:15–3:50

  1. Taking Them Out of Their Comfort Zone: Confronting Diversity Issues and Teaching Empathy and Compassion in Psychology Courses
    Wanda C. McCarthy1 & Peter J. Green2
    1University of Cincinnati, 2Maryville University

  2. Socrates Writ Large: Using Electronic Tools to Encourage Preparation, Participation, and Active Engagement
    Larry Rudiger
    University of Vermont

  3. Tips for Inserting Active Learning Exercises into Statistics Courses
    Linda M. Woolf1, Michael R. Hulsizer1, & Mary Harmon-Vukic2
    1Webster University, 2Providence College

  4. The Small College Bus Tour: Inter-Collegial Faculty Collaboration to Meet Student Needs
    Kim Metz
    Walsh University

  5. Integrating Reading, Writing, and Speaking Assignments to Enhance Higher Order Learning
    Holly H. Schiffrin
    University of Mary Washington

  6. Teaching Educational Psychology Using the Search Institutes “40 Developmental Assets” Research as the Framework for All Class Presentations
    Holly Edwards Voelp
    Westminster College

  7. The “Greening” of Psychology: Integrating Sustainability into the Psychology Curriculum
    Deborah A. Gagnon
    Wells College

  8. The Mode Effect in Multiple-Choice Questions Administered to Assess Student Learning
    Gary T. Montgomery
    The University of Texas – Pan American

Part B of PIE II, 3:55–4:30

  1. Feminist Psychology in the 21st Century
    Mary Beth Ahlum
    Nebraska Wesleyan University

  2. “Let Me Tell You a Story”: Using Teachable Stories in Class
    Jeff Nevid
    St. John’s University

  3. Statistics as Service: Increasing the Relevance of Research
    Larry A. Pace
    Anderson University

  4. Student Engagement: A Plethora of Diverse Approaches
    Jack LeGrand
    Chapin High School

  5. Hands-On Activities for the Introductory Psychology Course
    Richard Gorman
    Central New Mexico Community College

  6. Lessons Learned in Undergraduate Internships: Recommendations for Contracts, Coursework, Risk Management, and Supervision
    Jennifer Hillman
    Penn State University

  7. A System for Undergraduate Psychology Majors to Rate Themselves Regarding Graduate School Admission Chances
    Robert Youth
    Dowling College

  8. Academic Audit: An Evaluation Tool for Undergraduate Psychology Programs
    Linda R. Guthrie1 & Pamela Knox2
    1Tennessee State University, 2Tennessee Board of Regents


Monday, 3:15–4:30

Part A of PIE III, Monday, 3:15–3:50

  1. Tips and Tricks for Community College Teachers
    William S. Altman
    Broome Community College

  2. Learning and Sharing Ideas for Improving Active Communication in Online Classes
    Diana Anson
    College of Southern Nevada

  3. Reconsiderations in the Teaching of Lifespan Psychology
    Peter G. Marcus
    Borough of Manhattan Community College, CUNY

  4. Psychology and Multidisciplinary Sustainability Projects
    Meghan Wilson Duff
    University of Maine at Machias

  5. Teaching Psychology of Gender Using Examples from the 2008 Presidential Campaign
    Karen Edwards
    Endicott College

  6. Integrating Race, Ethnicity, and Multiculturalism into Undergraduate Psychology Courses
    Jacque Carlson & Mary Jenson
    Albion College

  7. Why Are We Doing Statistics by Hand? Using Excel in Your Psychological Statistics Courses
    Baine B. Craft
    Seattle Pacific University

  8. Plagiarism and Creativity in Psychology Essay Writing
    Diane Humphrey
    King’s University College

Part B of PIE III, Monday, 3:55–4:30

  1. Teaching Black Psychological Perspectives
    Cherryl Galley
    Oakwood University

  2. Designing an International Travel Course for Psychology
    John Bates
    University of Baltimore

  3. Integrating Research Methods and Statistics
    Mary O’Keeffe, Christopher Bloom, & Mary Harmon-Vukic
    Providence College

  4. Podcasting Psychology: Ideas and Considerations
    David B. Miller
    University of Connecticut

  5. Assessing Student Outcomes in Our Psychology Programs
    Tracey Ryan
    University of Bridgeport

  6. Teaching Undergraduate Courses without a Textbook: Exploring Benefits and Challenges
    Vickie Williams
    Georgia Gwinnett College

  7. Using Popular Films to Teach Abnormal Psychology
    Vicky Phares
    University of South Florida

  8. Promoting Co-Curricular Opportunities to Students within the Psychology Major
    Amy Baus
    University of Dubuque


Saturday, 3:45–5:15 p.m.
Banyan Breezeway

  1. The Pedagogical Punch of Peer-Assessment: Critical Thinking, Clear Communication, and So Much More
    Steve Joordens & Dwayne Pare
    University of Toronto Scarborough

  2. When Instructors Are Learners: Assessing Student Development through Peer Review and Self-Reflection
    Deborah McMakin & Robert Donohue
    Framingham State College

  3. Is It the Clicker, or Is It the Question? Untangling the Effects of Student Response System Use
    Kristine Anthis
    Southern Connecticut State University

  4. Do You Have a Problem? Using Problem-Based Learning in Research Methods
    Beth Morling
    University of Delaware

  5. The Integration of Statistics and Research Methods: A Presentation and Evaluation of One Model
    Elizabeth J. Meinz1, Jonathan C. Pettibone1, Michael A. Skelly2, & Kelly L. Atkins1
    1Southern Illinois University, Edwardsville, 2Edinboro University

  6. Teaching Habituation Effects with Zombies
    Mary Harmon Vukic & Christopher Bloom
    Providence College

  7. An Examination of Active Learning and Exam Performance
    Lisa Schulte
    Xavier University of Louisiana

  8. Fifteen Years of Grade Inflation? The Effects of Academic Procrastination as a Self-Handicapping Strategy on Exam Scores and College Student Adjustment
    Brett L. Beck & Andrea Weber
    Bloomsburg University

  9. “Giving Psychology Away” through Service to Others
    Deborah A. Gagnon
    Wells College

  10. Improving Understanding of Career Decision Making through Service Learning
    Paige Coulter-Kern1, Rusty Coulter-Kern2, Danielle Walker2, & Aubree Walgamuth2
    1Hanover College, 2Manchester College

  11. Multiple Classes: Differences in Teaching Performance?
    Bart Wilkison & Donald LaGrange
    United States Military Academy at West Point

  12. Some Insights into Large Class Teaching – Can You Be Seen and Heard?
    Rick Maddigan & Megan Freake
    Memorial University of Newfoundland

  13. Using Local Resources for Teaching Diversity
    Alice P. Carter & Ida A. Chauvin
    Louisiana Tech University

  14. Learning about Diversity: The Impact of Mood and Exposure to Differences
    Donna Webster Nelson & Kathryn Palm
    Winthrop University

  15. The Experiencing Difference Project: Applying Models of Critical Consciousness in the Introduction to Psychology Classroom
    Alicia H. Nordstrom
    Misericordia University

  16. The Mode Effect in Multiple-Choice Questions Administered for Assessment of Classroom Learning
    Gary T. Montgomery
    The University of Texas – Pan American

  17. Alternative Administration of Multiple-Choice Exams
    Alan Ferris
    Mount Marty College
  1. The Influence of Learner’s Proactive Personality on Learning Attitudes and Outcomes
    Gunna (Janet) Yun
    University of Baltimore

  2. Reading for Pleasure and Creativity among College Students
    Kathryn Kelly

    Northwestern State University

  3. Promoting Empathy through Experiential Role Play with Personality Disorders
    Kurt DeBord
    Lincoln University

  4. Social and Emotional Intelligence in the Classroom
    Tracey Ryan
    University of Bridgeport

  5. An Easy Laboratory Demonstration Using Rats: The Effects of Deprivation on Operant Responding
    Baine B. Craft
    Seattle Pacific University

  6. Use of Popular Television to Enhance Students’ Understanding of Operant Conditioning: An Experimental Study
    Dean M. Amadio & Supriya Poonati
    Siena College

  7. The Working Alliance as a Predictor of Student Learning
    Ben Gorvine1 & David M. Biek2
    1Northwestern University, 2Macon State College

  8. Who’s Knocking at the Door? An Observational Study of Office Hour Visits
    Michael T. Dreznick
    Our Lady of the Lake College

  9. Using Drug Courts in Teaching Psychology
    Henry Gorman
    Austin College

  10. Teaching Emotional Resilience to Cadets at West Point: A Scenario-Based Activity on Psychological Stresses Facing the Military Family Geared toward Our Nation’s Future Army Officers
    Angela Sportelli-Rehak & Joseph P. McLaine
    United States Military Academy at West Point

  11. The Student Storm Survey©: College Students’ Thoughts on Their University’s Response to a Natural Disaster
    Gary T. Rosenthal1, Barlow Soper2, Dwight L. Boudreaux1, J. Steven Welsh1, Monique Boudreaux1, & Tracey Frias1
    1Nicholls State University, 2Louisiana Tech University

  12. I Majored in Psychology and Can Get a Job: Results from the Careers Study
    Stacie M. Spencer
    Massachusetts College of Pharmacy and Health Sciences

  13. Identification with Major as a Predictor of Satisfaction, Involvement, and Career Plans
    Darren R. Ritzer & Merry J. Sleigh
    Winthrop University

  14. How Do Students’ Beliefs about Learning Relate to the Teaching Methods and Classroom Activities They Perceive as Effective?
    Robert A. Kachelski & Rodger Narloch
    St. John’s University

  15. The Impact of Personality Characteristics on Students’ Perception of Quality of Instruction
    Lee Kneipp
    Louisiana State University Alexandria

  16. How to Get Your Students to Do What You Want
    Gloria Howell
    Saint Leo University

  17. Increasing Student Engagement and Skill Practice through Motivational Interviewing
    Susan Becker, Bruce Bishop, Robert Mayer, Leslie Miller, & Richard Vail
    Mesa State College

Sunday, 4:30–6:00 p.m.
Banyan Breezeway

  1. “Let the Games Begin!” Game-Show Based Alternatives to Traditional Review Sessions and Exam-Based Evaluations
    Laurette T. Morris
    College at Old Westbury, SUNY

  2. The Effects of Class Attendance and the Timing of Distributed Practice on Examination Scores
    Gary W. McCullough & Dana D. Davis
    The University of Texas of the Permian Basin

  3. Using a Mixed Method Design to Understand the Relationship between Study Strategies and Exam Scores
    Danielle Walker1, Rusty Coulter-Kern1, Aubree Walgamuth1, & Paige Coulter-Kern2
    1Manchester College, 2Hanover College

  4. The Introduction of Diversity into the Classroom through the Use of Stereotypes: “What’s in a Name”
    Chante Cox Boyd
    Carnegie Mellon University

  5. Getting Students Beyond, “Stereotypes Are Bad, So I Do Not Use Them”
    Mary E. Jenson
    Albion College

  6. Psychology as a Springboard for Institution-Wide Curriculum Assessment: How Human Development and Critical Thinking Shaped a New Outcomes Base
    Noel J. Jacobs, Stephanie Grant, Stephanie Lee, & Cesiley French
    Southern Nazarene University

  7. Outcome Assessment Across the Curriculum: Informing and Evaluating Course Redesign Efforts
    Joseph G. Johnson, Cecilia Shore, Beth Dietz-Uhler, Peter Wessels, Len Mark, Amanda Diekman, Ann Fuehrer, & Paul Flaspohler
    Miami University

  8. Clipping, Citing, Editing, Evaluating: The Creation of a Psychology Scrapbook
    Kristin Flora
    Franklin College

  9. “Do You Offer Make-Up Tests?” Syllabus Retention in Introductory Psychology Students
    Mara S. Aruguete1, Tyrone R. Nixon1, & Elizabeth Gold2
    1Lincoln University, 2Central Methodist University

  10. Color and Contracts: Students’ Recall for Syllabus Information
    Jeremy Ashton Houska & Anthony Scinta
    Nevada State College

  11. Interactive Concept Maps for Psychology: An Active Learning Exercise for Visualizing Concepts and Connections
    Jeffrey S. Nevid & Katie Mahon
    St. John’s University

  12. The Role of Academic Comparative Optimism and Perceived Academic Control in Students’ Academic Performance
    Bridget L. Hanson, Joelle C. Ruthig, & Joanna M. Marino
    University of North Dakota

  13. The Real “Secret” to Higher Grades
    Gary P. Homann
    Lincoln University

  14. Teaching the Scientific Method: An Interactive Classroom Experiment That Yields Significant Results
    Joseph Geraci
    United States Military Academy at West Point

  15. Layperson Inferences of Causal Claims and Their Relevance to the Prevalence of Anecdotal Disconfirmation
    Robert S. Horton
    Wabash College

  16. Models of Education and Training in Psychology
    J. Cranney1, S. Provost2, F. Martin3, F. White4, L. Cohen5, & M. Katsikitis6
    1University of New South Wales, 2Southern Cross University, 3University of Tasmania, 4University of Sydney, 5Edith Cowan University, 6University of Sunshine Coast

  17. Shaping the Future Teachers of Psychology
    Jill Driest, Laura Bruder, Jessica Mackelprang, & Sarah Valley-Gray
    Nova Southeastern University

  18. Development, Implementation, and Evaluation of Teaching Assistant Training in a Large Research-Oriented Psychology Department
    Catherine D. Rawn, Lesley A. Duncan, & Eric Eich
    University of British Columbia

  1. Clickers in Introductory Psychology: An Improvement on Active Learning Techniques?
    Kiesa G. Kelly, Meggan Novotny, & Mary Shelton
    Tennessee State University

  2. Performance and Time Pressure with Personal Response Systems
    William P. Wattles
    Francis Marion University

  3. Using Popular Cinema to Teach Memory and Amnesia
    Amanda C. G. Hege
    Butler University

  4. Critical Analysis and Synthesis: Applications to an Upper-Level Memory and Amnesia Seminar
    Gretchen Hanson Gotthard
    Muhlenberg College

  5. Relationship between Student Characteristics and Teacher Evaluations
    Merry J. Sleigh & Jeff Sinn
    Winthrop University

  6. The Role of Teacher Formation and Reflective Practice in Professional Development
    Pam Cartor
    Bellarmine University

  7. An Integrative Undergraduate Course on the Unconscious
    Guy A. Boysen
    SUNY Fredonia

  8. Teaching a Course Integrating Spirituality with Psychotherapy: A Training Model
    Mimi da Silva
    Georgian Court University

  9. Implementing Problem-Based Learning in an Undergraduate Psychology Course
    H. Russell Searight
    Lake Superior State University

  10. Redesigning Developmental Psychology: Increasing Activism and Incorporating Student Engagement Grants
    Chrisanne Christensen
    Southern Arkansas University

  11. Service Learning: The Clothesline Project
    Ida A. Chauvin & Alice P. Carter
    Louisiana Tech University

  12. Changes in Positive Emotions, Happiness, and Understanding through a Positive Psychology Service-Learning Experience
    Jeana L. Magyar-Moe
    University of Wisconsin – Stevens Point

  13. Positively Teaching: A Rationale and Process for Incorporating Positive Psychology Principles into a General Psychology Course
    Brian V. Bolter
    University of Central Arkansas

  14. Voluntary Use of Online Study Questions as a Function of Initial Use Requirements and Reading Ability
    Kathryn Flannery1, Mark Grabe1, & Kim Christopherson2
    1University of North Dakota, 2Morningside College

  15. Retooling Revisions: An Electronic Submission, Feedback, and Grading System
    Jennifer McCabe1, Alicia Doerflinger2, & Russell Fox3
    1Goucher College, 2Marietta College, 3East Tennessee State University

  16. Modified Monopoly: Experiential Social Psychology
    Kandace Daffin, Melanie Wong Dodge, Lolita Burrell, & Lisa Korenman
    United States Military Academy at West Point

  17. Social Psychology Students Create a Social Advocacy Group That Becomes a Hate Group
    Kim Lamana-Finn
    DeVry Universtiy

  18. The More You Know: Reviewing Concepts Using Student-Created Public Service Announcements
    Pamela L. Bacon
    St. John’s University

Monday, 4:30–6:00 p.m.
Banyan Breezeway

  1. Taking Psychology beyond the Department: An Interdisciplinary Course in Evolution, Psychology, and Human Behavior
    Kevin E. Moore
    DePauw University

  2. Self-Correcting Exams: Making the Summative Formative
    Diane Ryan & Melanie Wong Dodge
    United States Military Academy at West Point

  3. Teaching Students to Break a Taboo: Write on Their Exams
    Pamela L. Gist
    Mount St. Mary’s College

  4. How Is This Class Going? Do I Have Any Idea?
    Michael S. Goodstone1, Jennifer Nieman-Gonder1, & Jennifer Strangio2
    1Farmingdale State College, 2Adelphi University

  5. In the “Spotlight”: Potential Applications of Attention Capture Research to Lecture Scenarios
    Nancy E. Noldy-MacLean
    Laurentian University at Georgian College

  6. Do the Questions on the Mid-Semester Evaluation Matter? A Comparison of the Traditional Evaluation and the Teacher Behavior Checklist on Course Satisfaction
    Sally D. Farley
    University of Baltimore

  7. Creating a Student-Centered Departmental Web Page
    Michael R. Hulsizer
    Webster University

  8. E-Mentoring for Student Success
    Paula Hixenbaugh
    University of Westminster

  9. Establishing a Collaborative Relationship with a Community Organization to Teach Statistics: Advantages and Disadvantages to Students, Faculty, and the Organization
    Brian C. Cronk1 & Roberta C. Cronk2
    1Missouri Western State University, 2United Way of Greater St. Joseph

  10. Project-Based Learning in Psychometrics: Using Collaborative Learning Teams
    Larry A. Pace1 & Kimberly A. Barchard2
    1Anderson University, 2University of Nevada, Las Vegas

  11. The Effects of Statistics Coursework on Math Anxiety, Computer Anxiety, and Numeracy in Psychology Undergraduates
    Jennifer Mailloux
    University of Mary Washington

  12. Visual Art from a Psychological Perspective: Techniques to Incorporate Visual Art Examples to Teach Sensation, Perception, and Cognitive Theories
    Hilary E. Stebbins
    Virginia Wesleyan College

  13. Psychology Courses That Address (or Should Address) Interpersonal Skills
    Stefanie Sinno & Kate Richmond
    Muhlenberg College

  14. Podcasts Provide Beneficial Mechanism for Teaching Neuroanatomy in Absence of Lab
    Walter L. Isaac & J. Noland White
    Georgia College & State University

  15. Utilizing Podcast Technology to Create Virtual Laboratory for Behavior Observation Training
    Tsu-Ming Chiang & Jenq-Foung Yao
    Georgia College & State University

  16. Understanding Effective Use of Textbooks, from Students’ Perspective
    Sabato D. Sagaria, Andrea M. Karkowski, & Jody S. Fournier
    Capital University

  17. Memory: Key Concepts in Introductory and Cognitive Psychology Textbooks
    Jill Booker & Sarah Long
    University of Indianapolis

  18. Using Psychological Testing as an Experiential Learning Experience for Psychology Students
    Aubree Walgamuth1, Russell Coulter-Kern1, Danielle Walker1, & Paige Coulter-Kern2
    1Manchester College, 2Hanover College

  19. Students Teaching Students: An Experiential, Service Learning Opportunity for Large Introductory Psychology Classes in Collaboration with Local Elementary Schools
    Gary M. Muir1 & Gretchen J. van der Linden2
    1St. Olaf College, 2University of Minnesota
  1. A Comparison of In-Class vs. Online Team Discussions and Group Decision Strategies
    Tom Mitchell & Jessica Griggs
    University of Baltimore

  2. Using a Peer Evaluation Instrument to Compare Differing Expectations of Online Learning and Teaching
    Lesley Hathorn & John Hathorn
    Metropolitan State College of Denver

  3. Use of Experiential Education in Online Developmental Psychology Classes
    Albert Bramante
    Union County College

  4. Impact of Journaling on Students’ Self-Efficacy and Locus of Control
    Krista K. Fritson1 & B. Jean Mandernach2
    1University of Nebraska – Kearney, 2Park University

  5. Write Me a Paragraph: Structured Writing and Retention
    Marilyn Petro & Mary Beth Ahlum
    Nebraska Wesleyan University

  6. Caught in the Act: Course Activities to Improve Undergraduates’ Understanding of Plagiarism
    Holleen R. Krogh & Christina M. Frederick
    Mississippi University for Women

  7. A Reliable and Valid Weighted Scoring Instrument for Use in Grading APA-Style Research Reports
    Kathleen P. Greenberg, Andrew J. Corso, & Nancy L. Bray
    College at Old Westbury, SUNY

  8. Is It the Same? Using Paper and Pencil vs. a Classroom Response System for Quiz Administration
    T. Gayle Yamazaki, Andrew Katayama, Gary Packard, Randall Gibb, Edie Edmondson, Douglas Lindsay, Joseph Sanders, Heidi Schwenn, Scott Walchli, Steve Jones, Lorne Gibson, & Kathleen O’Donnell
    United States Air Force Academy

  9. Questions, Questions, and More Questions: Relating Clickers, Quizzes, and Other Questioning Techniques to Exam Performance
    Pam Marek1 & Andrew N. Christopher2
    1Kennesaw State University, 2Albion College

  10. Improving Students’ Ability to Read and Summarize Empirical Literature in Psychology: A Quasi-Experimental Study of the Effectiveness of Discussion Boards
    Elaine A. Scorpio
    Rider University

  11. Developing Scientific Literacy in Introductory Psychology: Case Study of a Journal Article
    Mary Worden-McGuinness
    Ivy Tech Community College

  12. Student Emails to a Faculty Member: A Case Study
    Baron Perlman, Lee I. McCann, & Brandon Whitman
    University of Wisconsin Oshkosh

  13. Student Perspectives of Student and Faculty Disrespect in the Classroom
    Linda R. Guthrie1, Pamela L. Knox2, & Joy Williams1
    1Tennessee State University, 2Tennessee Board of Regents

  14. Serum Albumin: A Measure of Stress, Health, and Immunity: The Most Powerful Death Risk Marker Predictor
    Charles G. Jacques III
    Biofeedback Associates

  15. Movie “Madness”: Using Film to Explore Mental Illness
    Corinne Hay Mabry
    Mount Saint Mary’s College

  16. Follow Me: A Computer Simulation Approach to Teaching Problem Solving and Decision Making
    Lisa Michele Korenman, Kandace Michelle Daffin, Vincent Taijeron, & Stephen Banks
    United States Military Academy at West Point