Archive of Previous NITOPs: 2010

NITOP Speakers

William S. Altman is an associate professor of 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, has spent over a decade sharing information about education and psychological science on local radio, has been a professional photographer, and has performed as a standup comic (ostensibly to work on classroom presentation skills, but mostly because it's fun). He assisted the New York State Department of Environmental Conservation in developing their training manual for nuisance wildlife control operators and in creating and validating 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.

Abigail Baird. After completing her undergraduate degree at Vassar College, Abigail Baird earned a Ph.D. in Psychology at Harvard University. Following the completion of her degree, she was awarded a post-doctoral fellowship at the Center for Cognitive Neuroscience at Dartmouth College. Following completion of her fellowship, Dr. Baird became an Assistant Professor in the Department of Psychological and Brain Sciences at Dartmouth. Dr. Baird is currently a Professor in the Department of Psychology at Vassar College, and the Director of the Laboratory for Developmental Neuroscience. Dr. Baird's work has appeared in numerous academic and popular publications. She has also been the recipient of numerous awards, including recently being named a research fellow by the Gruter Institute for Law and Behavioral Research. She has served as Secretary for the Association for Psychological Science, and currently serves on the Advisory board of Campaign for Youth Justice. Dr. Baird's research focuses on how the teenage brain develops, and how this development influences (and is influenced by) adolescent behavior. She is particularly interested in how emotion and cognition become coordinated during adolescence, and how this and other research informs educational and juvenile justice policy.

Suzanne Baker earned her MS and PhD degrees in Biopychology from the University of Georgia, with a specialization in Comparative Psychology. She has been a faculty member in the Department of Psychology at James Madison University in Harrisonburg, Virginia, since 1992.  Before that, she taught at Mercer University and at Weber State University. She currently serves as Assistant Department Head at JMU.  Suzanne's primary teaching interests include Comparative Psychology and Introductory Psychology.  She also teaches courses in Companion Animal Behavior and Cyberpsychology.  Her scholarly interests focus on animal behavior and its role in psychology, quality benchmarks in undergraduate education, using online virtual worlds in teaching, and other topics related to the scholarship of teaching and learning.  She enjoys spending time in the lab observing foraging behavior in deer mice, and spending time socializing with faculty colleagues in the virtual world of Second Life.

Marie Banich is a professor of Psychology at the University of Colorado at Boulder, where she serves as director of the Institute of Cognitive Science, a multi-disciplinary institute dedicated to exploring the science of the mind. She also holds an appointment in the Department of Psychiatry at the University of Colorado at Denver. Her research specializes in using brain imaging techniques to understand the neural systems that allow us to direct our attention and our actions so that we can prioritize, organize, and target our behavior in a goal-oriented manner, abilities often referred to as executive function. In addition, she serves as the director of an NIMH-funded Interdisciplinary Behavioral Science Center on the topic of Executive Function and Dysfunction. Her research involves both normal individuals and clinical populations, such as individuals with attention-deficit/hyperactivity disorder and adolescents with severe substance and conduct problems. By examining how executive functions mature during adolescence, her research also takes a developmental perspective. Her research findings have been published in leading journals, including the journal Science. In addition, she is author of a textbook in Cognitive Neuroscience currently being revised for its third edition. Among her other professional experiences, Professor Banich has been a member of the MacArthur Foundation on Adolescent Development and Juvenile Justice as well as a Fulbright Senior Scholar in Verona, Italy. For her contributions to the field, she has been elected as a fellow of the Association for Psychological Science and has received the Justine & Yves Sergent award.

Barney Beins is Professor of Psychology and Chair of the Department at Ithaca College.  He is a Fellow of APA Divisions 2 (Teaching of Psychology) and 52 (International Psychology), and a Fellow of the Association for Psychological Science. He was president of the Society for the Teaching of Psychology (STP) in 2004 and secretary from 1992 to 1994. He has taught at Ithaca College since 1986. He earned his bachelor's degree from Miami University in Oxford, Ohio, and his doctorate from City University of New York. He was Director of Precollege and Undergraduate Education at APA from 2000 to 2002 and a member of APA's Board of Educational Affairs. He now sits on the Board of Directors of the Eastern Psychological Association. Much of his professional work involves the scholarship of teaching and learning, particularly writing, critical thinking, and statistics and research methods. In addition, he and his students conduct research on the psychology of humor, including the role of context in humor appreciation and the role of personality variables in humor. He is author of Research Methods: A Tool for Life and co-author (with Agatha Beins) of Effective Writing in Psychology: Papers, Posters, and Presentations. He has also co-edited several books on the teaching of psychology. During his career, he has published over 125 journal articles, book chapters, encyclopedia entries, and other print and electronic material, and he has given over 190 conference presentations; his students have made over 80 research presentations. He was a member of the Steering Committee for APA's 2008 National Conference on Undergraduate Psychology. He also participated in the St. Mary's Conference in 1991 and the Psychology Partnerships Project in 1999. He founded the Northeastern Conference for Teachers of Psychology in 1994, which continues today as a preconvention meeting at the New England Psychological Association convention. He is the e-books editor for the Society for the Teaching of Psychology, served as inaugural editor for the AComputers in Psychology@ section of Teaching of Psychology from 1987 to 1996, and was an Associate Editor from 1987 to 2008.

Doug Bernstein was born in Pittsburgh, Pennsylvania on December 27, 1942. He completed his bachelor's degree in psychology at the University of Pittsburgh in 1964, then 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 served both as Associate Department Head and Director of Introductory Psychology. He is currently Professor Emeritus at the University of Illinois and Courtesy Professor of Psychology at the University of South Florida. From 2006-2008 he was Visiting Professor of Psychology and Education Advisor to the School of Psychology at Southampton University. He is a fellow of the Association for Psychological Science.

His current interests are focused on the teaching of psychology, and toward efforts to promote excellence in that arena. He is chairman of the National Institute on the Teaching of Psychology and he founded the APS Preconference Institute on the Teaching of Psychology. He was also the founding chairman of the Steering Committee for the APS Fund for the Teaching and Public Understanding of Psychological Science, and he is on the steering committee for the European Network for Psychology Learning and Teaching (Europlat). He has won several teaching awards, including the APA Distinguished Teaching in Psychology Award in 2002.

He has co-authored or co-edited numerous textbooks in psychology, has contributed chapters to several books on the teaching of psychology, 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.

Sharon Stephens Brehm is professor of psychology in the clinical and social programs at Indiana University Bloomington. She received a BA in psychology from Duke University, an AM in clinical psychology from Harvard University, returned to Duke for a PhD in clinical psychology, and completed a clinical psychology internship at the University of Washington Medical Center. After 15 years on the psychology faculty at the University of Kansas, she served as dean of the Harpur College of Arts and Sciences at the State University of New York, Binghamton, provost at Ohio University, and chancellor of the Indiana University Bloomington campus. Dr. Brehm has been an Intra-University Professor at the University of Kansas, a Fulbright Senior Research Scholar at the École des Hautes Études en Sciences Sociales, and a visiting professor in Germany and Italy.

Trained as a clinical psychologist, Brehm specialized in child clinical psychology, focused increasingly on social psychology, advocated the integration of clinical and social psychology, and encouraged a stronger dialogue between developmental and social psychology. Her empirical research examined the effects of psychological reactance, empathy, and self-focus. The scope of her work includes providing professional advice for the general public in Help for Your Child: A Parent's Guide to Mental Health Services; editing a collection of papers by feminist scholars, Seeing Female: Social Roles and Personal Lives; and coauthoring with Jack Brehm a comprehensive theoretical and empirical review, Psychological Reactance: A Theory of Freedom and Control. She also created a highly regarded textbook on intimate relationships and also worked with Saul Kassin to develop a textbook on social psychology. 

Her service to psychology includes chairing the Discipline Screening Committee for Fulbright Awards in Psychology and membership on numerous journal editorial boards and the National Institute of Mental Health Mental Health Small Grant Review Committee. She is a member of numerous divisions of the APA, including the Society for the Teaching of Psychology (Division 2). Brehm also served two terms on the APA Council of Representatives and two terms on the Finance Committee. In 2006, she was President-Elect of APA, President in 2007, and Past President in 2008.  In 2009, she will join the Board of the American Psychological Foundation.

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

David M. Buss is Professor of Psychology at the University of Texas, Austin. He conducts research on strategies of human mating, sexual jealousy, sexual motivation, conflict between the sexes, sexual predators, stalking, and motives for murder.  Dr. Buss received his doctorate from the University of California at Berkeley, and has taught at Harvard University and the University of Michigan.  He has authored roughly 300 scientific papers, as well as six books.  He is editor of the Handbook of Evolutionary Psychology, and is one of the most widely cited psychologists worldwide.  Among his most well cited books are The Evolution of Desire: Strategies of Human Mating and the first textbook on evolutionary psychology, Evolutionary Psychology: The New Science of the Mind.

Awards and honors: Recipient of the American Psychological Association's Distinguished Scientific Award for Early Career Contribution to Psychology, 1988; Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford, California, 1989-1990; 2001 Recipient of American Psychological Association's Distinguished Scientist Lecturer; 2001: President's Associates Teaching Excellence Award, University of Texas; 2005-2007: President, Human Behavior and Evolution Society (HBES); and Designated "Highly Cited Researcher" in the Social Sciences, by Institute for Scientific Information (ISI) (see www.ISIHighlyCited.com). For more information, see Dr. Buss's website: www.davidbuss.com

Bernardo J. Carducci (Ph.D., Kansas State University, 1981) is professor of psychology at Indiana University Southeast, where he has taught classes on personality psychology and introductory psychology for the past 28 years, and the director of the Indiana University Southeast Shyness Research Institute (www.ius.edu/shyness). He is a fellow of Division 1: General Psychology and Division 2: Teaching of Psychology of the American Psychological Association, past national president of the Council of Teachers of Undergraduate Psychology, current member of the Journal of Social Psychology editorial board, and founding editorial board member of the Journal of Business and Psychology. In addition to his research interest in the study of shyness, Bernie’s professional writings related to such topics as teaching activities to enhance classroom instruction, student development, and career opportunities for psychology majors have appeared in Teaching of Psychology, Teaching Psychology: A Handbook, and many American Psychological Association–sponsored publications on teaching.

In addition to sharing his interest in the study of personality and shyness with his colleagues and students, Bernie is also passionate about sharing this information with those outside of academia whenever and wherever asked to do so. More specifically, in addition to his multiple appearances on ABC’s “Good Morning America” and other national and international media services, including the BBC, Bernie’s writings and advice have been featured in such diverse sources as Psychology Today, U.S. News and World Report, USA Weekend Magazine, Vogue, Allure, YM, TWA Ambassador Magazine, Glamour, JET, Parenting Magazine, Walking Magazine, Good Housekeeping, Essence, Child Magazine, Reader’s Digest, Patents, Redbook, First for Women Magazine, Cosmopolitan, The Futurist, Entrepreneur, Fitness Magazine, TIME.com, USA Today, WebMD, The Chicago Tribune, The Wall Street Journal, The London Times, The Los Angeles Times, and The New York Times, to name just a few.

Andrew Christopher received his undergraduate degree in economics and finance from Stetson University in DeLand, Florida in 1992, after which he completed an M.B.A. with a specialization in organizational behavior from Southern Methodist University in Dallas. He received his Ph.D. in 1999 with a specialization in social/personality psychology from the University of Florida under the guidance of Barry Schlenker. While at Florida, he also worked extensively with Richard Griggs conducting research on the introductory psychology course. After graduating from Florida, Andrew spent two years at Anderson College in South Carolina, where he was named Teacher of the Year in his first year there. Since coming to Albion in 2001, Andrew has taught Introductory Psychology, Organizational Psychology, Research Design and Analysis, Social Psychology, Research in Social Psychology, Social Psychology in Cinema, and Senior Research Seminar. In 2003, he was named Teacher of the Year at Albion College. In 2003 and 2009, he was named Phi Beta Kappa Scholar of the Year at Albion College. In 2006, in collaboration with Pam Marek, his poster was the runner-up for the Douglas Bernstein Award at NITOP. His current research interests include ideological predictors of sexism, belief in a just world and risk taking, the imposter phenomenon, and the Protestant work ethic. In addition, he continues to conduct research on the teaching of psychology, with a particular interest in issues related to introductory psychology, statistics, and research methods. His research has appeared in journals such as Teaching of Psychology, Personality and Individual Differences, and the Journal of Applied Social Psychology.

Kimberley J. Duff received her Ph.D. in social psychology at the University of Illinois at Chicago in 1999. She is currently an Associate Professor at Cerritos Community College in California. Every semester she teaches Introductory Psychology (online and traditional) and a Research Methods laboratory course, and she has also taught Critical Thinking in Psychology and Social Psychology. She has been recognized for her teaching with the Outstanding faculty award at Cerritos College, and more recently with the honor of the Wayne Weiten Teaching Excellence Award in 2008 from the Society for the Teaching of Psychology.  When she is not in the classroom, Kimberley is involved with mentoring her students in original psychological research that many of them present at psychological conferences. Kimberley has recently conducted research on stereotypes of community college students, the benefits of tutorials on learning, and the impact of podcasting in the classroom. She serves as an advisor for the Psychology Club and a chapter of Psi Beta. In this role, Kimberley regularly accompanies undergraduate students to the APA and WPA conventions. While she was serving as an advisor, the Cerritos College Psi Beta chapter was recognized three times with the national Outstanding Chapter of the Year Award. She is extremely interested in examining the role of mentoring, especially with first generation college students. She developed the Mentoring through Alumni in Psychology website  (www.cerritos.edu/kduff/map) that provides resources to psychology majors and creates an opportunity for students to serve as mentors for other students. For the last two years, she has served as a contributor and as the Managing Editor for MyPsychLab for Pearson Education, a multi-media website with psychological resources.

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. He is the recipient of the Wright Dembo Lecture Award and the Harold Yuker Research Excellence Award (both from APA Division 22). 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 six 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, Best Practices for Teaching Statistics and Research Methods in the Behavioral Sciences, Best Practices for Beginnings and Endings in the Psychology Major, and Getting Connected: Best Practices for Technology-Enhanced Teaching and Learning in Psychology. 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 of the Society for the Teaching of Psychology in 2010. Dunn is a member of the NITOP Program Committee.

Lisa B. Fiore is an Associate Professor and Director of Early Childhood Education at Lesley University. She primarily teaches graduate students preparing to be early childhood and elementary educators, but also enjoys working with in-service teachers around professional development. Recent interests include the use of documentation to extend and enhance learning environments (inspired by the approach to early childhood education in Reggio Emilia, Italy), and the use of rich media in classroom teaching. The mother of two young children, she is reminded daily of the competence and curiosity of young people, and how much grown-ups have to learn about the way things work. She has written several books, including The Safe Child Handbook with co-author John Dacey, and is looking forward to the publication of Human Development in fall 2010.

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 (Urbana-Champaign) in 1984, where she became Director of Introductory Psychology in 1998.  She retired as Director of Introductory Psychology in May 2009, but continues to teach psychology courses. 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.

Bonnie E. Gray received her Ph.D. from Arizona State University specializing in cognition and learning, and spent considerable time researching topics in health psychology. Her interests are in the areas of neuroscience, psychoneuroimmunology, critical thinking, and diversity. Bonnie is a tenured psychology professor and former chair of the Department of Behavioral Sciences at Scottsdale College and a licensed psychologist.  She created and is Executive Director for The Maricopa Community Colleges Diversity Infusion Program which includes eight programs and services she designed to meet the needs of administration, faculty, staff, and students (http://www.maricopa.edu/diversityinfusion).  Additionally, she created and is Executive Director of the POWER ("People and Organizations Working to Enhance Relations") Institute focusing on critical thinking, diversity, and mediation services.  These programs serve as models of diversity education throughout the nation.

Bonnie presents workshops and seminars on a variety of topics related to critical thinking, diversity and inclusion both nationally and internationally.  She returned recently from being invited to speak at universities in England (including The University of Oxford and The University of Cambridge), The Netherlands, and Belgium.  Bonnie has been chosen on multiple occasions for inclusion in "Who&'s Who Among America's Teachers" and nominated for Outstanding Faculty Member and Innovation of the Year awards. She has been the recipient of many awards and honors for her work. She has served on several boards for outcomes assessment, medical quality of care, diversity, League of Cities, and was an examiner for the State of Arizona Board of Psychologist Examiners.

Paul N. Grocoff has taught classes to diverse populations of psychology students, architects, and interior designers at Arizona State University, Scottsdale Community College, and Phoenix College since 1992.  He has over twenty years of experience in environmental psychology and environmental design, with a special emphasis on sensation and perception (e.g., how the environment affects diverse peoples' learning, health, and behavior).  He holds a Ph.D. and Master of Science degree from the University of Michigan.

Paul has studied and worked with diversity issues and critical thinking seminars since 1999.  He has been actively involved with the Maricopa College's Diversity Infusion Program since 1999 and serves as Coordinator of the Program's Diversity Helpline and as a Faculty Mentor.  Paul has been researching diversity, inclusion, and critical thinking issues in the U.S., Europe, and the Middle East.  He returned recently from traveling abroad where he was invited to speak at universities in England (including The University of Oxford and The University of Cambridge), The Netherlands, and Belgium.

Additionally, Paul works as a consultant to Banner HealthCare and the Mayo Clinic.  He has worked with medical centers and school districts from across the continental U.S. and Alaska examining the psychological impact of the environment on behavior, well-being, and performance.  He has designed & programmed "smart" building systems, and developed automated lighting systems designed to enhance student learning, attention, and focus, and to mitigate the effects of Seasonal Affective Disorder (SAD).

James Gross earned his BA in philosophy from Yale University and his PhD in clinical psychology from the University of California, Berkeley. He is currently a Professor in the Department of Psychology at Stanford University, where he directs the Stanford Psychophysiology Laboratory. Dr. Gross is a leading authority in the areas of emotion and emotion regulation, and he has received early career awards from the American Psychological Association, the Western Psychological Association, and the Society for Psychophysiological Research. Dr. Gross has an extensive research program on emotion regulation processes in healthy and clinical populations, with more than 130 publications, including Psychology (with Henry Gleitman and Daniel Reisberg) and the Handbook of Emotion Regulation. Dr. Gross is also an award-winning teacher, the Bass University Fellow in Undergraduate Education, and Director of the Stanford Psychology One Teaching Program. His teaching awards include Stanford's Dean's Award for Distinguished Teaching, Stanford's Postdoctoral Mentoring Award, the Stanford Phi Beta Kappa Teaching Prize, and Stanford's highest teaching prize, the Walter J. Gores Award for Excellence in Teaching. His email address is gross@stanford.edu, and his website is http://psych.stanford.edu/~psyphy.

Robin J. Hailstorks 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.

Mitch Handelsman received his Ph.D. in clinical psychology from the University of Kansas in 1981.  He is currently professor of psychology and a CU President's Teaching Scholar at the University of Colorado Denver, where he has been on the faculty since 1982.  He served for a year (1989-1990) in Washington, DC as an APA Congressional Science Fellow.  In 2003-2004 he was president of the Rocky Mountain Psychological Association.  He is a licensed psychologist and a Fellow of the American Psychological Association. 

Mitch has won numerous teaching awards, including the 1992 CASE (Council for the Advancement and Support of Education) Colorado Professor of the Year Award, and APA's Division 2 Excellence in Teaching Award in 1995.  Since 1994 he has been on the faculty of "Boot Camp for Profs©," a week-long summer teaching workshop for college teachers in all disciplines.  He has published several book chapters and over 50 articles in journals ranging from the Professional Psychology: Research and Practice to the Journal of Polymorphous Perversity. His major research area is professional ethics; he has published widely in ethics and is the co-author (with Sharon K. Anderson) of a text on ethics in psychotherapy (Ethics for Psychotherapists and Counselors:  A Proactive Approach) from Wiley-Blackwell.  He has served on numerous professional and community ethics committees, and is a past chair of the Colorado Psychological Association Ethics Committee and the Rose Medical Center Ethics Committee.  Mitch is also a trumpet player and plays jazz and blues in the Denver area.

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 struggling or failing, and he has developed workshops specifically targeted at helping such students learn to study effectively. During the time he has chaired his department, the department has grown dramatically, increasing from 13 to 40 faculty members. Hence, Hendersen has 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.

Karen Huffman is a professor of psychology at Palomar College, San Marcos, California, where she teaches full-time and serves as the Psychology Student Advisor and Co-Coordinator for psychology faculty. Karen received the National Teaching Award for Excellence in Community/Junior College Teaching given by Division Two of the American Psychological Association (APA). She also was recognized with the first Distinguished Faculty Award for Excellence in Teaching from Palomar College, and an Outstanding Teaching award from the University of Texas at Austin.

In addition to teaching full-time, Karen is the author of several introductory psychology texts, and has also authored or co-authored multiple ancillaries for these introductory psychology texts, including the Student Study and Review Guide, Instructor's Resource Guide, Test Bank, Enriched PowerPoints, and Web Tutorials. John Wiley and Sons publishes each of these texts and ancillaries. Following an invitation from the Society for Teaching of Psychology, Karen contributed her autobiographical chapter, "Psychology—It's a Wonderful Life," as part of an online text, The Teaching of Psychology in Autobiography: Perspectives from Exemplary Psychology Teachers (2005), http://teachpsych.org/resources/e-books/tia2005/tia2005.php.

Karen Huffman's special research and presentation focus is on active learning and critical thinking. She has conducted numerous presentations, online web seminars, and teaching workshops throughout the United States, Canada, and Puerto Rico.

James W. Kalat (rhymes with ballot) is Professor of Psychology at North Carolina State University, where he has taught Introduction to Psychology and Biological Psychology since 1977. Born in 1946, he received an AB degree summa cum laude from Duke University in 1968 and a PhD in psychology from the University of Pennsylvania, under the supervision of Paul Rozin. He was twice chair of the APS Convention program committee (1991 and 2002) and served for ten years on the committee that writes the GRE psychology test. A remarried widower, he has three children, two stepsons, and three grandchildren. When not working on something related to psychology, his hobby is bird-watching.

Roberta Klatzky is Professor of Psychology at Carnegie Mellon University, where she is also on the faculty of the Center for the Neural Basis of Cognition and the Human-Computer Interaction Institute.  She received a B.S. in mathematics from the University of Michigan and a Ph.D. in cognitive psychology from Stanford University.  She is the author of over 200 articles and chapters, and she has authored or edited 5 books, including co-authorship of a text on sensation and perception. Her research investigates perception, spatial thinking and action from the perspective of multiple modalities, sensory and symbolic, in real and virtual environments. Klatzky's basic research has been applied to tele-manipulation, image-guided surgery, navigation aids for the blind, and neural rehabilitation.  Klatzky's pre-doctoral honors include undergraduate scholarships, a James B. Angell Scholar award, Phi Beta Kappa, and a National Science Foundation Graduate Fellowship.  She is a fellow of the American Association for the Advancement of Science, the American Psychological Association, and the Association for Psychological Science, and a member of the Society of Experimental Psychologists (honorary).  Her professional service includes governance roles in several societies and membership on the National Research Council's Committees on Human Factors and  Techniques for Enhancing Human Performance.  She has served on research review panels for the National Institutes of Health, the National Science Foundation, and the European Union.  She has been a member of several editorial boards and is currently an associate editor of ACM Transactions in Applied Perception.

Noëlle Girault Lidvan received her Ph.D. in Social Psychology in 1989 at the University of Paris V. She is Associate Professor at the University Paris Descartes (Institute of Psychology), and Vice-Director of the Institute of Psychology where she currently teaches social psychology, and social health psychology, at both undergraduate and graduate levels. She is responsible for the social health psychology courses in a new Master Degree in Health Psychology (beginning in fall 2010). She has been in charge for ten years of the Psychology program at the Faculty of Dental Surgery of the University of Paris V, and is currently responsible for the Psychology program at the COE (European College of Osteopathy), where she teaches general psychology and health psychology to a population of future osteopathists.

The applied part of her research focuses on burnout, stress and coping, adjustment to chronic health disease (AIDS, cancer), and communication between patients, families, and health professionals in palliative care units. Her research has been granted by the INSERM (National Superior Institute for Medical Research), the ANRS (National Agency for AIDS Research), and the CNRS (National Center for Scientific Research). Recently, she developped new interests on more theoretical topics, namely relationships between identity threats related to social stigmatization (based on race, health status, obesity, handicap, etc.) and specific coping.

She is President of the AFPSa (French-Speaking Association of Health Psychology), and French Delegate to the EHPS (European Association of Health Psychology).

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 Division 2 Diversity Committee and was a group leader at the 2008 National Conference on Undergraduate Education in Psychology.

Pam Marek is an Associate Professor of Psychology at Kennesaw State Unitersity, Kennesaw, GA. She currently teaches General Psychology, Research Sequence courses (Research Methods and Experimental Psychology, both integrated with statistics), Social Psychology, and Cognitive Psychology. She earned her MA (1995) and PhD (1998) in Cognitive Psychology from the University of Florida. Prior to joining the faculty at KSU in 2005, she taught at St. Michael's College in Vermont and at Anderson College in South Carolina.

Given her focus on the scholarship of teaching, Pam Marek is now serving as a section editor for Teaching of Psychology, in which she has previously published several articles. Additionally, she has published invited book reviews in PsycCRITIQUES, an online compendium of introductory psychology texts, and a test bank and an instructor's manual to accompany an introductory psychology textbook. She also has prepared introductory material for several experiments incorporated into the American Psychological Association's Online Psychology Laboratory. In conjunction with students and colleagues, she has published research related to materialistic values, affluence cues, and the work ethic, in journals including Journal of Economic Psychology, Journal of Applied Social Psychology, Personality and Individual Differences, and Individual Differences Research. Pam Marek is a member of the American Psychological Association, the Association for Psychological Science, and the Southeastern Psychological Association.

Beth Morling earned her B.A. in Psychology from Carleton College, and a Ph.D. in social and personality psychology from the University of Massachusetts-Amherst.  After a year-long post doctoral fellowship at Kyoto University (Japan), she began a career focused on classroom teaching and cultural psychology research.  She has taught at both liberal arts colleges (Union College and Muhlenberg College) and universities (University of Delaware, where she teaches currently).  She regularly teaches courses on research methods, cultural psychology, the self-concept, and the teaching of psychology.   She was awarded a college undergraduate advising award at the University of Delaware, and has been nominated for (but alas, has never won) university teaching awards. Beth's most recent research has focused on cultural psychology—specifically on how cultural contexts shape how people either take control of, or accommodate to, their situations and circumstances.   She also is interested in how cultural differences are located and measured—whether within the person, or in cultural products such as media, texts, or buildings.   

Jeff Nevid is Professor of Psychology at St. John's University in New York, where he has taught since 1981.  He teaches at both the undergraduate and graduate levels and directs the doctoral program in clinical psychology.  Jeff was born and raised in Brooklyn and completed his Ph.D. at SUNY Albany and was later a postdoctoral fellow in evaluation research at Northwestern University.  He has conducted research in many areas of psychology, including health psychology, clinical and community psychology, social psychology, gender and human sexuality, adolescent development, and teaching of psychology.  He has served as Editorial Consultant for the journals Health Psychology and Psychology and Marketing and Associate Editor of the Journal of Consulting and Clinical Psychology. He continues an active pedagogical research program at St. John's University designed to help students become more effective learners.  He and his students are currently involved in conducting studies examining the learning benefits of mastery quizzing, journaling, and concept mapping.

A Fellow of Division 2 of APA, Dr. Nevid has authored or coauthored more than 40 books in psychology and related fields in various editions, including the texts Psychology:  Concepts and Applications (published by Cengage Learning), Abnormal Psychology in a Changing World (published by Pearson Education), Human Sexuality in a World of Diversity (published by Pearson Education) and Psychology and the Challenges of Life:  Adjustment and Growth (published by John Wiley & Sons). He lives in New York with his wife Judy and his children Michael and Daniella. He is most proud of the fact that when he was third base coach of his son's Little League team, none of his players was ever thrown out at home plate.  But he feels obliged to add that none of the opposing players ever made a clean throw to the plate. 

Vicky Phares earned her Bachelors degree at the University of California, Los Angeles where she majored in Psychology with a specialization in Women’s Studies. She completed her Ph.D. in Clinical Psychology at the University of Vermont and completed her clinical internship at the University of California, San Francisco (both of which are accredited by the American Psychological Association). She was an Assistant Professor at the University of Connecticut–Department of Psychology for two years and then joined the faculty at the University of South Florida in 1992, where she has been ever since. She is currently a Full Professor and Director of Clinical Training in the Department of Psychology at the University of South Florida (which is also accredited by the American Psychological Association). Dr. Phares’ scholarly research focuses on gender issues in the family, with special attention to the connections between fathers’ and children’s development of psychopathology. In addition to numerous scholarly articles and two books on fathers, Dr. Phares has written two textbooks: Understanding Abnormal Child Psychology (2nd ed.), which was published by Wiley and Sons in 2008 and Introduction to Clinical Psychology (7th ed.), which she co-authored with Geoff Kramer and Doug Bernstein and which was published by Prentice-Hall in 2009. She has taught everything from Introductory Psychology (with 500 18-year-olds) to specialized seminars in clinical psychology with three brilliant and motivated doctoral students. As the Director of Clinical Training, Dr. Phares has occasion to speak with many undergraduate students who wish to pursue careers in the helping professions. While at USF, she has received the Teaching Incentive Program Award and the USF Presidential Excellence Award.

Randolph Smith completed his undergraduate degree at the University of Houston and PhD at Texas Tech University in experimental psychology (specialties in human learning/memory and statistics). Randy taught at Ouachita Baptist University in Arkansas for 26 years, chaired Kennesaw State University's Psychology Department for four years, and became Chair of Lamar University's Psychology Department in 2007. His professional work centers on the scholarship of teaching. Randy served for 12 years as Editor of the Society for the Teaching of Psychology's journal Teaching of Psychology. He is author of Challenging Your Preconceptions: Thinking Critically About Psychology (2002), co-author (with Steve Davis) of The Psychologist as Detective: An Introduction to Conducting Research in Psychology (5th edition in 2010), and co-author (with Steve Davis) of An Introduction to Statistics and Research Methods: Becoming a Psychological Detective (2005). He has worked with high school teachers grading AP exams since the test's inception and has served as Faculty Advisor for TOPSS (Teachers of Psychology in Secondary Schools).  He is a member of the American Psychological Association and the Association for Psychological Science. In 2006, Randy received the American Psychological Foundation's Charles L. Brewer Distinguished Teaching of Psychology Award and the University System of Georgia Regents' Scholarship of Teaching and Learning Award.

Richard S. Velayo, Professor of Psychology at Pace University (NYC), obtained his Ph.D. in Psychology and Education from the University of Michigan (Ann Arbor) in 1993. His scholarly interests focus on multimedia and internet-based technologies as pedagogical tools. More specifically, his current scholarly interests include: (1) development of an assessment tool for multimedia learning, (2) applications of Internet-based technologies (IBTs) as pedagogical and research tools, and (3) internationalization of the psychology curriculum through IBTs and multimedia technologies. He has published in peer-reviewed journals such as The International Journal of Instructional Media, Journal of Instructional Psychology, Teaching of Psychology, Reading Improvement, NYS Psychologist, Educational Technology, and the International Psychology Bulletin. He is a Fellow of the American Psychological Association, co-chair of the APA Committee on Divisions/APA Relations (CODAPAR), Past President and Webmaster of the Division of International Psychology, Past Chair of the Psychology Section of the New York Academy of Sciences, Past-president of the Academic Division of the New York State Psychological Association, Treasurer of the NGO Committee on Ageing, and Communications/Publications Director and Main Representative to the U.N. for the International Council of Psychologists. For more information, go to http://rvelayo.com

Daniel M. Wegner studies how human minds accomplish self-control and guide us through social life.  He has conducted pioneering research on thought suppression and mental control (how we go about keeping unwanted thoughts out of mind), transactive memory (how we remember things cooperatively with others), mind perception (how we gauge whether entities have minds), and apparent mental causation (what gives us the sense that we consciously will our actions).  Professor of Psychology at Harvard University since 2000, he is a Ph.D. of Michigan State University (1974), and has previously held professorships at Trinity University in Texas (1974-1990), and at the University of Virginia (1990-2000). 

Wegner is author of over 140 research papers and chapters.  His books include Implicit Psychology (1977) and A Theory of Action Identification (1985), both with R. R. Vallacher, White Bears and Other Unwanted Thoughts (1989) and The Illusion of Conscious Will (2002), and, with D. Schacter and D. Gilbert, Psychology (2008), and Introducing Psychology (2010).  He edited The Self in Social Psychology (1980) with Vallacher and the Handbook of Mental Control (1993) with J. W. Pennebaker.  His research has been funded by the National Institutes of Mental Health and by the National Science Foundation, and he has been a Fellow of the Center for Advanced Study in the Behavioral Sciences, Palo Alto, California, and a Fellow of the Center for Advanced Study at the University of Virginia.  A Fellow of the American Psychological Association, the Association for Psychological Science, and of the American Association for the Advancement of Science, he has served on editorial boards for 14 journals, as associate editor of Psychological Review, and on the Board of Reviewing Editors for Science. For a list of publications, see his website: http://www.wjh.harvard.edu/~wegner/

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, human rights, and peace psychology.  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 toward 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, APA) and is the Vice-President for Diversity and International Issues for the Society for the Teaching of Psychology (Division 2, APA). Dr. Woolf serves on the National Institute on the Teaching of Psychology Program Committee, the Institute for the Study of Genocide Executive Board, the H-Genocide Editorial Board, and is an Editorial Board Member for Peace & Conflict: Journal of Peace Psychology.  


NITOP Schedule

 

January 3, 2010, Sunday
7:30 am Continental Breakfast
7:30 am–5 pm Registration
8:1510 am

Workshop:

Teaching in a Multicultural Classroom: What Every Instructor Should KnowLinh Littleford

8:15–10 am

Workshop:

Macro Performance: Evaluating the Effectiveness of Psychology ProgramsDana Dunn

8:15–10 am

Workshop:

Forum: What Have I Got Myself Into? Tips and Strategies for People Who Are New to Teaching Introductory PsychologyRobert Hendersen and Sandra Goss Lucas

10:15–noon

Workshop:

Micro Performance: Assessing Your Teaching Effectiveness Bill Buskist

10:15–noon

Workshop:

Annual STP Workshop: Generating Concrete Data for Concrete Thinkers: Exercises for Statistics and Research Methods Classes Barney Beins and Randy Smith

10:15–noon

Workshop:

Enhancing the Scholarship of Teaching and Learning as a Journal ReviewerAndrew Christopher, Bill Altman, and Pam Marek

1:30–3:15 pm

Opening Session

Welcoming Remarks, 1:30pm

Opening Address: Why Students Love Evolutionary Psychology . . . And How to Teach ItDavid Buss

3:304:30 pm Book and Software Displays and Poster Session I
4:45– 5:45pm

Concurrent Sessions (all repeated later):

6-7:30 pm Buffet Reception for Participants and Their Companions. Complimentary wine and beer, soft drinks, and hot and cold hors d’oeuvres
7:30pm 11pm

Dance, families welcome

Join your companions and colleagues for an evening of relaxation at the NITOP Dance, beginning at 7:30 pm on Sunday, following 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.

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

 

January 4, 2010, Monday
7:308:30 am Buffet Breakfast
8:309:30 am

Concurrent Sessions

9:4510:45 am

Concurrent Sessions

11:1512:15 pm

Concurrent Sessions:

12:15 pm Buffet Lunch
1:453 pm

General Session:

The Art and Science of Thought SuppressionDan Wegner

3:154:15 pm Participant Idea Exchange I
4:305:30 pm Book and Software Displays and Poster Session II
7:30–8:30 pm

Evening General Session:

Parenting and Teaching: What's the Connection in the Classroom?Doug Bernstein

8:30–10 pm

Social Hour

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

 

January 5, 2010, Tuesday
7:30–8:30 am Buffet Breakfast
8:30–9:30 am

Concurrent Sessions

9:45–10:45 am

Concurrent Sessions:

11:15 am–12:15 pm

Concurrent Sessions:

12:15 pm Buffet Lunch
1:45–3 pm

General Session:

Nothing Ventured, Nothing Gained: Taking Risks in Teaching James Gross

3:15–4:15 pm Participant Idea Exchange II
4:30–5:30 pm Book and Software Displays and Poster Session III
6–8 pm Software Displays / Ad Hoc Group Meetings
*Session to be repeated **Repeat of an earlier session

 

January 6, 2010, Wednesday
7:30 am Continental Breakfast
8:30–9:30 am

Concurrent Sessions

9:35–10:35 am

Concurrent Sessions

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

Closing Session:

The Power of the Interesting Example: Relationship Science Sharon Brehm

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

 


 

 

 

 

Poster Schedule

PARTICIPANT IDEA EXCHANGE I
Monday, 3:15-4:20
Jacaranda

Part A of PIE I, Monday, 3:15–3:45

  1. Reasonable Accommodation without Lowering the Bar: Teaching Psychology to College Students with Disabilities
    Dennis B. Galvan
    Gallaudet University

  2. Research and Field Experience in Psychology: A Mutually Beneficial Course for Faculty and Students
    Sara Villanueva Dixon, Russell J. Frohardt, Helen D. Just, Delia Kothmann Paskos, & Jeannetta G. Williams
    St. Edward's University

  3. Integrating Clinical Knowledge in Teaching Psychological Disorders While Maintaining Boundaries Appropriate to Education
    Ann McCloskey
    Landmark College

  4. Getting a Head Start on College: The AP Psychology Advanced Placement Program
    Chuck Schira1 & Ted Bosack2
    1Portage Central High School, 2Providence College

  5. Webquests: The Utilization of Cooperative Learning, Current Events, and Critical Thinking Skills to Enhance Learning in Project-Based Online Instruction in Psychology
    Janet King
    Western Nevada College

  6. Exploring Psychological Research: Support for the Inexperienced Student
    Linda Kerr
    Landmark College

  7. Demonstrating Respect: Exploring Faculty and Student Perspectives
    K. Denise Bane
    Bloomfield College

  8. A Cross-Institutional Conflict Narrative Training and Coding Workshop for Undergraduate Students in Psychology
    Alice J. Davidson
    Rollins College

  9. Twenty Reasons Why Some Students Do Not Succeed in General Psychology
    Ira B. Albert
    Community College of Baltimore County, Dundalk

  10. Student Research: Psychology in the Context of an Institutional Initiative
    Brenda J. Kirby
    Le Moyne College

  11. Using Depersonalization to Illustrate the Necessity of Personalizing Grief in Transformational Learning
    Angela Knight & Justin Gibbons
    University of Central Oklahoma

  12. Let's Talk about What We're Doing to Assess Student Learning and How We Can Use the Results to Improve our Psychology Programs
    Patricia Westerman
    Bowie State University

  13. The Value of an In-House Student Research Journal: Fourteen Volumes Later
    Pamela Ludemann & Deborah McMakin
    Framingham State College

Part B of PIE I, Monday, 3:50–4:20

  1. Debate in the Psychology Classroom: Preliminary Observations
    Doris Bitler
    George Mason University

  2. Neurobiological Manipulation in the Classroom: Enhancing an Accepting, Receptive, and Open Mindset
    Roger A. Drake
    Western State College of Colorado

  3. Issues to Consider When Teaching Multicultural Psychology: Course Content Issues and Student Development
    Paul Scott & Saz Madison
    Rockhurst University

  4. Crossing Campus, Crossing Disciplines: Challenges and Rewards of Teaching Developmental Psychology Content in a Department of Education
    Wendy L. Chambers
    Georgia Southern University

  5. To PowerPoint, or not to PowerPoint in Introductory Psychology: That is the Question
    Jutta M. Street
    Campbell University

  6. Promoting and Recognizing Excellence: Advising a Student Psychology Club/Honor Society
    Laura Bittner1 & Heather LaCost2
    1Carroll Community College, 2Waubonsee Community College

  7. Grading Group Projects: Individual Grades, Team Grades, and Grading Rubrics
    Gloria Howell
    Saint Leo University

  8. Challenges and Opportunities in Establishing a Psychology Laboratory Used for Both Teaching and Research
    Sarah Uzelac & Amanda Maynard
    Mount Saint Mary College

  9. The Fine Line between Hand-Holding and Coddling in Undergraduate Psychology Courses: What "Generation Me" Students Want vs. What They Need
    Ursula Krentz
    Seattle Pacific University

  10. The Assessment of Student Progress in Research Methods: Tracking Gains in Knowledge and Reducing Anxiety about Statistics
    Marianne Fallon
    Central Connecticut State University

  11. Creating a Study Abroad Program in the History of Psychology and Neuroscience
    Gary M. Muir
    St. Olaf College

  12. "I Did Not Sign Up for This!" Integrating Service Learning into Online Classes
    Diana Anson
    College of Southern Nevada

PARTICIPANT IDEA EXCHANGE II
Tuesday, 3:15–4:20
Jacaranda

Part A of PIE II, Tuesday, 3:15–3:45

  1. Is There a Role for Faculty Values in Courses: A Focus on Psychology of Prejudice
    Sharon Akimoto
    Carleton College

  2. Creating an Active Learning Environment in Psychology Statistics: Discussion of an Innovative Hybrid Course Design
    Bethany K. B. Fleck1 & Heather D. Hussey2
    1University of Tampa, 2University of New Hampshire

  3. Teaching Research Ethics in Psychology Courses: Challenges and Resources
    Shelia M. Kennison
    Oklahoma State University

  4. Teaching Behavior Modification as Both a Class Itself and a Part of Other Classes
    Matthew G. L. Margres
    Saginaw Valley State University

  5. Designing an Effective Career Seminar Course That Fits All Majors
    Stacie M. Spencer
    Massachusetts College of Pharmacy and Health Sciences

  6. Increasing Intrinsic Interest by De-Emphasizing Grades
    Justin P. Bailey
    Framingham State College

  7. Teaching and Discussing Positive Psychology with a Feminist Lens: Does Positive Psychology Take Sufficient Note of Gender Differences?
    Suzanne M. Cox1 & Joe W. Hatcher, Jr.2
    1Beloit College, 2Ripon College

  8. Teaching the Human Sexuality Course
    Gordon Hammerle
    Adrian College

  9. An Integrative Model for Enhancing the Teaching of Group Dynamics
    Sandra A. Sessa
    Georgian Court University

  10. Creating a Network of Psychology Instructors in Your Area
    Stefanie Gray Greiner & Valerie Viera
    Northeast Lakeview College

  11. Service Learning in the Animal Shelter: Practical and Ethical Considerations
    Stephanie Carlson, Ted Bryant, Norman Spivey, & Cara Campbell
    Bethel College

  12. The Psychology of Sustainability: Preparing Students to Think Deeply about Resources and Responsibility
    Larry Rudiger
    The University of Vermont

  13. Teaching Psychology Using Nontraditional Forms of Delivery
    Margaret Clark-Plaskie & Gayle S. Stever
    Empire State College/SUNY


Part B of PIE II, Tuesday, 3:50–4:20

  1. VENGA: Valle Enrichment, Navigation, and Growth Abroad
    Helen D. Just, Russell J. Frohardt, & Sara Villanueva Dixon
    St. Edward's University

  2. Theories of Personality: Increasing Engagement through Case Analyses and Other Methods
    Anne Murtagh
    Shepherd University

  3. Killing Two Birds with One Stone: Using a Class-Based Study to Demonstrate the Steps in Conducting a Senior Research Project While Teaching SPSS
    Deborah McMakin & Pamela Ludemann
    Framingham State College

  4. A Tool for Informing Psychology Majors about Their Program and Prospects: The Psychology Department Newsletter
    Jennifer Mailloux
    University of Mary Washington

  5. A Systematic Approach to Assessing Outcomes in Psychology
    Holly H. Schiffrin
    University of Mary Washington

  6. From Instruction to Inspiration: Using a Typically "Mundane" Topic in Psychology to Inspire Learning and Living
    Gene G. Ano
    Mount San Antonio College

  7. Using Technology to Enhance a Large Introductory Psychology Class
    Kiesa Getz Kelly
    Tennessee State University

  8. How to Approach Difficult Topics (Like Death and Dying)?
    Rick L. Shifley
    Massachusetts College of Pharmacy and Health Services

  9. The Best of Both Worlds: Maximizing Learning by Blending In-Person and Online Course Content
    Valerie Hill & Susan M. Sheffer
    Lewis University

  10. Affecting Motivation to Enhance Academic Performance: What Techniques Are Effective?
    Michael Firment
    Kennesaw State University

  11. Text Messaging: Classroom Distraction or Instructor's Tool?
    Amanda C. Gingerich Hege
    Butler University

  12. The Eye of the Storm: Maintaining Resilience in the High School Psychology Classroom
    Abigail Konopasky1 & Robert Konopasky2
    1Project Happiness, 2St. Mary's University

 

POSTER SESSION I
Sunday, 3:30–4:30 p.m.
Banyan Breezeway

  1. How Sweet It Is: Candy-Based Demonstrations in Introductory Psychology
    Amanda C. Gingerich Hege
    Butler University

  2. Dear Dr. Rosenhan: Introducing Introductory Students to Psychological Research through Letter Writing
    Wendy Close
    Wisconsin Lutheran College

  3. Improving Prediction of Academic Success through Personality Profiles
    Jack W. Berry & Stephen L. Chew
    Samford University

  4. Experimental Investigation Regarding the Accuracy of Instructor Perceptions of Student Interest and Learning
    Michael S. Goodstone, Jennifer Nieman-Gonder, & Marya Howell-Carter
    Farmingdale State College

  5. Evaluations of Psychology Faculty on Ratemyprofessors.com: Comparisons Based on Institution Type, Location, and Academic Ranking
    Donna Webster Nelson & Emily M. Ohiser
    Winthrop University

  6. Online Student Evaluation of Teaching: Will Professor "Hot and Easy" Win the Day?
    Bethany Fleck1 & Mike Mangan2
    1University of Tampa, 2University of New Hampshire

  7. A Qualitative Analysis of Student Responses to Open-Ended Questions Evaluating Experiential Learning
    William P. Wattles
    Francis Marion University

  8. Is Question Choice a Measure for Metacognition among Students in Introductory Psychology?
    Kristin E. Bonnie
    Beloit College

  9. The Influence of a Forensic Psychology Curriculum on Perceptions of the Criminal Justice System and Punitiveness
    Leilani Goodmon, Amanda Townsend, & Chris Cronin
    Saint Leo University

  10. Using a Trial to Teach Interpersonal and Group Dynamics in a Motivation and Leadership Course
    Kim Lamana-Finn
    DeVry University

  11. Designed Sequences of Examples Facilitate Learning of Statistical Concepts
    Adrienne G. Hampton & Stephen L. Chew
    Samford University

  12. Templates as Transparent Teaching Tools
    Larry A. Pace
    Argosy University

  13. Engaging Students in Statistics Using Personal Research: Can Students Tell if Someone Is in Love by the Sound of "How Are You?"
    Sally D. Farley
    University of Baltimore

  14. Utilizing and Evaluating Peer Review of an Introductory Psychology Research Assignment
    Kim Metz
    Walsh University

  15. Assessing the Benefits of Peer Editing: A Follow-Up Study and Comparison of Student Perceptions by Type of Writing Assignment
    Pamela Ludemann, Deborah McMakin, & Robert Donohue
    Framingham State College

  16. An Analysis of Usage and Implications of Communication Technology in the University
    John Bechtold
    Messiah College

  17. Do You Have Any More Homework for Me to Do? Utilizing Automated Online Homework Sets Tied to Your Specific Text to Improve Student Performance in Introductory Statistics
    Brian C. Cronk
    Missouri Western State University

  1. Learning How to Analyze Data from Experiments in Cognitive Psychology Using Screencasts
    Marianne Fallon & Rachael Gibney
    Central Connecticut State University

  2. Teaching and Assessing Respect for Human Dignity in a Cognitive Psychology Course: Relevance of the Field Trip Experience
    Gary A. Packard, Jr. & Michelle A. Butler
    United States Air Force Academy

  3. The Animal Shelter as a Learning Laboratory
    Stephanie Carlson, Ted Bryant, & Norman Spivey
    Bethel College

  4. Online Quizzes and Tests 101: A Working Model
    Tsu-Ming Chiang & J. F. Yao
    Georgia College and State University

  5. Are Take-Home Quizzes Useful? Student Perceptions vs. Empirical Data
    Rachelle Tannenbaum
    Anne Arundel Community College

  6. Much Like Broccoli, Review Quizzes Are Good for Students but Unpopular
    Jeffrey B. Henriques & Wei Wen
    University of Wisconsin-Madison

  7. Developing Topical Psychology Seminars for First-Year Students: A Case Study Using Animal Cognition
    Kevin E. Moore
    DePauw University

  8. Are First-Year Students Really All That Different?
    Rick Maddigan & Adam Brown
    Memorial University of Newfoundland

  9. Use and Assessment of a New Class Format
    Dorothy C. Doolittle
    Christopher Newport University

  10. Challenging Anti-Intellectualism on College Campuses: Preliminary Findings from an Honors Course Assessment
    Brad M. Hastings1 & Barbara A. Shaffer2
    1Mount Aloysius College, 2Saint Francis University

  11. Appreciating Emotional Intelligence through Humbling Stories
    Tracey Ellen Ryan & Shawn Frederick Blau
    University of Bridgeport

  12. "Change or Die?" Keys to Successful Lifetime Health Changes: Relate, Repeat, Rethink
    Charles G. Jacques III, Kathleen Primeaux, & Christine Magazino
    Biofeedback Associates

  13. Augmenting Teaching and Learning in a Large Introductory Psychology Program: Assessing the Pedagogical Utility of and Attitudes toward a Popular Student Response System
    Steven Luke, Sarah Grison, Aya Shigeto, & Patrick Watson
    University of Illinois at Urbana-Champaign

  14. Clickers in Introductory Psychology: Do Weaker Students Benefit More?
    Kiesa G. Kelly, Meggan Novotny, & Dolf Johnson
    Tennessee State University

  15. Using Student Response Systems to Enhance Learning and Engagement in Psychology Courses
    Dana B. Narter
    University of Arizona

  16. "Let the Games Begin!" Game-Show Based Alternatives to Traditional Review Sessions and Exam-Based Evaluations
    Laurette T. Morris
    State University of New York College at Old Westbury

  17. It's Game Day Again! Pretest-Posttest Results on the Effectiveness of Designing Developmentally Appropriate Games in Students' Understanding of Research Articles in Developmental Psychology
    Jennifer Meehan Brennom
    Kirkwood College


POSTER SESSION II
Monday, 4:30–5:30 p.m.
Banyan Breezeway

  1. Social Psychology Gets Wicked: Using Musical Theatre to Identify Social Psychological Concepts in Context
    Kelly Bouas Henry
    Missouri Western State University

  2. A Structured Active Learning Technique for Teaching Social Categorization
    April Schwarzmueller
    Eckerd College

  3. Coverage of Diversity in Introductory Psychology Textbooks
    Lawrence Tran, Jessica Curtis, Kristopher I. Bradley, & Shelia M. Kennison
    Oklahoma State University

  4. Do Psychology Textbooks Look Alike?
    Jill Booker & Sarah Long
    University of Indianapolis

  5. A New Website for the Online Teaching of Psychology: www.psychmeup.org
    Shana Pack
    Western Kentucky University

  6. Online Psychology Course Connection Interface
    Sherri DeBoef Chandler
    Muskegon Community College

  7. Do Assignments to Read for Pleasure Increase Creativity?
    Kathryn E. Kelly1, Lee B. Kneipp1, & William E. Kelly2
    1Northwestern State University, 2Robert Morris University

  8. Experiential Learning from Theory to Practice
    Pär Löfstrand
    Mid Sweden University

  9. Daily Class Evaluations: A Useful Technique for Assessing Course Content
    Gordon Hammerle
    Adrian College

  10. Peer Evaluation in Small Groups in the Classroom
    Lisa J. Murphy
    York County Community College

  11. In the Aftermath of 9/11: Teaching Students to Research, Analyze, and Write Literature Reviews
    Elaine K. Thompson
    Georgian Court University

  12. The Professor's Paper: Writing a Thesis Paper in Class as an Exemplar for Critical Thinking
    Justin P. Bailey
    Framingham State College

  13. A Simple Method for Changing College Students' Attitudes toward Older Adults
    Ryan C. Leonard, L. Alison Tingley, & Barbara Townsend
    Gannon University

  14. Teaching Happiness: An Experiential Approach to Positive Psychology
    Abigail Konopasky & Ellie Ford
    Project Happiness

  15. Psychology of Greed
    Michael R. Hulsizer
    Webster University

  16. Barriology: A Psychosociocultural Paradigm of At-Risk Latino College Students
    Ivan L. Torres
    Reading A. C. College

  17. Teaching International History of Psychology: A Small Island State Experience
    Ava D. Thompson
    College of The Bahamas

  18. Mental Models of Psychology: Overconfident, Inaccurate, and Indestructible
    Lesley Hathorn
    Metropolitan State College of Denver

  1. Thematic Analysis of Student Responses to Reading First-Person Narratives about Mental Illness
    Tamara Daily
    Mount Union College

  2. Demonstrating Principles of Biopsychology through Interactive Activities
    Urvi J. Patel
    Christopher Newport University

  3. The Five-Minute Factoid: An Alternative for Student Presentations
    Merry J. Sleigh
    Winthrop University

  4. Teaching Resilience in an Introductory Psychology Course: Why and How
    Brian V. Bolter
    University of Central Arkansas

  5. Is Time to Complete an Exam Associated with Grade Earned on the Exam?
    Sabato D. Sagaria
    Capital University

  6. Avoiding Unconscious Biases in Grading the Work of Psychology Students: A Review of Relevant Evidence
    John M. Malouff & Adam C. Couzens
    University of New England, Australia

  7. Assessing Students' Intentions to Visit Their Instructors' Offices
    Michael T. Dreznick
    Our Lady of the Lake College

  8. Do Students Overestimate Their Contribution to Class? Accuracy of Self-Rated Class Participation
    Lynn DellaPietra, Megan Meyer, Stacy McDonald, & Matthew Wiechnik
    Holy Family University

  9. Understanding How Professors Know What Their Students Know: An Empirical Analysis of Student Assessment in Introductory Psychology
    Christopher R. Howard, Robb Bubb, & William Buskist
    Auburn University

  10. Augmenting Teaching and Learning in a Large Introductory Psychology Program: Assessing Student Learning and Attitudes
    Aya Shigeto, Sarah Grison, Steven Luke, & Patrick Watson
    University of Illinois at Urbana-Champaign

  11. Student Motivation and Perception: The Impact of Autonomy Supportive Versus Controlling Learning Environments
    Adena Young & Melissa Fallone
    Missouri State University

  12. Intensive Feedback in the Teaching of Counseling Skills
    Michael P. Murtagh
    Frostburg State University

  13. Looking Beyond the Job Title: Hidden Gems for Psychology Graduates
    Stacie M. Spencer, Elizabeth Carpenter, Franziska Rudorf, & Danielle DeSantis
    Massachusetts College of Pharmacy and Health Sciences

  14. A Course to Increase Psychology Majors' Career Self-Efficacy
    Meera Komarraju, Jane Swanson, & Corey Tincher
    Southern Illinois University, Carbondale

  15. Service Learning in Applied Psychology Research Lab
    Steve Snyder
    Taylor University

  16. Experiential Learning Opportunities in the Abnormal Psychology Classroom: Implications for a Campus Community
    Heather Reeson Lambert
    Doane College


POSTER SESSION III
Tuesday, 4:30–5:30 p.m.
Banyan Breezeway

  1. Developmental Psychology and The Simpsons
    Emily L. Hause1 & Greg Robinson-Riegler2
    1Saint Mary's College-California, 2University of Saint Thomas

  2. Understanding the Development of "My Child": Applying Bronfenbrenner's Ecological Systems Theory
    Melinda S. Mull & Jayne Rose
    Augustana College

  3. Childhood Psychopathology: The Eye of the Beholder
    Susan P. Buckelew
    University of Tennessee at Martin

  4. Learning about Memory Using Teaching of Psychology
    Jennifer McCabe
    Goucher College

  5. Hitting Students Where They Live: An Interactive Exercise in Relating Operant Conditioning to the Social Lives of Students
    Morgan P. Slusher
    Community College of Baltimore County

  6. Addressing Psychology Misconceptions through Person on the Street Interviews: An Introductory Psychology Assignment
    Michael A. DiBenedetto1 & Mara S. Aruguete2
    1Moberly Area Community College, 2Lincoln University

  7. The True/False Perceptions of Professional Psychology Scale
    Richard R. McKnight1, Gary T. Rosenthal1, A. W. Price1, Dwight Boudreaux1, Janice Campbell1, & Barlow Soper2
    1Nicholls State University, 2Ruston, Louisiana

  8. Modeling, Metacognition, & Helping Students Engineer Their Own "Jedi Mindtricks"
    Meghan Wilson Duff
    University of Maine at Machias

  9. Relationship the Key to Student Engagement
    Paula Hixenbaugh
    University of Westminster

  10. The Use of "Speed Dating" as a Pedagogical Tool to Increase Student Engagement
    Debra K. Stein
    Widener University

  11. Experiencing Wikipedia Engagement Exercises in Social and I/O Psychology Courses
    Paul C. Bernhardt
    Frostburg State University

  12. Twittering through Psychology: Using Social Networking for Out-of-Class Instruction
    Stephen B. Blessing, Jennifer S. Blessing, & Bethany Fleck
    University of Tampa

  13. Tech Tools for Teachers: Superior Software Supporting Simplicity & Sanity
    Scott Husband
    University of Tampa

  14. Implementing the American Psychological Association'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

  15. The Real Value of Psychology to the Institution: Using Faculty/Student Projects to Support Accreditation
    Noel J. Jacobs & Stephanie Grant
    Southern Nazarene University

  16. Religious Orientation: The Role of College Environment and Classification
    Lee B. Kneipp & Kathryn E. Kelly
    Northwestern State University

  17. Predictors of Student Performance in Introduction to Psychology at a Hispanic Serving Institution
    Jennifer H. Taylor & Katherine R. White
    University of Texas at El Paso

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

  2. Retention of Syllabus: A Test of Collaborative Learning
    Mara S. Aruguete1 & Michael A. DiBenedetto2
    1Lincoln University, 2Moberly Area Community College

  3. The Assessment of Student Progress in Research Methods: Tracking Gains in Knowledge and Reducing Anxiety about Statistics
    Marianne Fallon, Jason F. Sikorski, Steven Horowitz, & Laura Bowman
    Central Connecticut State University

  4. Augmenting Teaching and Learning in a Large Introductory Psychology Program: Assessing Learning and Attitudes in Special Student Populations
    Patrick Watson, Sarah Grison, Steven Luke, & Aya Shigeto
    University of Illinois at Urbana-Champaign

  5. Utilizing the New York Times in a Cross-Cultural Psychology Class
    Ginny Q. Zhan
    Kennesaw State University

  6. Adolescent Developmental Psychology Courses as Teaching/Learning Forums for Global Citizenship Education: Effects of Preservice Teachers' Beliefs and Attitudes
    Ann A. Battle1, Jo-Ann Amadeo1, & Lisa Looney2
    1University of Maryland, College Park 2California State University, San Bernardino

  7. Media as a Venue for Engaging Students in Demonstrating Principles of Psychology
    Linda Wilmshurst
    Elon University

  8. The Use of A&E’s Intervention in Introductory Psychology Courses
    Jared M. Bartels
    University of Central Missouri

  9. "Tom Cruise Is My Professor": Objective Evidence that Movies Enhance Learning in Abnormal Psychology
    Russell Phillips, Elizabeth Hendrix, Christopher Blake, & Holly Bryant
    Missouri Western State University

  10. Student Instructional Preferences
    Lee I. McCann1 & Tammy L. Kadah-Ammeter2
    1University of Wisconsin Oshkosh, 2Fox Valley Technical College

  11. The Relationship between Using Motivational Teaching Techniques and Psychology Student Satisfaction
    John M. Malouff1, Lena Hall2, Nicola S. Schutte1, & Sally E. Rooke1
    1University of New England, Australia, 2Nova Southeastern University

  12. "Would I Lie to You?" Students' Perception of the Professor's Honesty and Its Impact on Their Problem-Solving Efforts
    Laurette T. Morris
    State University of New York College at Old Westbury

  13. A Comparison of Professor and Student Perceptions of Behaviors Characteristic of Master Teachers and Effective Students
    Tom Mitchell, John Bates, Sally Farley, Jessica Griggs, & G. Janet Yun
    University of Baltimore

  14. Using Active Learning to Improve the Peer Teaching Review Process
    Jennifer Hillman
    Penn State University, Berks Campus

  15. Adapting Board Games to Enhance Student Learning
    Douglas C. Maynard & Christina M. Norman
    State University of New York at New Paltz

  16. Experiential Training in Group Counseling Benefits Undergraduate Psychology Majors
    Lauren M. Littlefield
    Washington College

  17. Fighting the Flu with a Class Project
    Jessica Struby & Paul Fox
    Appalachian State University