Archive of Previous NITOPs: 2011

NITOP Speakers

Tammy D. Allen is Professor of Psychology at the University of South Florida. She received her Ph.D. in Industrial and Organizational Psychology from the University of Tennessee. Tammy teaches and conducts research on work-family issues, mentoring relationships, career development, organizational citizenship behavior, and occupational health within organizations. She has published in a variety of journals and has received best paper awards from organizations such as the Academy of Management and the Society for Training and Development. Tammy is co-author/editor of two books: Designing Workplace Mentoring Programs: An Evidence-Based Approach (Allen, Finkelstein, & Poteet, 2009) and The Blackwell Handbook of Mentoring: A Multiple Perspectives Approach (Allen & Eby, 2007). She is associate editor for the Journal of Applied Psychology and the Journal of Occupational Health Psychology. She currently serves on the Executive Board of the Society of Industrial and Organizational Psychology. She is a Fellow of the Society for Industrial and Organizational Psychology and the American Psychological Association. Tammy has been teaching undergraduate and graduate courses in industrial/organizational psychology since 1996.


Barney Beins is Professor of Psychology and Chair of the Department at Ithaca College. He is the 2010 recipient of the Charles L. Brewer Distinguished Teaching Award from the American Psychological Foundation. He is a Fellow of APA Divisions 2 (Teaching of Psychology) and 52 (International Psychology), the Association for Psychological Science, and the Eastern Psychological Association. 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. 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 200 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, in 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 "Computers in Psychology" section of Teaching of Psychology from 1987 to 1996, and was an Associate Editor from 1987 to 2008.


Daniel Bellack is Chair of the Department of Behavioral and Social Sciences at Trident Technical College and adjunct professor of psychology at The Citadel Graduate College in Charleston, SC. He has taught at Trident Technical College since 1992. Prior to that, he was visiting professor at the College of Charleston, associate professor at Lexington Community College, and visiting professor at Berea College in Berea, KY. He is a member of the American Psychological Society, the South Carolina Psychological Association, and an associate member of the Foundation for Critical Thinking. His areas of research have focused on pedagogy in the classroom and the utilization and assessment of critical thinking learning activities. He has written several test banks for introductory psychology texts and has reviewed textbooks for publishers of general and developmental psychology. He earned his bachelor’s degree from the University of Florida and his doctorate from the University of Kentucky in Lexington, KY.


David Berg is Professor of Psychology at Community College of Philadelphia where he was the recipient of the Lindback Foundation Award for excellence in college teaching; he also served as past chair of the Behavioral Sciences Department. He received his Ph.D. from Temple University in experimental psychology and completed postdoctoral training in family systems theory from Drexel University/Hahnemann Medical College. David has pioneered workshops focusing upon “wellness in the workplace” and presents these to government, business, and educational institutions; additionally he trains other psychologists to enable them to perform similar workshops. He has presented a number of workshops at NITOP and APA that focus on the use of writing in Psychology courses. Further, he has also presented a number of workshops on the use of technology in the classroom. Since the advent of laptop computers, he has acted on a consulting basis to academic teaching faculty to bring them up to the cutting edge in using technology in the classroom. He views and uses technology as a means to heighten the standards of critical thinking and writing in teaching rather than as a mere adjunct to lecturing. He also serves as a resource to those who teach in institutions on a “shoestring budget” like his own. He has been a frequent presenter/participant at NITOP conferences.


Elizabeth Ligon Bjork (B.A., Mathematics, University of Florida; Ph.D., Psychology, University of Michigan) is a Professor at the University of California, Los Angeles. Her primary area of research is human memory, particularly the role of inhibitory processes in goal-directed forgetting, such as memory updating and the resolution of competition in retrieval. More recently, she is exploring how principles of learning and memory discovered in the laboratory might be applied to enhance educational practices—research funded by a collaborative grant from the James S. McDonnell Foundation. She has served on the Editorial Boards of Perception & Psychophysics and Memory & Cognition, on an Initial Review Group for NIMH, and she is a Fellow of the Association for Psychological Science. Professor Bjork has been Chair of UCLA’s Academic Senate and UCLA’s Undergraduate Council, and she plays key roles for the Office of Instructional Development, including chairing the campus-wide TA Training Committee and the Faculty Committee on Instructional Improvement Programs. She has been Psychology’s Vice Chair for Undergraduate Studies and is currently serving as Senior Vice Chair. Professor Bjork originated and oversees the Psychology Undergraduate Research Conference, which annually provides undergraduates from UCLA and other campuses an opportunity to present their research in a professional environment. She is credited for creating groundbreaking teaching programs, such as Psychology 100B, a research-methods course that has become a model throughout North America and Europe. This course introduces hundreds of students each year to the basic principles of the scientific method and shows them how these principles are used to investigate questions in psychology via hands-on experiences in research activities, including the design and conduction of original group projects that are presented in a mini-scientific conference at the end of each term. For her development and teaching of this course as well as other programmatic contributions to instruction, Professor Bjork has received both the Psychology Department’s Distinguished Teaching Award (1997) and UCLA’s Distinguished Teaching Award (2008).


Robert A. Bjork is Distinguished Professor at the University of California, Los Angeles. His research focuses on human learning and memory and on the implications of the science of learning for instruction and training. He has served as Editor of Memory & Cognition and Psychological Review (1995-2000), Co-editor of Psychological Science in the Public Interest (1998-2004), and Chair of the National Research Council’s Committee on Techniques for the Enhancement of Human Performance. He is a past president or chair of the Association for Psychological Science (APS), the Western Psychological Association, the Psychonomic Society, the Society of Experimental Psychologists, the Council of Editors of the American Psychological Association (APA), and the Council of Graduate Departments of Psychology. He is a recipient of UCLA's Distinguished Teaching Award, the American Psychological Association’s Distinguished Scientist Lecturer and Distinguished Service to Psychological Science Awards, and the American Physiological Society’s Claude Bernard Distinguished Lectureship Award. He was selected to give the keynote address at the upcoming November 2010 national meeting of the Psychonomic Society.


Richard R. Bootzin is Professor of Psychology at the University of Arizona. His primary research interests are sleep and sleep disorders, particularly insomnia. He received his undergraduate degree in psychology at the University of Wisconsin, his Ph.D. in clinical psychology at Purdue University, and was a faculty member, including chair of the department, at Northwestern University before joining the faculty of the University of Arizona in 1987. Dick received the 2008 Mary A. Carskadon Outstanding Educator Award from the Sleep Research Society. He is a former president of the Academy of Psychological Clinical Science, and Section III of Division 12 of the American Psychological Association. He was a Board member of the Sleep Research Society and the Association for Psychological Science and is currently the president of the Board of Directors of the Psychological Clinical Science Accreditation System.


Ted Bosack is Professor Emeritus at Providence College where the taught for 41 years prior to retirement from teaching in 2008, chairing the Psychology Department for 26 of those years. He earned bachelor and doctoral degrees from Brown University, the latter degree in Experimental Child Psychology. Since 2008, he has been Executive Director of the Society for the Teaching of Psychology (APA, Division 2) and is a member of APA and a Charter Member of APS. A past-president of the New England Psychological Association, he continues to serve on the NEPA Steering Committee and to co-direct its Northeastern Conference for the Teaching of Psychology. He has also served on the directing bodies of the Eastern Psychological Association, Rhode Island Psychological Association, Providence College, and the Council of Undergraduate Psychology Programs, and was a founding member of CUPP and a Steering Committee Chair. A Reader and Table Leader for the College Board Advanced Placement Program in Psychology, he served on the Test Development Committee from 2006 to 2010. A member of the Assessment Group at the National Forum on Psychology Partnerships in 1999, his professional focus centered subsequently on issues in assessment, particularly use of student performance measures for evaluating teacher and program effectiveness. He was a member of the 2005 APA Board of Educational Task Force on Teaching, Learning, and Assessing in a Developmentally Coherent Curriculum. Although formally retired from teaching, he continues to offer occasional sections of introductory psychology at Providence College and to review submissions for Teaching of Psychology.


William (Bill) 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. He serves as a member of the National Institute on the Teaching of Psychology (NITOP) planning committee. He has published over 50 books and articles related to the teaching of psychology and college and university teaching. He is the recipient of many teaching awards including, most recently, the 2009 American Psychological Foundation’s Charles L. Brewer Distinguished Teaching of Psychology Award. He is a Fellow of APA Divisions 1 (General Psychology), 2 (Society for the Teaching of Psychology), 52 (International Psychology), and is a past president of the Society. Six of his graduate students have been honored with national teaching awards.


Frances A. Champagne completed graduate training in 2004 at McGill University, obtaining a M.Sc. in Psychiatry and a Ph.D in Neuroscience followed by a postdoctoral fellowship at the University of Cambridge, UK. She is currently an Assistant Professor in the Department of Psychology at Columbia University and a Sackler Scientist with the Sackler Institute for Developmental Psychobiology at Columbia University. Dr. Champagne’s doctoral and postdoctoral research was focused on the neurobiology of maternal care and the epigenetic effects of mother-infant interactions. Studies in rodents suggest that the quality of maternal care received in infancy can lead to long-term changes in offspring gene expression and behavior. Dr. Champagne’s current and ongoing research explores the implications of these influences for the transmission of behavior across generations and the molecular mechanisms through which these effects are achieved. The interplay between genes and the environment is critical during the process of development and exploring the role of epigenetic mechanisms in linking experiences with developmental outcomes is an evolving field of study. Dr. Champagne uses rodent models to study epigenetics, neurobiology, and behavior and also collaborates with clinical researchers who would like to apply the study of epigenetics to better understand origins of variation in human behavior. In addition to investigating the modulating effects of mother-infant interactions, Dr. Champagne is currently exploring a broad array of social influences and environmental exposures. Dr. Champagne’s research is funded by NIH, NIEHS, and EPA and she is involved in a collaborative training grant at Columbia University on the social, ethical, and legal implications of genetics research. Dr. Champagne is also an instructor of a variety of courses at Columbia University, including: “The Developing Brain,” “Inheritance,” and “Neurobiology of Reproductive Behavior,” and is currently a Director of Undergraduate Studies in the Department of Psychology.


John M. Chaney was born in Muskogee, Oklahoma. He completed a bachelor's degree in psychology (1981) and a master’s degree in counseling psychology (1982) at the University of Central Oklahoma. He received his M.A. and Ph.D. in Clinical Psychology at the University of Missouri-Columbia in 1988 and 1991, respectively. Since 1991, he has been on the psychology faculty at Oklahoma State University. He is currently Professor of Psychology in the Clinical Psychology program at Oklahoma State University and Associate Clinical Professor in the Department of Psychiatry and Behavioral Sciences at the University of Oklahoma Health Sciences Center. In addition to an active pediatric psychology research program examining children’s adjustment to chronic illness, Dr. Chaney is the primary investigator and director of the American Indians Into Psychology (AIIP) program at Oklahoma State University. Chaney has taught undergraduate and graduate courses in pediatric psychology, family therapy, and cultural diversity for the past 18 years. Chaney is a Regents Distinguished Research Professor at Oklahoma State University and is the recipient of both teaching and leadership awards at OSU. He is a Fellow in APA’s Division 54 (Pediatric Psychology) and is the recipient of an American Psychological Association Research Excellence Award. Chaney is a past president of the Society of Indian Psychologists and has served on APA’s Committee on Ethnic Minority Affairs and Council of National Psychological Associations for the Advancement of Ethnic Minority Issues. He has also served on several editorial boards, including the Journal of Pediatric Psychology, and as associate editor for Cultural Diversity and Ethnic Minority Psychology.Dr. Chaney has over 60 refereed publications. He co-edited The Sourcebook of Pediatric Psychology (1994) and has contributed chapters to a number of professional textbooks, including Handbook of Clinical Child Psychology (2001), Culturally Diverse Mental Health (2003), The Health Psychology Handbook (2003), Encyclopedia of Pediatric and Child Psychology (2003), Encyclopedia of Human Development (2005), and Handbook of Rehabilitation Psychology (2009).


Daniel Corts earned a PhD in Cognitive Psychology from the University of Tennessee and completed a postdoctoral fellowship in the teaching of psychology at Furman University. He has been at Augustana College for 10 years teaching statistics and cognition as well as supervising student research. Dan’s recent research has focused on how we use contextual and pragmatic information in the production and comprehension of figurative language. In addition, he works with state educational agencies in developing assessments for student achievement, student engagement, and teacher development in math and science instruction. He has contributed to a variety of federal and state grants that provide afterschool and summer programs for students, and some unique training opportunities for the k-12 teachers. Dan is currently serving in his first year as Vice President for the Midwestern Region of Psi Chi, and he is looking forward to the publication of his first textbook: An Introduction to Psychological Science, with Mark Krause. And, saving the best for last, he is the proud father of two preschoolers (and one dog who is under the impression that she is human too).


Alice Eagly is Professor of Psychology, James Padilla Chair of Arts and Sciences, Professor of Management & Organizations, and Faculty Fellow in the Institute for Policy Research, all at Northwestern University. She has also held faculty positions at Michigan State University, University of Massachusetts in Amherst, and Purdue University. She received her Ph.D. in social psychology from the University of Michigan. Her research interests include the study of leadership, gender, attitudes, prejudice, and stereotyping. She is the author of several books and numerous journal articles and chapters in edited books. Her most recent book, Through the Labyrinth: The Truth About How Women Become Leaders, co-authored with Linda Carli, was published in 2007 by Harvard Business School Press in conjunction with the Center for Public Leadership of the Kennedy School of Government. She has held several leadership roles, including Chair of the Psychology Department at Northwestern, President of the Society for Personality and Social Psychology, and Chair of the Board of Scientific Affairs of the American Psychological Association. She has won several awards, most recently the 2008 Gold Medal for Life Achievement in the Science of Psychology from the American Psychological Foundation and the 2009 Distinguished Scientific Contribution Award from the American Psychological Association.


Paul Ekman was an undergraduate at the University of Chicago and New York University. He received his Ph.D. in clinical psychology at Adelphi University (1958), after a one year internship at the Langley Porter Neuropsychiatric Institute. After two years as a Clinical Psychology Officer in the U.S. Army, he returned to Langley Porter where he worked from 1960 to 2004. His research on facial expression and body movement began in 1954, as the subject of his Master's thesis in 1955 and his first publication in 1957. In his early work, his approach to nonverbal behavior showed his training in personality. Over the next decade, a social psychological and cross-cultural emphasis characterized his work, with a growing interest in an evolutionary and semiotic frame of reference. In addition to his basic research on emotion and its expression, he has, for the last thirty years, also been studying deceit.

Currently, he is the Manager of the Paul Ekman Group, LLC (PEG), a small company that produces training devices relevant to emotional skills, and is initiating new research relevant to national security and law enforcement.

In 1971, he received a Research Scientist Award from the National Institute of Mental Health; that Award has been renewed in 1976, 1981, 1987, 1991, and 1997. His research was supported by fellowships, grants and awards from the National Institute of Mental Health for over forty years.

Articles reporting on Dr. Ekman's work have appeared in Time Magazine, Smithsonian Magazine, Psychology Today, The New Yorker and others, both American and foreign. Numerous articles about his work have also appeared in the New York Times, Washington Post and other national newspapers.
He has appeared on 48 Hours, Dateline, Good Morning America, 20/20, Larry King, Oprah, Johnny Carson and many other TV programs. He has also been featured on various public television programs such as News Hour with Jim Lehrer, and Bill Moyers' The Truth About Lying.

Ekman is co-author of Emotion in the Human Face (1971), Unmasking the Face (1975), Facial Action Coding System (1978), editor of Darwin and Facial Expression (1973), co-editor of Handbook of Methods in Nonverbal Behavior Research (1982), Approaches to Emotion (1984), The Nature of Emotion (1994), What the Face Reveals (1997), and author of Face of Man (1980), Telling Lies (1985, paperback, 1986, second edition, 1992, third edition, 2001, 4th edition 2008), Why Kids Lie (1989, paperback 1991), Emotions Revealed, (2003, New Edition, 2009), and Telling Lies, Dalai Lama-Emotional Awareness (2008). He is the editor of the third edition (1998) and the fourth edition (2009) of Charles Darwin's The Expression of the Emotions in Man and Animals (1998). He has published more than 100 articles. www.paulekman.com


Martha J. Farah, PhD, is the Walter H. Annenberg Professor of Natural Sciences at the University of Pennsylvania, where she directs the Center for Neuroscience & Society. Professor Farah's work has addressed many problems within cognitive neuroscience, including visual perception, attention, mental imagery, semantic memory, reading, prefrontal function, and most recently, neuroethics. Her publications include over 150 refereed journal articles and 6 books, the most recent of which is Neuroethics: An Introduction with Readings.

Professor Farah's citation counts establish her as one of the 250 most widely cited researchers worldwide in the area of psychology or psychiatry. She is a recipient of the American Psychological Association's Early Career Contribution Award, the National Academy of Science's Troland Award, a lifetime achievement award from the Association for Psychological Science and a Guggenheim Fellowship, and was elected a member of the American Academy of Arts and Sciences.
In recent years Professor Farah's work has focused on the effects of childhood poverty on brain development and on the ethical, legal and social implications of neuroscience, a new field that has come to be known as "neuroethics."


Sam Gosling is a professor of psychology at the University of Texas at Austin. He did his doctoral work at the University of California at Berkeley, where his dissertation focused on personality in spotted hyenas. In addition to his animal work he also does research on how human personality is manifested in everyday contexts like bedrooms, offices, webpages, and music preferences. Gosling's environmental research, which is summarized in his book Snoop: What Your Stuff Says About You, is based on the idea that the spaces in which we live and work are rich with information about what we are like. His work has been widely covered in the media, including The New York Times, Psychology Today, NPR, Nightline, and Good Morning America. Gosling is the recipient of the American Psychological Association's Distinguished Scientific Award for Early Career Contribution. He lives in Austin, Texas. 


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.


Regan A. R. Gurung is the Ben & Joyce Rosenberg Professor of Human Development and Psychology at the University of Wisconsin, Green Bay. Dr. Gurung received a B.A. in psychology at Carleton College (MN), and a Masters and Ph.D. in social and personality psychology at the University of Washington (WA). He then spent three years at UCLA as a National Institute of Mental Health (NIMH) Research fellow.

He has published articles in a variety of scholarly journals including Psychological Review and Personality and Social Psychology Bulletin, and Teaching of Psychology. He has a textbook, Health Psychology: A Cultural Approach, relating culture, development, and health, published with Cengage (2nd edition, 2010) and is also the co-author/co-editor of six other books: Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Gurung, Chick, & Haynie, 2009), Getting Culture: Incorporating Diversity across the Curriculum (Gurung & Prieto, 2009), Optimizing Teaching and Learning: Pedagogical Research in Practice (Gurung & Schwartz, 2009), Culture & Mental Health: Sociocultural Influences on Mental Health (Eshun & Gurung, 2009), The Psychology of Teaching: An Empirical Guide to Picking, Choosing, and Using Pedagogy (Schwartz & Gurung, in press), and An Easy Guide to APA Style Essentials (Schwartz, Landrum, & Gurung, in press). He has made over 100 presentations at national and international conferences.

Dr. Gurung is also a dedicated teacher and has strong interests in enhancing faculty development and student understanding. He is Co-Director of the UWGB Teaching Scholars Program, and is winner of the 2009 Carnegie Foundation for the Advancement of Teaching Wisconsin Professor of the Year, and the UWGB Founder’s Award for Excellence in Teaching as well as Scholarship. He is a Fellow of APA and APS, and is Chair of the Education and Training Council for Health Psychology and the 2010 President of the Society for the Teaching of Psychology.


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 has been using Student Management Teams in his courses for almost twenty years.
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 (Society for the Teaching of Psychology) 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 Teaching of Psychology to the Journal of Polymorphous Perversity. Many of his publications are about teaching. He has also published widely in the area of professional ethics and is the co-author—with Sharon K. Anderson—of Ethics for Psychotherapists and Counselors: A Proactive Approach from Wiley-Blackwell (2010).

Mitch 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 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 41 faculty members. Hence, Hendersen has been heavily involved in helping newly hired faculty develop, and he has developed materials for mentoring faculty members in pedagogy, ethics, advising, and career development, particularly using narratives as bases for peer-mentoring.


Lawrence Hubert is the Lyle H. Lanier Professor of Psychology, Professor of Statistics and Educational Psychology at the University of Illinois. His research program has concentrated on the development of exploratory methods for data representation in the behavioral sciences, emphasizing cluster analysis, a range of spatially oriented multidimensional scaling techniques, and several network representation procedures. Much of this work on Combinatorial Data Analysis is summarized in two research monographs with the Society of Industrial and Applied Mathematics (with co-authors P. Arabie and J. Meulman): Combinatorial Data Analysis: Optimization by Dynamic Programming (2001) and The Structural Representation of Proximity Matrices with MATLAB (2006). Hubert received his BA degree (cum laude) from Carleton College in Mathematics (1966), an MAT in Mathematics Education from Harvard (1967), and an MS in Statistics (1969) and a PhD in Mathematical Studies in the Educational Processes (1971) from Stanford. He has held positions as Professor of Educational Psychology at the University of Wisconsin, Madison, and Professor of Educational Psychology at the University of California, Santa Barbara. He is a Fellow of the American Statistical Association, American Psychological Association, Association for Psychological Science, the American Association for the Advancement of Science, and the American Educational Research Association. His editorships have included Psychometrika and the Journal of Educational Statistics. He has been President of the Psychometric Society and the Classification Society of North America, and is an elected Foreign Member of the Royal Netherlands Academy of Arts and Sciences. Most recently, he received the 2009 Jacob Cohen Award for Distinguished Contributions to Teaching and Mentoring from Division 5 of the American Psychological Association.
For some four decades, Hubert has taught the required graduate statistics sequence for doctoral students from all areas of psychology (in addition to teaching other multivariate analysis courses at more advanced levels). He is currently working on a text (with Howard Wainer) that ideally will make the first-year statistics sequence more directly relevant to the day-to-day lives of our students. A short book chapter version of the text will appear in 2011: A Statistical Guide for the Ethically Perplexed (Handbook of Ethics in Quantitative Methodology, A. T. Panter and Sonya K. Sterba, Editors).


R. Eric Landrum is currently a professor of psychology at Boise State University. He received his PhD in cognitive psychology (with an emphasis in quantitative methodology) from Southern Illinois University-Carbondale in 1989. His research interests center on the study of educational issues, identifying those conditions that best facilitate student success (broadly defined). He has over 250 professional presentations at conferences and has published 17 books or book chapters and over 60 professional articles in scholarly, peer-reviewed journals. His work has appeared in journals such as Teaching of Psychology, College Teaching, Educational and Psychological Measurement, the Journal of College Student Development, and the College Student Journal. He has worked with over 260 undergraduate research assistants and in 18 years at Boise State, he has taught over 10,000 students. During summer 2008, he participated in the National Conference for Undergraduate Education in Psychology serving as the leader of a working group concerned with the desired results of an undergraduate education in psychology.

He is the lead author (with Steve Davis) of The Psychology Major: Career Options and Strategies for Success (4th edition, 2009, Prentice Hall). With APA Books he has authored Undergraduate Writing in Psychology: Learning to Tell the Scientific Story (2008) and Finding A Job With a Psychology Bachelor's Degree: Expert Advice for Launching Your Career (2009). He is a member of the American Psychological Association, a Fellow of the Society for the Teaching of Psychology (APA Division Two), and serves as Secretary of Division Two (2009-2011). Beginning July 2009, Eric began a two-year term as the Psi Chi Vice President of the Rocky Mountain region. At Boise State University, he teaches courses in General Psychology (in the classroom and online), Statistical Methods, Research Methods, and Psychological Measurement. He served as Department Chair from 1996-2000 and 2005-2006.


Robert W. Levenson received his Ph.D. from Vanderbilt University in 1974 in clinical psychology. He is currently a Professor in the Department of Psychology at the University of California—Berkeley where he is a member of the behavioral neuroscience, clinical science, developmental, and social/personality programs. He currently serves as Director of the Institute for Personality and Social Research, Director of the Clinical Science Program, and directs the Predoctoral Training Consortium in Affective Science (an NIMH-funded multidisciplinary training program). His research program is in the area of human emotion, studying the organization of physiological, behavioral and subjective systems; the ways that these systems are impacted by neuropathology, normal aging, and culture; and the role that emotions play in the maintenance and disruption of committed relationships. Dr. Levenson’s research is supported by NIMH and NIA (including a recent MERIT award). He is past President of the Society for Psychophysiological Research and past President of the Association for Psychological Science.


Laura E. Levine received her Ph.D. in developmental and clinical psychology from the University of Michigan. After working with children and families at the Children’s Psychiatric Hospital and in private practice in Ann Arbor for 10 years, she returned to academia in 1994 and teaches child psychology and life span human development at Central Connecticut State University, where she is currently a professor in the department of psychology. Her research on the social development of young children has appeared in Developmental Psychology, Infant Mental Health Journal, and Infant and Child Development. Her research on the relation of media use to attention difficulties in children and young adults has appeared in the Journal of Applied Developmental Psychology, Computers and Education, and CyberPsychology and Behavior.

Dr. Levine has been very active in promoting excellence in college teaching. She was involved in the creation of the Center for Teaching Excellence and Leadership Development at Central Connecticut State University and served for many years on the board of the Connecticut Consortium for Enhancing Learning and Teaching. She created numerous programs for faculty both at her university and at regional and national conferences. She has received several teaching awards at her university. Her research on course design for teaching Child Development can be found in New Directions for Teaching and Learning, College Teaching, and The International Journal for the Scholarship of Teaching and Learning. She is the author, with Joyce Munsch, of the textbook Child Development: An Active Learning Approach to be published by Sage Publications in 2011.


Amy J. Marin received her Ph.D. in psychology from Arizona State University, where she was a National Science Foundation fellow. Although she enjoyed her years of laboratory research and publication in the areas of culture, gender, and mental health, she eventually switched gears to focus on her primary passion – teaching! Amy is a tenured psychology professor at Phoenix College, where she has been teaching psychology to a diverse population of students for the past 15 years. She has received numerous grants resulting in the development of a psychology laboratory, an ESL guide for psychology students, cultural diversity materials for instructors, and a student retention program. Amy’s current focus is the development of active learning resources for the psychology classroom. She gives workshops on how to energize the psychology classroom, writes articles and guides for maximizing student success, and has received several awards for innovative teaching.


John O. Mitterer (Ph.D, McMaster University, 1981) is a cognitive psychologist at Brock University, in St. Catharines, Ontario, Canada. He has long specialized in teaching introductory psychology, having taught over 25,000 students. He is the recipient of the 2003 Brock University Distinguished Teaching Award, a 2003 Ontario Confederation of University Faculty Associations (OCUFA) Teaching Award, a 2004 National 3M Teaching Fellowship, the 2005 Canadian Psychological Association Award for Distinguished Contributions to Education and Training in Psychology, and held a Brock Chancellor’s Chair for Teaching Excellence from 2006 to 2009. Dr. Mitterer’s primary research focus is on basic cognitive processes in learning and teaching. He has consulted for a variety of companies, such as Bell Northern Research, Unisys Corporation, IBM Canada, and computer-game developer Silicon Knights. His first love, however, is in applying cognitive principles to the improvement of undergraduate education. In support of his introductory psychology course, he has been involved in the production of textbooks and ancillary materials such as CD-ROMs and websites for both students and instructors. Dr. Mitterer has published and lectured on undergraduate instruction throughout Canada and the United States. He is currently the co-author, along with Dennis Coon, of Introduction to Psychology: Gateways to Mind and Behavior, Psychology: Modules for Active Learning, and Psychology: A Journey, three introductory psychology textbooks published by Wadsworth/Cengage Learning.


Ellen E. Pastorino (Ph.D, Florida State University, 1990) is a developmental psychologist who established her teaching career at Gainesville State College in Georgia. As a tenured professor she created and developed the college’s Teaching and Learning Center, working with faculty to promote student learning. For the past 12 years she has been teaching at Valencia Community College in Orlando, Florida. Here, too, she has worked with faculty in designing learning-centered classroom practices. Dr. Pastorino has won numerous teaching awards including the University of Georgia, Board of Regents Distinguished Professor, the NISOD Excellence in Teaching Award, and Valencia’s Teaching and Learning Excellence Award. She has received two Valencia Endowed Chairs – one in Family Resource Development and one in Social Sciences, and currently serves as Department Coordinator for Psychological Sciences at the Osceola Campus. Dr. Pastorino is co-author with Susann Doyle-Portillo of What is Psychology? and What Is Psychology? Essentials, two introductory psychology textbooks published by Wadsworth/Cengage Learning. She has published articles in The Journal of Adolescent Research and Adolescence, and actively participates in many regional and national teaching conferences. However, her main passion has always been to get students excited about the field of psychology. Ellen’s current interests include assessment, inclusion, service learning, and reaching under-prepared students.


Richard Straub is professor of psychology, former Associate Provost, Chair of Behavioral Sciences, and founding Director of the graduate program in Health Psychology at the University of Michigan, Dearborn. After receiving his Ph.D. in experimental psychology from Columbia University and serving as an NIMH fellow at the University of California, Irvine, Straub joined the University of Michigan faculty in 1979. Since then, he has focused on research in health psychology, especially mind-body issues in stress, cardiovascular reactivity, and the effects of exercise on psychological health. Straub’s research has been published in such journals as Health Psychology, the Journal of Applied Social Psychology, and the Journal of the Experimental Analysis of Behavior.

A recipient of the University of Michigan’s Distinguished Teaching award and the Alumni Society’s Faculty Member of the Year award, Straub is extensively involved in undergraduate and graduate medical education. In addition to serving on the board of directors of the Southeast Michigan Consortium for Medical Education and lecturing regularly at area teaching hospitals, Straub has created an online learning management system for medical residency programs and authored a series of web-based modules for teaching core competencies in behavioral medicine.

Straub’s interest in enhancing student learning is further reflected in the study guides, instructor’s manuals, and critical thinking materials he has developed to accompany several leading psychology texts.

Straub’s professional devotion to healthy psychology dovetails with his personal devotion to fitness and good health. He has completed hundreds of road races and marathons (including multiple Boston Marathons and Ironman Triathlons) and is a nationally ranked triathlete.

 

 

 

 

 

 

 

 

 

 

 

 

NITOP Schedule

 

January 3, 2011, Monday
7:30 am Continental Breakfast
7:30 am–
5:00 pm
Registration
8:15 am
10:00 am

Workshop:

Annual College Board Workshop: Test Making and Test Taking: How AP Psychology Can Contribute to the College Course (Bernard Beins and Theodore Bosack)

8:15 am
10:00 am

Workshop:

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

9:00 am–
noon

Workshop:

Annual STP Workshop: Collaborative and Formative Course Evaluation: How to Implement Student Management Teams to Improve Teaching and Learning (Mitch Handelsman)

10:15 am– noon

Workshop:

Leave Your Laptop at Home: Using your iPod, iPhone, or iPad for Classroom Presentations (David Berg)

10:15 am–
noon

Workshop:

Becoming an Excellent Teacher: Seven Steps Based on What We Have Learned about Master Teaching (Bill Buskist)

1:30 pm–
2:00 pm

Welcoming Remarks (Doug Bernstein, Michael Brannick, and Alan Kraut)

2:00 pm–
3:15 pm

Opening Address:

Annual APS Session: Individual Styles of Learning Versus Ways We All Learn (Robert Bjork)

3:30 pm
4:30 pm
Book and Software Displays and Poster Session I
4:45 pm–
5:45 pm
Participant Idea Exchange I
6:00 pm–
7:30 pm
Buffet Reception for Participants and Their Companions and Families. Complimentary wine and beer, soft drinks, and a wide selection of hot and cold hors d’oeuvres
7:30pm 11:00pm

19th Annual NITOP Dance, families welcome

Join your companions and colleagues for an evening of relaxation at the NITOP Dance, beginning at 7:30 pm on Monday, following the reception for participants and their companions and families. 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, 2011, Tuesday
7:30 am
8:30 am
Buffet Breakfast
8:30 am–
9:30 am

Concurrent Sessions

9:45 am –
10:45 am

Concurrent Sessions

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

Concurrent Sessions:

12:15 pm Buffet Lunch
1:45 pm–
3:00 pm

General Session:

Neuroethics: Engaging Students with the Ethical, Legal, and Social Implications of Neuropsychology (Martha Farah)

3:15 pm
4:15 pm
Participant Idea Exchange II
4:30 pm
5:30 pm
Book and Software Displays and Poster Session II
7:30 pm
8:45
pm

Evening General Session:

The Psychological Clinical Science Accreditation System: How Will It Change the Teaching of Clinical Psychology? (Richard Bootzin)

8:45 pm–
10:00 pm

Social Hour

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

 

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

Concurrent Sessions

9:45 am–
10:45 am

Concurrent Sessions:

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

Concurrent Sessions:

12:15 pm Buffet Lunch
1:45 pm–
3:00 pm

General Session:

Annual APA Education Directorate Session: Emotion and Illness: A Two-way Street (Robert W. Levenson)

3:15 pm–
4:15 pm
Participant Idea Exchange III
4:30 pm–
5:30 pm
Book and Software Displays and Poster Session III
6:00 pm–
8:00 pm
Software Demonstrations and Ad Hoc Group Meetings
*Session to be repeated **Repeat of an earlier session

 

January 6, 2011, Thursday
7:30 am–
8:30 am
Buffet Breakfast
8:30 am–
9:30 am

Concurrent Sessions

9:30 am–
10:00 am
Coffee Break
10:00 am Closing Remarks and Announcement of Awards (Doug Bernstein)
10:30 am–
11:45 am

Closing Address:

The His and Hers of Prosocial Behavior: An Examination of the Social Psychology of Gender (Alice Eagly)

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

 


 

 

 

 

Poster Schedule

PARTICIPANT IDEA EXCHANGE I
Monday, 4:45-5:45
Jacaranda

  1. I Know It Is True, I Saw It on CSI: Teaching Your Students to Be 'Psychology Mythbusters'
    Diana Anson
    College of Southern Nevada

  2. Do Commercially Developed Digital Learning Platforms Lead to Positive Student and Instructor Outcomes?
    Robert R. Bubb, Ross Scruggs, & Bill Buskist
    Auburn University

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

  4. How Do We Teach Undergraduate Students to Study and Take Exams? Sharing Best Practices
    Pamela L. Gist
    Mount St. Mary's College

  5. To Tweet or Not to Tweet: Is E-mail for Old People? Strategies and Tactics for Communicating with Our Students
    Kristin Edwards and Melissa Beers
    The Ohio State University

  6. Increasing Student Confidence and Proficiency with Research in a Research Methods Course
    Amy Corbett
    SUNY Cobleskill

  7. When Knowledge Isn't Enough: Reducing Mental Illness Stigma in the Classroom
    Robert A. Swoap
    Warren Wilson College

  8. Using Writing Assignments and Data Collection to Enhance the Teaching of Human Sexuality
    Gordon Hammerle
    Adrian College

  9. Best Practices for Introductory Psychology: What Are Some Simple Techniques That Professors Can Implement to Help Students Be More Successful?
    Josephine Lewis & Alisa Diop
    Community College of Baltimore County

  10. Service Learning: Effectively Encouraging Engagement in Psychology Classes
    Virginia Wickline & Chad Dodge
    Miami University

  11. Tablet and Screen Capture Technology in Online Classes
    Baine B. Craft
    Seattle Pacific University

  12. Engaging Distance Students beyond the Virtual Classroom: An Update
    Brian J. Cowley, Andrew T. Johnson, & John O. Smyers
    Park University

  13. Teaching Behavior Modification: Common Approaches and Formats
    Matthew G. L. Margres
    Saginaw Valley State University

  14. The Community College Student Population: Appreciating, Understanding, Engaging, and Teaching
    Sara R. Frederick-Holton
    Lincoln Land Community College

  15. Internationalizing How We Teach Psychology: Ideas, Techniques, and Resources
    Gloria Grenwald1 & Richard Velayo2
    1Webster University, 2Pace University

  16. Utilizing Student Presentations: Successes, Challenges, and Room for Improvement
    Meredith Elzy
    University of South Florida

  17. Getting Connected: How to Make Your Large Class Feel Smaller
    Dana B. Narter
    The University of Arizona

  18. The Razor's Edge: Balancing Student Self-Disclosure with Professional Ethics in Personal Writing Assignments
    H. Russell Searight
    Lake Superior State University

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

  1. The Halls Are Alive . . . : Using Music to Enhance Student Engagement
    Kristen M. Eyssell
    University of Baltimore

  2. An Active Approach to Teaching about Older Adulthood and Aging
    Jennifer Hillman
    The Pennsylvania State University, Berks College

  3. Using Technology in the Classroom: How Much Is Too Much?
    Ross Krawczyk
    University of South Florida

  4. Ten Years of Teaching Ecopsychology
    Howard Ingle
    Salt Lake Community College

  5. Reducing Textbook Costs
    David Pick
    Purdue University Calumet

  6. Should Instructors Use Communication Technologies before the First Day of Class? If So, Which Ones?
    Jeremy Ashton Houska
    Concordia University, Chicago

  7. PowerPoint in the Classroom: Bane or Benefit for Student Learning?
    Sally D. Farley
    University of Baltimore

  8. Out-of-Time: Encouraging Students to Use Effective Time Management
    Amanda C. Gingerich
    Butler University

  9. The Dilemma of Standards and Test-Based Education: A Generation of Robotics
    Jack LeGrand
    Chapin High School

  10. Advising as Teaching
    Daniel Quinn
    Northeastern University

  11. History of Psychology Abroad: Going to the Source
    Robin K. Morgan, Lucinda Woodward, Katherine Kavanaugh, & Alicia Allan
    Indiana University Southeast

  12. Re-Designing Introductory Psychology in the 21st Century: The Role of Publisher-Provided Online Class Management Systems
    Fred Whitford
    Montana State University

  13. Enhancing Student Engagement in Learning
    Ann McCloskey
    Landmark College

  14. Chinese Examples for Your Cultural or Cross-Cultural Psychology Course
    Karen Edwards
    Endicott College

  15. Teaching by Asking Questions: The Socratic Method in the Classroom
    Indre Cuckler
    Mountain State University

  16. "For Example": Identifying Concrete, Real-World Examples of Major Concepts for Introduction to Psychology Classes
    Leslie Cameron
    Carthage College

  17. Active Learning in the Statistics Classroom and Classrooms in General: What Is It? Is It Worth Doing? How Can It Be Implemented? How Can It Be Assessed?
    Kieth A. Carlson & Jennifer Winquist
    Valparaiso University

  18. Instant Messaging and Social Network Sites: In the Classroom
    Michael T. Giang
    Mount St. Mary's College

 

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

  1. Making It Personally Relevant: A Comprehensive Self-Change Project for Introductory Psychology Students
    Melissa K. McCeney
    Montgomery College

  2. What Ever Happened to the Second "R"? Interventions to Enhance Students' Writing
    Pam Marek1 & Andrew N. Christopher2
    1Kennesaw State University, 2Albion College

  3. Introductory Psychology 50% Online: Experiences and Resources
    Sue C. Spaulding, Lori VanWallendael, & William Siegfried
    University of North Carolina Charlotte

  4. The Senior Research Project: A Model for Addressing Core Competencies in Undergraduate Psychology
    Susan H. Ratwik & H. Russell Searight
    Lake Superior State University

  5. Teaching Ethics to the Undergraduates: Should We Do It?
    Ana Ruiz & Judith Warchal
    Alvernia University

  6. Deeply Learning Psychological-Theoretical Distinctions in Social Behaviors Via Service Learning
    Stephen G. Atkins
    Otago Polytechnic

  7. Departmental Assessment: Odious Task or Terrific Opportunity
    Linda M. Woolf & Michael R. Hulsizer
    Webster University

  8. Bring Out Your Brains: The Logistics and Value of Dissection in Psychology Courses
    Jennifer Mailloux
    University of Mary Washington

  9. Blogging in a Research Methods Class: Enhancement or Distraction?
    Hilary Stebbins
    University of Mary Washington

  10. Class Participation, Yawning, and Other Cues: How Accurate Are Our Perceptions of Student Interest and Learning?
    Michael S. Goodstone
    Farmingdale State College

  11. Exploring Publisher e-Resources to Increase Student Engagement and Participation in Online and Face to Face Introductory Psychology Courses
    Valerie Melburg
    Onondaga Community College

  12. To Compute or Not to Compute: Are Hand Computations Necessary in a Statistics Course Now That We've Got SPSS?
    Anne Eisbach & Michelle Williams
    Quinnipiac University

  13. Developing Study Abroad Programs
    Elizabeth Sheehan & Marika Lamoreaux
    Georgia State University

  14. The First Time . . . .or Just Like the First Time?
    Robert Konopasky1 & Abigail Konopasky2
    1Saint Mary's University, 2College Park, MD

  15. The Art of Asking and Answering Questions: Study Strategies to Promote Success
    Linda Kerr
    Landmark College

  16. Oh No, Not Another Boring Discussion Board: How to Instill Your Personality and Creativity into the Online Class
    Darla Dunlop
    Mount St. Mary's College

  17. Effective Usage of PowerPoint: Staying Dr. Jekyll with Mr. Slide
    Noah MacKenzie
    University of Cincinnati, Clermont College

  18. Sleeping Is for Wimps: A Role for Sleep and Dreams in the Psychology Curriculum
    Susan P. Buckelew
    University of Tennessee, Martin


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

  1. Message in a Bottle? A Pilot Study Comparing Asynchronous Online Discussions on Course Management Systems and Social Networking Websites
    Jacqueline J. von Spiegel, Cameron Azizi, & Mary Patka
    The Ohio State University

  2. Digitize Your Lectures and Get with the Zeitgeist
    Rick Maddigan
    Memorial University of Newfoundland

  3. Teaching the Science of Psychology: A Collection of Resources
    Gary W. Lewandowski, Jr., Natalie Ciarocco, & David B. Strohmetz
    Monmouth University

  4. Teaching through Example: How to Use Empirical Studies to Teach Research Methods
    Natalie Ciarocco, David B. Strohmetz, & Gary W. Lewandowski, Jr.
    Monmouth University

  5. A Little Knowledge Is a Dangerous Thing: Potential Concerns about Understanding Mental Illness in Undergraduates
    Patrick Smith, Bruce Darby, & Leilani Goodmon
    Florida Southern College

  6. Addressing the Stigma Associated with Mental Illness: The Role of Gender, Familiarity, and Gender Role Ideology
    Brett L. Beck & Sarah E. Heath
    Bloomsburg University

  7. Teaching Psychology beyond the Traditional Classroom to Promote Campus Wellness
    Joseph L. Breitenstein
    Luther College

  8. "Transparent Self" and Empathy for Persons with Mental Disorders
    Nancy Hicks & Elson Bihm
    University of Central Arkansas

  9. Creating a Successful Psychology Service-Learning Philanthropy Course
    Valerie T. Smith1 & Jennifer L. O'Loughlin-Brooks2
    1Endicott College, 2Collin College

  10. Community Partnerships for Service Learning in Psychology
    Paul Landen
    Kenai Peninsula College

  11. If I Knew Then What I Know Now: Students' Expectations before and after Entering College
    Heather Ernst, Meagan Burns, & Darren Ritzer
    Winthrop University

  12. The Lives of Freshmen: More Stressful than We Think
    Shelia P. Greenlee & Dorothy C. Doolittle
    Christopher Newport University

  13. Using the Film "Full Metal Jacket" to Teach Obedience and Conformity in Social Psychology
    Kim Lamana Finn
    DeVry University

  14. Predicting Inclusive Teaching Using the Transtheoretical Model of Behavior Change and the Theory of Planned Behavior
    Heather D. Hussey1 & Bethany K. B. Fleck2
    1University of New Hampshire, 2Metropolitan State College of Denver

  15. When Good Terms Go Bad: Helping Students "Unlearn" Their Preconceptions of Psychological Terminology
    Morgan P. Slusher
    Community College of Baltimore County

  16. Scientific and Pseudoscientific Beliefs among Undergraduate and Graduate Students in Psychology
    John Bates & Kristin Eyssell
    University of Baltimore

  17. Student Stalking of Faculty: Impact on Faculty Behaviors in the Classroom
    Robin K. Morgan, Katherine Kavanaugh, & Alicia Allan
    Indiana University Southeast

  18. Confidence in the Source: Who Do Students Want to Learn From?
    Krysten Sobus & Merry Sleigh
    Winthrop University

  19. Enriching Multiple Psychology Courses with the Use of an Extra Credit Assignment
    Vicki Sheafer
    LeTourneau University

  20. Opening Our Minds to Open Source: How Do Open Source Course Materials Impact Student Learning
    Monali Chowdhury & Melissa Beers
    The Ohio State University

  21. A Group within a Group: A Practicum in Group Dynamics
    Christine L. Allegretti, Melinda Harper, & Lauren Weathers
    Queens University of Charlotte

  22. The Relationship between Time and Earned Grade on Exams for Deaf and Hard of Hearing Undergraduates
    Caroline M. Kobek Pezzarossi & Dennis B. Galvan
    Gallaudet University

  23. Keeping Them in Their Seats: An Approach to Reducing Disruptive Classroom Behavior
    Dave Carkenord & Norm Bregman
    Longwood University

  24. IDK LOL: Text Messaging During Class Impairs Comprehension of Lecture Material
    Amanda C. Gingerich
    Butler University

  25. Developing a Semester-Long Scaffolded Assignment
    Rebecca Achtman
    Nazareth College

  26. The Impact of "Going Green" on Performance in a Social Psychology Course
    Cynthia A. Prehar & Justin Bailey
    Framingham State University

  27. Question of the Day: A Daily Formative Assessment with Predictive Power
    Meghan C. Kahn
    Indiana University Southeast

  28. A Test Development Format for a Tests and Measures Laboratory Course
    Dorothy C. Doolittle
    Christopher Newport University

  29. Modifying Academic Motivation through the Framing of Intrinsic Goals and Autonomy
    Michael Firment
    Kennesaw State University

  30. An Exploration of Creativity in Balancing the Perception of Past, Present, and Future
    Kathryn E. Kelly1, William E. Kelly2, & LaTasha Steven1
    1Northwestern State University, 2Robert Morris University

  31. Psychology Majors' Perceptions of the "Most Important Thing" They Learned in Psychology
    Meagan Burns, Heather Ernst, & Merry Sleigh
    Winthrop University

  32. The Most Interesting Things Learned in Introductory Psychology: Student Opinions
    Lee I. McCann1 & Tammy Kadah-Ammeter2
    1University of Wisconsin Oshkosh, 2Fox Valley Technical College


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

  1. Field Experience in a Box: A Program to Ensure Student Engagement, Responsible Supervision, and Collaborative Evaluation in Off-Campus Placements
    David M. Young
    Indiana University Purdue University Fort Wayne

  2. Experience Is the Best Teacher: Designing Immersion Experiences for Multicultural Education
    Modesto Hevia
    Massachusetts School of Professional Psychology

  3. Psychological Perspectives of Native Americans: The Lakota
    Mary Harmon-Vukíc
    Providence College

  4. The Four D's of Abnormal Psychology: An Effective, Engaging, and Creative Discussion Board for Applying Abnormal Psychology Concepts in an Introduction to Psychology Course
    Gregory Travis
    Mount St. Mary's College

  5. Present Your Case: The Use of Student Case Presentations in the Teaching of Clinical Psychology
    Irene López
    Kenyon College

  6. A Simulation Activity for Teaching about Aging
    Paige Dickinson & April Schwarzmueller
    Eckerd College

  7. Maintenance of Undergraduate Attitudes toward Older Adults Following an Interview Assignment
    Ryan C. Leonard, L. Alison Tingley, Barbara Townsend, & Levi Warvel
    Gannon University

  8. Student Attitudes toward Digital Textbooks
    Kevin Seyler, Alexandra Gamez, & Susan L. O'Donnell
    George Fox University

  9. With Clickers It's the Questions and Not the Technology that Lead to Learning
    Jeffrey B. Henriques & Amanda F. Boris
    University of Wisconsin - Madison

  10. The Psychology Club as an Integral Part of the Undergraduate Experience
    Vicki Sheafer
    LeTourneau University

  11. Applying Circadian Rhythms, Alertness, and Individual Differences to Offer and to Schedule Courses to Maximize Learning
    Sabato D. Sagaria & Jody Fournier
    Capital University

  12. What's the Difference? Named versus General Degree Pathways in Psychology, an Evaluation of Expectations, Experience, and Employability
    Catherine Steele, Andrea Faull, & Matthew Jellis
    University of Worcester

  13. Using Classroom Work Analysis to Teach Distinctions between Collective Wisdom versus Aggregation Bias versus Regression toward Mean versus Inter-Rater Agreement
    Stephen G. Atkins
    Otago Polytechnic

  14. Analyzing Student Responses to Open-Ended Questions with Text Data Mining Software
    William P. Wattles
    Francis Marion University

  15. A New IDEA in Course Assessment: Assessing Learning Outcomes Based on Action Verbs
    Jeffrey S. Nevid, Nate McClelland, & Amy Pastva
    St. John's University

  16. Final Grade Predictors
    Andrew T. Johnson, John Smyers, & Brian J. Cowley
    Park University

  17. Student-Generated Statements Predict Exam Performance in Lecture-Based Courses
    Amanda O'Dell & Anthony Burrow
    Loyola University Chicago

  18. Practice (Not Graded) Quizzes, with Answers, Improve Introduction to Psychology Exam Performance
    Virginia Wickline1 & Valeriya Spektor2
    1Miami University, 2Lehigh University

  19. Incorporating Media Literacy into Psychology Classes
    Michael R. Hulsizer
    Webster University

  20. Teaching Role Dichotomy: Superheroes and Their Secret Identities
    Daniel L. Selvey & Tracy L. Griggs
    Winthrop University

  21. "I Feel Like They're Yelling at Me When They Use Red Ink": The Effect of Instructor Feedback Color on Students' Perceptions and Outcomes
    Sarah Estow
    Guilford College

  22. Finding Your Flow: Optimal Teaching Experiences in the College Classroom
    Donna Webster Nelson & Tiana N. Tallant
    Winthrop University

  23. "I Had no Idea There Was a Textbook Website to Help Me Study for the Exam!" A Survey of Student Study Strategies in a Large Introductory Psychology Course
    Clarissa A. Thompson & Lindsey Boer
    University of Oklahoma

  24. How Much Time Do My Students Really Spend Preparing for Class
    Michelle L. Samuel & Aloha Buenaventura
    Mount St. Mary's College

  25. "Professor, How Do I Do That?" Mentoring and Advising Undergraduate Students
    Qutayba Abdullatif1 & Todd Allen Joseph2
    1Scripps College, 2Hillsborough Community College

  26. Using WWME Dialogues about a Kidnapping Case to Foster Interclass Mentorship
    Teddi S. Deka
    Missouri Western State University

  27. Writing Skills for Graduate School and Professional Life: Development and Implementation of an Undergraduate Psychology Seminar
    Nicole M. Taylor & Joseph E. Hansel
    University of Indianapolis

  28. Teaching Research Methods and Reporting through Scaffolded Hands-On Student Research in Introductory Psychology
    William S. Altman
    Broome Community College

  29. An Empirical Investigation of Student Attitudes toward Group Projects in College: Evidence for a Negative Relationship between Experience and Satisfaction
    Anthony Hermann1 & David A. Foster2
    1Bradley University, 2Western Oregon University

  30. "Group Project Grades Are Just Not Fair!" Perceptions of 360-Degree Feedback
    Eric C. Stephens
    University of the Cumberlands

  31. Self-Efficacy for Statistics and Scientific Writing during an Undergraduate Statistics and Methodology Course Sequence: Sensitivity and Validity Information
    Colin R. Harbke
    Western Illinois University

  32. Evaluating the Effects of Self-Monitoring Behavior on Student Academic Performance in an Introductory Psychology Course
    Tricia Wessel-Blaski
    University of Wisconsin - Waukesha

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

  1. Parenting the Virtual Child: A Classroom Evaluation of "My Virtual Child," an Interactive, Web-Based Simulation of Child Rearing
    Kathy R. Immel
    University of Wisconsin - Fox Valley

  2. Increasing the Self-Relevance of Psychology: Using the Twilight Saga to Teach Family Therapy Concepts
    Lisa M. Dinella & Gary W. Lewandowski
    Monmouth University

  3. True Service Learning: College Students Design and Implement a Family Therapy Room for an Outpatient Program
    Kathleen Hughes De Sousa1 & Kristy Thomas2
    1Pasco-Hernando Community College, 2BayCare Behavioral Health

  4. Student Views of the Zeitgeist in the 21st Century: An Exercise for the History of Psychology Course
    Phil D. Wann
    Missouri Western State University

  5. A Survey on Internationalizing Your Psychology Course: Suggested Strategies and Resources
    Richard Velayo1 & Gloria Grenwald2
    1Pace University, 2Webster University

  6. Response Shift-Bias in Students' Attitudes toward Research in Experimental Psychology
    Kathryn Maus, Lacy Kendrick, & Melissa Duncan Fallone
    Missouri State University

  7. Student Perspectives on Psychology as a Science
    Leslie Cameron
    Carthage College

  8. An Exploration of Religious Commitment in Balancing the Perception of Past, Present, and Future
    Kathryn E. Kelly & Lee B. Kneipp
    Northwestern State University

  9. The Influence of a Forensic Psychology Curriculum on Perceptions of the Criminal Justice System and Punitiveness
    Leilani Goodmon1, Amanda Townsend2, & Chris Cronin2
    1Florida Southern College, 2Saint Leo University

  10. The Bimodal Inverted Bell Grade Distribution and Implications for Instruction
    Leah K. Gensheimer1, Charles T. Diebold2, & Sachiko Ogata1
    1University of Missouri - Kansas City, 2Walden University

  11. Building a Departmental Culture of Research: Promoting Undergraduate Student Development and Transformation through the Research Methods Curriculum
    Herbert W. Helm, Jr., Karl G. D. Bailey, Duane C. McBride, Øystein S. LaBianca
    Andrews University

  12. A Class Stigma Exercise for Abnormal Psychology: Does an Assigned Diagnosis Increase Empathy?
    Krysten Sobus & Merry Sleigh
    Winthrop University

  13. Teaching a Course in Mind-Body Medicine: Guidelines and Pedagogical Strategies
    Micah Sadigh
    Cedar Crest College

  14. Understanding Bloom's Taxonomy in Test Development: A Comparative Study of Learning Objectives
    Joseph Boyd, Robert R. Bubb, Ross Scruggs, & Bill Buskist
    Auburn University

  15. Weight and Motivate: Enhancing Standardized Test Performance by Assigning Weights Based on Question Difficulty
    Larry Rudiger, Amy A. Paysnick, & Jeremiah Sieunarine
    The University of Vermont

  16. Behavioral Reversal of Diabetes: Mental Health Skills Not Pills That Reinforce a Sustained Lifestyle Change and Cure
    Charles G. Jacques III
    Biofeedback Associates

  17. Unprepared Students Don't Value Lectures or Textbook
    Lyrissa I. Kusse & Jeffrey B. Henriques
    University of Wisconsin - Madison

  18. Being There: Do "Pop" Quizzes Affect Student Attendance at Subsequent Lectures?
    Gary T. Rosenthal1, A. W. Price1, Monique Boudreaux1, Dwight L. Boudreaux1, Tiffany Quick1, & Barlow Soper2
    1Nicholls State University, 2Ruston, Louisiana

  19. Team Cohesion in a Sport Psychology Classroom
    Linda K. Sterling & Selena R. Owens
    Northwest Missouri State University

  20. Practical Learning Outcomes in Higher Education Classrooms: Strengths-Based Team Learning versus Traditional Team-Based Learning
    Amber Tatnall
    SUNY Delhi

  21. Offering Retests as a Method of Increasing Understanding in a Statistics/Research Methods Course
    Paul Zarnoth
    Saint Mary's College of California

  22. Teaching Statistics Using Problem-Based Learning Approach
    Steve Snyder & Kendra Edwards
    Taylor University

  23. Innovating by Inverting: Rethinking the Psychology Statistics/Methods Course
    Joseph G. Johnson
    Miami University

  24. Teaching Statistics (Well) while Keeping Your Students Sane: Effective and Efficient Approaches
    Todd Allen Joseph1 & Qutayba Abdullatif2
    1Hillsborough Community College, 2Scripps College

  25. Improving Mental Models of Scientific Text
    Lesley Hathorn
    Metropolitan State College of Denver

  26. Research Methods: Presentation of Key Concepts in Introductory Psychology and Research Methods Textbooks
    Joseph Hansel, Jill Booker, & Sarah Long
    University of Indianapolis

  27. The Role of Parallel Processing in Peer Supervision of Teaching
    Lucinda Woodward & Robin Morgan
    Indiana University Southeast

  28. Student Satisfaction with the Rating Form for Basic Facilitative Skills Training
    Earle Folse & Richard Mathis
    Nicholls State University

  29. Rate My Poster: Using Peer Assessment to Help Students Recognize Quality
    Dwayne E. Paré1, Lisa-Marie Collimore2, Aly Velji2, & Steve Joordens1
    1University of Toronto Scarborough, 2University of Toronto

  30. Evaluating an Active Learning Approach to Teaching Introductory Statistics
    Jennifer Winquist & Kieth A. Carlson
    Valpariso University

  31. Teaching Bayesian Reasoning: The Use of 2x2 and Frequency Tables
    Luke J. Rosielle
    Gannon University

  32. Screencasts: A Hybrid Course that Increases Student Engagement and Learning
    David B. Miller
    University of Connecticut

  33. A Picture Is Worth a Thousand Words of Feedback: Videotaping Student Presentations
    Merry J. Sleigh & Erin Sim
    Winthrop University