Archive of Previous NITOPs: 2012

NITOP Speakers

William S. Altman is an associate professor of Psychology at Broome Community College. He has earned Ph.D. and M.S. degrees in Educational Psychology and Measurement, 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 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.PUBLICATIONS


Deborah C. Beidel, Ph.D., ABPP received her Ph.D. in 1986 from the University of Pittsburgh. At the University of Central Florida, she is Professor of Psychology and Director of the Doctoral Program in Clinical Psychology and the Director of the UCF Anxiety Disorders Clinic. Dr. Beidel holds American Board of Professional Psychology (ABPP) Diplomates in Clinical Psychology and Behavioral Psychology and is a Fellow of the American Psychological Association and the Association for Psychological Science. She is a past Chair of the American Psychological Association's Committee on Accreditation, the 1990 recipient of the Association for Advancement of Behavior Therapy's New Researcher Award, the 1995 recipient of the Distinguished Educator Award from the Association of Medical School Psychologists, and the 2007 recipient of the Samuel M. Turner Clinical Researcher Award from the American Psychological Association. She is the author of over 200 scientific publications including journal articles, book chapters and books, including Childhood Anxiety Disorders: A Guide to Research and Treatment, Shy Children Phobic Adults: The Nature and Treatment of Social Anxiety Disorder, and Abnormal Psychology: A Scientist-Practitioner Approach. Her academic, research, and clinical interests focus on anxiety disorders, including their etiology, psychopathology and behavioral interventions. Her research is characterized by a developmental focus, and includes high risk and longitudinal designs, psychophysiological assessment, treatment development and treatment outcome. She is the recipient of numerous grants from the National Institute of Mental Health, the Department of Defense, and the Autism Speaks Foundation. PUBLICATIONS


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 Maureen McCarthy of Research Methods and Statistics (both with Pearson/Allyn & Bacon) and co-author with Agatha Beins of Effective Writing in Psychology: Papers, Posters, and Presentations (Wiley-Blackwell) and author of a quick guide to APA style (Wiley-Blackwell). 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 currently edits the "Teaching of History" section of the journal History of Psychology. He was 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.PUBLICATIONS


Victor Benassi has been a faculty member at the University of New Hampshire since 1982, where he is professor of psychology and professor of college teaching. During the early 2000s, he served as vice provost for undergraduate studies. He is currently faculty director of the Center for Excellence in Teaching and Learning.

Professor Benassi has taught a variety of courses, including introductory psychology, research methods, meta-analysis, social psychology, psychology of depression, belief in alleged paranormal phenomena, human judgment, and classroom research and assessment. Since 1982, he has taught the Psychology Department's Practicum and Seminar in the Teaching of Psychology. Since 2002, he has led an effort to develop and offer an online course titled "Preparing to Teach a Psychology Course." Students in the course have come from over 80 participating universities from across the USA and from other countries. Professor Benassi has co-edited a book (William Buskist and Victor Benassi) titled Effective College and University Teaching: Strategies and Tactics for the New Professoriate (2011, Sage Publications).
Professor Benassi's research interests focus on the psychology of illusory personal control, judgment of contingency, judgmental biases and errors, and belief in paranormal phenomena. He also participates in research collaborations on college teaching and issues related to preparing future faculty. Professor Benassi is currently principal investigator of a Davis Educational Foundation grant—"The Cognition Toolbox: Implementing Cognitive Principles and Assessing Student Learning in College Courses."

Professor Benassi has received several UNH awards—the Excellence in Teaching Award, the Outstanding Use of Technology in Education Award, and the College of Liberal Arts' Lindberg Outstanding Scholar/Teacher Award. In 2003, he received the American Psychological Foundation's Charles L. Brewer Distinguished Teaching of Psychology award. Effective January 2012, he is president-elect of the Society for the Teaching of Psychology (APA, Division 2). PUBLICATIONS


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. His research and writing centers on master teaching, graduate student preparation for the professoriate, and factors involved in establishing viable and welcoming student learning environments. He has published 10 books and over 40 articles in these areas and served on many regional and national committees devoted to advancing effective teaching and learning. He currently serves as a member of the National Institute on the Teaching of Psychology (NITOP) planning committee. 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 recipient of the 2000 Robert S. Daniel Teaching Excellence Award from the Society of the Teaching of Psychology (STP) and the 2009 American Psychological Foundation's Charles L. Brewer Distinguished Teaching of Psychology Award. In 2005, he was the American Psychological Association's (APA) Harry Kirke Wolfe lecturer. This semester he was voted Professor of the Years by the Auburn University Honors College. 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. PUBLICATIONS


John Cacioppo is the Tiffany and Margaret Blake Distinguished Service Professor at The University of Chicago and the Director of the University of Chicago Center for Cognitive and Social Neuroscience. Cacioppo's current research is focused on understanding the causes and effects of social isolation. Among the awards he has received are an NIH MERIT award, the Distinguished Scientific Contribution Award from the APA, the Campbell Award (for Distinguished Scientific Contributions to Personality and Social Psychology) from the Society for Personality and Social Psychology (SPSP), the Award for Distinguished Scientific Contributions to Psychophysiology from the Society for Psychophysiological Research, the Troland Research Award from the National Academy of Sciences, the Scientific Impact Award from the Society for Experimental Social Psychology, the Presidential Citation from APA, the Theoretical Innovation Prize from the SPSP, the Award for Distinguished Service on Behalf of Personality and Social Psychology from SPSP, the Distinguished Member Award from Psi Chi, an Honorary Doctor of Science Degree from Bard College, and the Patricia R. Barchas Award from the American Psychosomatic Society. He has published more than 400 scientific articles, chapters, and books and has been listed as one of the "ISI Highly Cited Researchers" in Psychiatry/Psychology since 2003. He is an elected Fellow in 16 scientific organizations; a Past-President of several of these, including the Association for Psychological Science, the Society for Psychophysiological Research, and the Society of Personality and Social Psychology; and he is the current Chair of the Psychology Section of the American Association for the Advancement of Science and the President of the international, interdisciplinary Society for Social Neuroscience. At NIH, he served on various panels and boards, including as a member of the National Advisory Council on Aging, and he currently is serving as a member of the Council for the Center for Scientific Review. PUBLICATIONS


Nathan T. Carter is an Assistant Professor of Psychology at the University of Central Florida where he teaches both quantitative and substantive courses at the undergraduate and graduate level. He earned his PhD in Industrial-Organizational Psychology at Bowling Green State University in 2011, specializing in applied psychological measurement. His research interests include the use of latent variable models for test and survey use in organizations, the selection and attraction of workers, and the history of applied psychology. Nathan has published his research in journals such as Organizational Research Methods and Applied Psychological Measurement. He also enjoys serving a methodological support function in his department, collaborating within and across subdisciplines of psychological science. PUBLICATIONS


Elaine Cassel is Professor of Psychology and Social Sciences Department chair at Lord Fairfax Community College, Warrenton, Virginia. She is also an adjunct instructor in law at several law schools, including the Shepherd Broad Law Center at Nova Southeastern University, St. Joseph's College (Maine), and Boston University. In addition to teaching and writing, Elaine maintains a law practice and represents clients whose legal problems interface with psychology and education. She has a law degree from George Washington University, a PhD in English from City University of New York, and Master's degrees in English (University of Virginia) and Psychology (Marymount University). Elaine has taught psychology, English, and humanities online since 1997, when she wrote her first courses in HTML code (before Blackboard!). She has spoken at many psychology teaching conferences, including NITOP, American Psychology Society, and state and regional psychology and faculty conferences. In addition to presentations on teaching psychology, she speaks on legal issues relating to technology and teaching, including copyright, trademark, and privacy issues. Her teaching specialty areas are developmental, abnormal, and criminal psychology. Elaine believes that the interface of psychology and the law provide excellent opportunities for student engagement and applied learning. PUBLICATIONS


Susan T. Fiske is Eugene Higgins Professor of Psychology, Princeton University (Ph.D., Harvard University; honorary doctorates, Université Catholique de Louvain-la-Neuve, Belgium; Universiteit Leiden, Netherlands). She investigates social cognition, especially cognitive stereotypes and emotional prejudices, at cultural, interpersonal, and neural levels. Author of more than 250 articles and chapters, she is most known for theories and research on how people think about each other (the continuum model of impression formation, the power-as-control theory, the ambivalent sexism theory, and the stereotype content model, showing fundamental dimensions of social cognition).

The U.S. Supreme Court cited her gender-bias testimony, and she testified before President Clinton's Race Initiative Advisory Board. These influenced her edited volume, Beyond Common Sense: Psychological Science in the Courtroom. Currently an editor of the Annual Review of Psychology, Psychological Review, and Handbook of Social Psychology, she has written the upper-level texts Social Beings: Core Motives in Social Psychology (2/e) and Social Cognition: From Brains to Culture 3/e). Her latest book, funded by the Russell Sage Foundation, is Envy Up and Scorn Down: How Comparison Divides Us.

Recently, she won a Guggenheim, as well as psychological science honors: the American Psychological Association's Distinguished Scientific Contribution Award and the Association for Psychological Science William James Award. Previously, she was elected President of Association for Psychological Science, President of the Foundation for the Advancement of Behavioral and Brain Sciences, Fellow of the American Academy of Arts and Sciences, Fellow of the American Academy of Political and Social Sciences, Corresponding Fellow of the British Academy of Sciences, and Fellow of the American Academy of Arts and Sciences. Her graduate students conspired for her to win Princeton's graduate mentoring award in 2009. She is grateful to them and to other generous colleagues for these recognitions that all reflect collaborative work (lab webpage). CV


Laura Freberg is Professor of Psychology at California Polytechnic State University, San Luis Obispo, where she teaches courses in Introductory Psychology, Biological Psychology, and Sensation and Perception. She received her Ph.D. from UCLA and conducted her dissertation research at Yale University under the direction of Robert Rescorla. Laura is the author of two editions of Discovering Biological Psychology (2006 and 2010) and is co-author of Discovering Psychology: The Science of Mind (in press) with John Cacioppo of the University of Chicago. In addition to maintaining her own website, blog, and Twitter accounts, Laura is a syndicated expert blogger for Live Right Live Well! She serves as the Bylaws and Archives Committee Chair for the Society for Social Neuroscience. PUBLICATIONS


Diane F. Halpern is the Trustee Professor of Psychology at Claremont McKenna College (which is part of the Claremont University Consortium). She has a broad range of research interests, which mostly pertain to cognitive psychology, including its application to instruction in critical thinking and sex differences in cognitive abilities. She is probably best known for her textbooks on these topics which include Thought and Knowledge: An Introduction to Critical Thinking (5th ed. coming soon!) and Sex Differences in Cognitive Abilities (4th ed.). She has also conducted research in the area of work-family interaction and coauthored (with Fanny Cheung) Women at the Top: Powerful Leaders Tell Us How to Combine Work and Family. Her other recent books include Psychological Science (3rd ed. with Michael Gazzaniga and Todd Heatherton) and the edited book, Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline. Her most recent projects are the development of a computerized learning game, Operation ARIES! that teaches critical thinking and scientific reasoning using principles from the science of learning and serious games (with Keith Millis at Northern Illinois University and Art Graesser at University of Memphis) and the Halpern Critical Thinking Assessment that uses multiple response formats, which allow test takers to demonstrate their ability to think about everyday topics using both constructed response and recognition formats.

She has been an active participant in many psychological organizations. She is a past-president of the American Psychological Association, the Western Psychological Association, The Society for General Psychology, and The Society for the Teaching of Psychology, and she co-chaired the Association for Psychological Science's taskforce on the science of learning. In addition, she served on the editorial boards of several journals including the Journal of Applied Psychology, Journal of Educational Psychology, Journal of Experimental Psychology: General, and Journal of Experimental Psychology: Applied.

She is deeply appreciative of the awards she has received for her teaching and research, including the Outstanding Professor Award from the Western Psychological Association, the American Psychological Foundation Award for Distinguished Teaching, Distinguished Career Award for Contributions to Education given by the American Psychological Association, the California State University's State-Wide Outstanding Professor Award, the Outstanding Alumna Award from the University of Cincinnati, the Silver Medal Award from the Council for the Advancement and Support of Education, the Wang Family Excellence Award, and the G. Stanley Hall Lecture Award from the American Psychological Association. PUBLICATIONS


Gloria Howell has over 25 years as a teacher, trainer, and coach in counseling and education. She earned her B.S.Ed. degree from Indiana University of Pennsylvania and her M.S.Ed. from Old Dominion University in 1982 and has since devoted her career in multiple ways to helping people build better relationships to get what they want. In both the private and public sector, Gloria worked as a family therapist, while establishing her career in higher education. Her teaching experience includes the Virginia Community College System, a state university, and Saint Leo University, a private Catholic University where she served for several years as a college administrator and currently teaches and serves on the University Senate.

Gloria recently won an Excellence in Education award from the Virginia Community College System, as well as the Most Inspiring Faculty Award at Old Dominion University several years ago. She is a member of the National Speakers Association and for the past 4 years, has been conducting faculty development sessions at local, state, and national teacher conferences on "No More Excuses" and "How to Get Your Students to do What You Want." Her most recent venture has been "Teachers Who Inspire" seminars and an "Innovative Educators" webinar on "Establishing Course Guidelines" and "Expectations that Improve Student Success and Satisfaction."

Her article on "The Essential E Strategy" was published in both the Virginia Human Resources Today Magazine and the North Carolina Human Resources Review. She has 12 articles published in Ezine Articles and 5 mini lectures on YouTube.

You may find Gloria participating in small, local races and walks and she is proud that she has completed 3 half-marathons and the Disney marathon. With a passion for teaching, training, and coaching, and the skills and enthusiasm to motivate, she has the expertise to help people change and improve their lives and best of all, get what they want.


Ken Keith completed the Ph.D. at the University of Nebraska-Lincoln in 1975. He has been Professor of Psychological Sciences at the University of San Diego since 1999. At USD, he has been recipient of the Davies Chair for Excellence in Teaching (2008), the Outstanding Preceptor Award for superior performance in teaching and advising (2007), a University Professorship (2005-2006) for outstanding balanced career contributions, and the Outstanding Faculty Award of the Mortar Board Honor Society in several different years.
He was also the National Bank of Commerce Great Teaching Professor of Psychology at Nebraska Wesleyan University from 1991-1994, and a founding member of the Nebraska Psychological Society in 1993. From 1997-1999 he directed the Nebraska Wesleyan University National Psychology Teachers Institute.

Ken is a Fellow of the American Psychological Association (Divisions 2 & 52), the Association for Psychological Science, and the Western Psychological Association, and is a member of numerous other national and international psychological organizations. He has been active in Division 2 (Society for the Teaching of Psychology), serving on numerous committees and task forces, and chairing the division Fellows committee. He is a consulting editor for Teaching of Psychology, and was a participant in the 2008 National Conference on Undergraduate Education in Psychology and the 1999 Psychology Partnerships Project. He is author or editor of about 100 scientific and professional publications, including many on the teaching of psychology, cross-cultural psychology, and quality of life. His most recent book is Cross-Cultural Psychology: Contemporary Themes & Perspectives, and he is currently editing the international Encyclopedia of Cross-Cultural Psychology.

Since 1995, Ken has been a reader for the Advanced Placement Psychology program, and currently serves as Chief Reader. His teaching interests include introductory psychology, high school psychology, and the relation between psychology and the liberal arts. PUBLICATIONS


Daniel A. Krauss received his undergraduate degree from the Johns Hopkins University in psychology. He completed a joint degree program in psychology and law at the University of Arizona, receiving his J.D. and then his Ph.D. in clinical psychology and psychology, policy, and law. He is a professor at Claremont McKenna College, and is a plenary faculty member at Claremont Graduate University. Professor Krauss is primarily interested in the interaction of law and clinical psychology, and has published a large number of research articles and book chapters relating to clinical psychological evaluations for the courts, legal and psychological expertise, and jury decision-making. He has co-edited 3 books, is the co-author of Forensic and Legal Psychology (by Worth Publishers) and is the co-editor of the Law and Public Policy: Psychology and the Social Sciences book series by the American Psychological Association (APA) Press. Professor Krauss is licensed to practice law in Arizona, is a member of the United States Supreme Court bar, and has served as the United States Supreme Court Fellow to the U.S. Sentencing Commission. He is a licensed clinical psychologist in the state of California, and a diplomate in forensic psychology, board certified by the American Board of Professional Psychology. In 2010, he was awarded the Early Career Research Award by the Western Psychological Association. PUBLICATIONS


Conor T. McLennan earned a Ph.D. in Cognitive Psychology from the University at Buffalo, and is now an Assistant Professor in the Psychology Department at Cleveland State University. Dr. McLennan's research program, which explores the representations and processes involved in the perception of spoken language, has received funding from the National Institutes of Health: National Institute on Deafness and Other Communication Disorders. Although Dr. McLennan primarily conducts basic research in spoken word recognition, he is also involved in a number of other projects, and has a strong interest in student-faculty research in a variety of areas in cognitive science and experimental psychology. Dr. McLennan enjoys the opportunity to train students in a lab environment, and not only believes that the laboratory is an important educational tool, but also that the experiences gained from working in a research lab are invaluable for producing a true appreciation for the field of psychology. In the classroom, Dr. McLennan has incorporated Student Response Systems (i.e., "clickers") into his undergraduate teaching, and for a variety of reasons he genuinely believes that the clicker can be a valuable pedagogical tool. His use of clickers as an effective way to engage students and improve instruction and student learning was the focus of a segment on National Public Radio's "All Tech Considered" (March 2, 2009). Finally, Dr. McLennan is honored that the students working in his lab have nominated him for an Outstanding Student Employee Supervisor Award for the past three consecutive years (2008-2010), and that his colleagues recently nominated him (in 2010) for the College of Sciences and Health Professions Outstanding Teaching Award. PUBLICATIONS


David B. Miller is a Professor of Psychology, Associate Department Head, and Coordinator of Undergraduate Studies at the University of Connecticut at Storrs. He received his Ph.D. at the University of Miami in 1973, and his research has focused on animal behavior, both in the field and in the laboratory. He was a Postdoctoral Fellow at the North Carolina Division of Mental Health, where he did field research on parent-offspring auditory interactions of several avian species. In 1977, he became an Alexander von Humboldt Fellow at the University of Bielefeld (Germany) in the Department of Ethology and a participant in a nine-month interdisciplinary conference on "Behavioral Development in Animals and Man" at the Center for Interdisciplinary Research. He returned to the North Carolina Division of Mental Health in 1978 as a Research Associate, where he began a long series of studies on alarm call responsivity of mallard ducklings, which continued when he joined the faculty at the University of Connecticut in 1980. Beginning around 1990, his long-standing interest in the effective use of multimedia in the classroom expanded and has continued to evolve. He has received several awards for teaching excellence at the University of Connecticut and, in 1989, was the recipient of The National Psi Chi/Florence L. Denmark Faculty Advisor Award "for outstanding contributions to Psi Chi and psychology." He received the high honor of University of Connecticut Teaching Fellow (1997-1998), and, in 1999, his work in multimedia instructional design and classroom implementation was recognized with the Chancellor's Information Technology Award. In 2005, he received the University of Connecticut Alumni Association Faculty Excellence Award in Teaching at the Undergraduate Level, as well as the 2005-2006 University of Connecticut Undergraduate Student Government Educator of the Year Award. In 2007, he received the University of Connecticut Outstanding Student Advisement and Advocacy Award, and his efforts in podcasting were recognized by the national publication, Campus Technology, which awarded him the 2007 Outstanding Innovator Award in Podcasting. In 2011, he received the Frank Costin Memorial Award from the National Institute on the Teaching of Psychology for promoting quality teaching methods, as illustrated in a poster on screencasting. He has served on several editorial boards and was Editor-in-Chief of the scholarly journal, Bird Behavior for 15 years. In recent years, Dr. Miller has devoted considerable time in creating computerized, multimedia versions of his animal behavior and introductory psychology courses. Multimedia production of university-level educational material is one of his foremost activities. His most recent multimedia project involved a major transformation of his Animal Behavior course into 90 screencast movies, an effort that was also featured in Campus Technology magazine. PUBLICATIONS


Beth Morling is Associate Professor of Psychology at the University of Delaware. She attended Carleton College in Northfield, MN, and received her Ph.D. from the University of Massachusetts at Amherst. Before teaching at Delaware, she held positions at Union College (NY) and Muhlenberg College (PA). She has taught research methods at Delaware almost every semester for eight years, and strives to give the subject relevance not only to students who will be future producers of research, but also to students who will be future consumers of research. In addition to research methods, she also teaches undergraduate cultural psychology and a seminar on the self-concept, as well as a graduate course in the teaching of psychology. Her research in the area of cultural psychology explores how cultural practices shape people's motivations. Dr. Morling recently returned from a year as a Fulbright scholar in Kyoto, Japan, where she taught cultural psychology and graduate-level presentation and writing skills and conducted research on social support. She is thrilled to be presenting again at a NITOP conference! PUBLICATIONS


David Myers has spent his career as professor of psychology at Hope College. His scientific writings, supported by National Science Foundation grants and fellowships, have appeared in three dozen academic periodicals, including Science, the American Scientist, the American Psychologist, and Psychological Science. David has digested psychological research for the public through articles in four dozen magazines and through seventeen books, including general interest books and textbooks.

His research and writings have been recognized by the Gordon Allport Prize, by an "honored scientist" award from the Federation of Associations in the Brain and Behavioral Sciences, by the Award for Distinguished Service on Behalf of Personality-Social Psychology, and by three honorary doctorates. In recognition of his efforts to transform the way America provides assistive listening for people with hearing loss (see hearingloop.org) he received "the 2011 American Academy of Audiology Presidential Award."


Jeff Nevid is Professor of Psychology and Director of Clinical Psychology at St. John's University in New York, where he has taught at the undergraduate and graduate levels since 1981. Jeff earned his doctorate from the University at Albany of the State University of New York in 1976 and was a NIMH Postdoctoral Fellow to the pre-eminent scholar Donald T. Campbell at Northwestern University. It was with Campbell that Jeff developed a commitment to the importance of evaluation research in both mental health and educational settings.

Jeff has conducted research on a wide range of topics in psychology including health psychology, clinical and community psychology, social psychology, gender and human sexuality, adolescent development, and textbook pedagogy. His research has been published in such journals as Health Psychology, Journal of Consulting and Clinical Psychology, Journal of Community Psychology, American Journal of Health Promotion, Journal of Youth and Adolescence, Behavior Therapy, Psychology and Marketing, Professional Psychology, Teaching of Psychology, Journal of Social Psychology, and Sex Roles.

Jeff is an author of several psychology textbooks including Psychology: Concepts and Applications (Cengage Learning) Abnormal Psychology in a Changing World (Pearson Education), Human Sexuality in a World of Diversity (Pearson Education), and Psychology and the Challenges of Life: Adjustment and Growth (John Wiley and Sons, Inc.). He has also authored several books on AIDS and sexually transmitted diseases, including A Student's Guide to AIDS and Other Sexually Transmitted Diseases and Choices: Sex in the Age of AIDS (both with Allyn & Bacon).

Jeff's commitment to evaluation research is represented in his work on developing pedagogical tools to help students succeed in the classroom. He believes the classroom should be a learning laboratory where instructors test out new instructional approaches. Together with his students, he has conducted a number of studies on the teaching of psychology, including studies on modularization of text material, concept signaling, use of graphs in introductory psychology textbooks, and mastery quizzing. He is presently conducting research on using active verbs to measure learning outcomes, as well as the use of journaling assignments and Facebook in teaching introductory psychology. Jeff welcomes instructors in psychology to contact him and to share their ideas on the teaching of psychology and participate in collaborative research projects. He can be contacted at: jeffnevid@gmail.com PUBLICATIONS


Gregory J. Privitera is an Assistant Professor of Psychology at St. Bonaventure University. He served honorably in the U.S. Marine Corps before going on to receive his Ph.D. in Behavioral Neuroscience in 2006 from The State University of New York at Buffalo. Gregory completed a postdoctoral research associate position at Arizona State University before accepting a faculty position at St. Bonaventure University in 2009. His research interests address a variety of research questions aimed at better understanding how to enhance liking for healthier foods by incorporating research from a broad range of psychological disciplines to study appetitive (e.g., buying and preparing foods), physiological (e.g., hunger and fullness), and perceptual/learned (e.g., cognition and associative learning) factors related to eating and health. His research readily incorporates undergraduate student researchers, many of whom have published in peer-reviewed journals under his advisement. He serves on his university's Institutional Review Board (IRB) for human participant research and the Institutional Animal Care and Use Committee (IACUC) for animal research. In addition, he regularly serves in advisory roles for student honors projects and teaches lecture and lab courses in the areas of health psychology, behavioral statistics and research methods. He is the author of a statistics textbook, Statistics for the Behavioral Sciences (2012), a book in his area of research, The Psychological Dieter: It's Not All About the Calories (2008) and currently in development of a research methods textbook, Research Methods for the Behavioral Sciences. CV


Bryan K. Saville is an associate professor in the Department of Psychology at James Madison University (JMU), in Harrisonburg, Virginia. He earned a BA in psychology from the University of Minnesota, a MS in applied psychology from St. Cloud State University, and a PhD in experimental psychology from Auburn University. From 2002 to 2004, he was on faculty in the Department of Psychology at Stephen F. Austin State University, in Nacogdoches, Texas. Bryan has been the recipient of numerous teaching awards, including the McKeachie Early Career Award from the Society for the Teaching of Psychology (STP) and JMU's Distinguished Teacher Award. He has coedited five books on the teaching of psychology and authored or coauthored over 40 book chapters and journal articles on such topics as effective teaching practices, decision making, the importance of research experience in undergraduate education, and single-subject research designs. Bryan is also the author of A Guide to Teaching Research Methods in Psychology, published in 2008 by Wiley-Blackwell. He is a fellow of Division 2 of the American Psychological Association and currently serves as associate editor for the journal Teaching of Psychology. In his free time, Bryan likes to hang out with his wife, Tracy, and their sons, Rylan and Dainen. PUBLICATIONS


Marybeth (Beth) Shinn is Professor and Chair of the interdisciplinary Department of Human and Organizational Development at Peabody College, Vanderbilt University. Before coming to Peabody, she spent 30 years at New York University, including a stint as psychology department chair. Beth received her training in social and community psychology at the University of Michigan. She is a past president and a fellow of the Society for Community Research and Action (SCRA) and the Society for the Psychological Study of Social Issues (SPSSI) - Divisions 27 and 9 of the American Psychological Association - and a charter fellow of the American Psychological Society. She received the SCRA awards for Distinguished Contributions to Theory and Research and Ethnic Minority Mentoring. Her research has been funded by the National Science Foundation, the National Institutes of Health, the Department of Housing and Urban Development, and the W.T. Grant Foundation, among others.

Beth works at the interface of psychology and social policy. Her central research focus is on how to prevent and end homelessness. She is currently conducting a multi-site randomized trial of housing and service interventions for homeless families, was involved in the first experimental study of "Housing First" interventions for individuals with serious mental illnesses, and is helping the Department of Homeless Services in New York City to target their homeless prevention programs better. She is also interested more broadly in how social contexts - from organizations to neighborhoods to social programs and policies - influence individual well-being. She co-authored an Annual Review of Psychology chapter on "Community Contexts of Human Welfare." Her co-edited volume Toward Positive Youth Development: Transforming Schools and Community Programs, which examines how to change youth settings to promote youth development, won the Social Policy Edited Book Award from the Society for Research on Adolescence. She teaches courses on community psychology and research methodology.PUBLICATIONS


Dr. Larry R. Squire is Distinguished Professor of Psychiatry, Neurosciences, and Psychology at the University of California School of Medicine, San Diego, and Research Career Scientist at the Veterans Affairs Medical Center, San Diego. He received his undergraduate degree from Oberlin College, his Ph.D. degree from the Massachusetts Institute of Technology, and did postdoctoral study at the Albert Einstein College of Medicine before coming to UCSD. Dr. Squire investigates the organization and neurological foundations of memory. His work involves the study of neurological patients and rodents and combines the traditions of cognitive science and neuroscience. His publications include more than 450 research articles and two books: Memory and Brain (Oxford Press, 1987) and Memory: From Mind to Molecules with Eric Kandel (W.H. Freeman, 1999). He is also Senior Editor of the textbook, Fundamental Neuroscience (3rd Edition) (Elsevier, 2008). He is Editor-in-Chief of The New Encyclopedia of Neuroscience (Elsevier, 2008) and is on the editorial boards of 10 scientific journals. He served as President of the Society for Neuroscience (1993-1994) and is an elected member of the National Academy of Sciences, the American Academy of Arts and Sciences, the American Philosophical Society, and The Institute of Medicine. He is also a William James Fellow of the American Psychological Society and is a recipient of the Distinguished Scientific Contribution Award from the American Psychological Association, the William Middleton Award from the Department of Veterans Affairs, the Charles A. Dana Award for Pioneering Achievements in Health, the McGovern Award (American Association for the Advancement of Science), the Metropolitan Life Award for Medical Research, the Karl Lashley Prize (American Philosophical Society), and the Herbert Crosby Warren Medal (Society of Experimental Psychologists). PUBLICATIONS


David Strayer is a professor of Psychology at the University of Utah. He received his Ph.D. from the University of Illinois at Urbana-Champaign in 1989 and has been conducting research on attention, multitasking, and driving since joining the University of Utah in 1991. Dr. Strayer is currently the director of the Center for the Prevention of Distracted Driving and he received the University of Utah Distinguished Scholarly and Creative Research Award in 2010. Dr. Strayer has published numerous articles on attention and driver distraction (for selected articles, see http://www.psych.utah.edu/lab/appliedcognition) and this work has been featured in several media outlets, including the New York Times 2010 Pulitzer Prize winning series on driver distraction, 20/20, Oprah, and Car Talk. PUBLICATIONS


Loren Toussaint has published almost 40 peer-reviewed scientific journal articles and scientific book chapters, and authored over 100 conference presentations and invited talks in Australia, Austria, Great Britain, Greece, and the United States. Several of his student research team members have been co-authors of this work.

He has been involved in research in Australia, Chile, India, Lithuania, Spain, Korea, Sierra Leone, and South Africa. The main objective of his research is to broadly understand religious and spiritual factors, especially forgiveness, and how they are related to mental and physical health and well-being. Another central piece of his work was begun in 2007 when he began a "Peace Through Forgiveness" initiative in collaboration with colleagues at Stanford University and the Dele-Peddle International school in Sierra Leone. An exciting extension of this work was completed in August 2011 at a week-long Sierra Leone Forgiveness Project hosted at Stanford University.

A couple of exciting new developments deserving mention are, first, that he is working with colleagues at Mayo Clinic to understand the role of forgiveness in fibromyalgia and chronic fatigue. Second, he has been awarded funding from the Associated Colleges of the Midwest for a project titled, "A Collaborative Scholarship Model for Liberal Arts Colleges: Applications for the Psychology of Forgiveness." This work involves the collaboration of laboratories at Luther and Grinnell Colleges to investigate psycho-spiritual approaches to promoting forgiveness. Third, he has received funding from the McElroy Foundation to support an investigation of forgiveness in social pain. Last, he has been invited to present at the Emotional Health and Wellness conference being held at Loma Linda University in fall 2011.

His research has also been highlighted in a number of print, online, and radio media outlets such as: New York Times, Los Angeles Times, Des Moines Register, Greater Good, Miller-McCune, Ladies Home Journal, Scotland on Sunday, Men's Health, Psychology Today, and the Associated Press. PUBLICATIONS


Noland White is an Associate Professor of Psychology at Georgia College in Milledgeville, GA. He received both his B.S. and M.S. in Psychology from Georgia College and joined the faculty in 2001, after receiving his Ph.D. in Counseling Psychology from The University of Tennessee. In 2008, he was a recipient of the Georgia College Excellence in Teaching Award. He currently teaches courses in Introductory Psychology, Behavioral Neuroscience, Advanced Behavioral Neuroscience, Senior Seminar, and leads a section of Advanced Research Methods with an emphasis in psychophysiology. He and his students are engaged in ongoing research of psychophysiological characteristics and neuropsychological performance of adults with and without ADHD. Other academic activities include collaborative research investigating the effectiveness of various technologies in and out of the college classroom, including iPods, podcasting, student response systems, and student learning management systems. He has also worked with Saundra K. Ciccarelli to co-author two college textbooks, Psychology, 3e and Psychology: An Exploration, and a high school textbook, Psychology, AP* Edition, all published by Pearson - Prentice Hall. Lastly, he is a licensed Psychologist in the State of Georgia and currently provides services for the Division of Disability Services of Central State Hospital in Milledgeville. PUBLICATIONS


J. Frank Yates is an Arthur F. Thurnau professor, a professor of psychology, and a professor of marketing and business administration at the University of Michigan. He is also a principal in the Psychology Department's Judgment and Decision Laboratory. In addition, he is the coordinator of the Decision Consortium, which is a University of Michigan-wide association of faculty and students whose scholarship has significant decision making elements to it.

The main focus of Yates's scholarship is decision making, at both the theoretical and practical levels. That work has emphasized understanding how people decide in real-life settings and developing means of assisting them to decide and therefore live better in those circumstances. There have been several themes in that work. One has been decision making under conditions of risk and ambiguity. Another has entailed the development of tools for decomposing judgment accuracy into its elements. The resulting methods have proved useful for two other major themes. One seeks to unravel significant puzzles in decision behavior (e.g., Asian vs. Western variations in probabilistic judgment accuracy and decisiveness). Another pursues the foundations of judgment expertise as well as means for improving such expertise. This expertise theme is closely related to one emphasized for the past decade or so: decision management. The evolution of Yates's decision management research, writing, and teaching has gone hand in hand with the development of the "cardinal decision issue perspective." This is a theoretical framework that recognizes specific challenges that present themselves and are addressed, for better or worse, by decision makers in virtually every real-life decision situation that arises.

Yates is a past president of the Society for Judgment and Decision Making. He is the associate editor (and co-founder) of the Journal of Behavioral Decision Making. He has also been a member of the National Research Council's Committee on Human Factors, the Advisory Panel of the National Science Foundation's Decision, Risk, and Management Science Program, and the National Academies' Board on Behavioral, Cognitive, and Sensory Sciences. He was a 2011 recipient of the James McKeen Cattell Award of the Association for Psychological Science. PUBLICATIONS


Jan Yoder is a Professor of Psychology at the University of Akron. Within social psychology, her specialty area is psychology of women and gender. She served as the president of the Society for the Psychology of Women (APA Division 35) in 2001, currently is the editor of Psychology of Women Quarterly (2010-2014), and was awarded the Sue Rosenberg Zalk Award for service to Division 35 in 2010.

She routinely teaches Research Methods and the Psychology of Women since earning her PhD from the University of Buffalo in 1979. Her scholarship of teaching and learning has been recognized by both the University of Akron (2008) and the University of Wisconsin-Milwaukee (1994, and College of Letters and Science Award, 1996) where she was award university-wide teaching awards. She also was the recipient of the Heritage Award for Teaching and Mentorship from Division 35 in 2006. She is in the midst of completing the 4th edition of her textbook, Women and Gender: Making a Difference, published by Sloan Publishing (expected to be released in May 2012). Her reflections about textbooks in the psychology of women appeared recently in Sex Roles (2010, vol. 61, pp. 173-178). She also has presented in preconvention workshops at APA and MPA focused on teaching the psychology of women and gender.

Her research interests focused on women in nontraditional occupations, including West Point cadets and firefighters. More recently, her research interests have spanned the impact of psychology of women classes on students' perceptions of gender differences and have attempted to disentangle the effects of gender stereotyping and gender-linked status on various outcomes including self-pay, social ostracism, and rumination. PUBLICATIONS


Tammy Lowery Zacchilli received her B.S. in psychology from Kennesaw State University and her M.S. degree in psychology from Augusta State University. She completed her PhD in social psychology from Texas Tech University in May 2007. As a graduate student, she received the Graduate Student Teaching Award for Instructor of an Advanced Course for teaching a course and lab in statistics. She started teaching full-time at Saint Leo University in Florida in August 2007. During her second year of teaching, she received the Faculty Teaching Award for the School of Arts and Sciences. Dr. Zacchilli has taught a variety of courses including introductory psychology, research methods I and II, social psychology, developmental psychology, close relationships, personality, psychology of parenting, and psychology of motivation and emotion. In addition to teaching on campus, Dr. Zacchilli began teaching online in Spring 2009. She has developed five online psychology courses, updated several courses, and recently developed a faculty development training course on teaching strategies for online courses. In the summer of 2010, she became the Psychology Coordinator for the Center for Online Learning and Distance Learning at Saint Leo University. In this position, she works closely with online psychology instructors as well as holds advising sessions for the online psychology majors. Dr. Zacchilli has over 30 conference presentations and several publications. Her primary research interests include romantic conflict and cyber bullying. She resides in Dade City, Florida with her husband, Mike, and two daughters, Alexis and Peyton. PUBLICATIONS

 

 

 

 

 

 

 

 

 

 

 

NITOP Schedule

 

January 3, 2012, Tuesday
7:30 am Continental Breakfast
7:30 am–
5:00 pm
Registration
8:00 am
9:45 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

8:00 am
9:45 am

Workshop:

Annual STP Workshop: Interteaching: A Practical Pedagogy for Promoting PerformanceBryan Saville

9:00 am–
11:45 am

Workshop:

Create Engaging PowerPoint Presentations That Facilitate Great TeachingWilliam S. Altman

10:00 am– 11:45 am

Workshop:

Improving Online Courses by Improving Connection with StudentsElaine Cassel, Gloria Howell, and Tammy Zacchilli

10:00 am–
11:45 am

Workshop:

Annual College Board Workshop: Introductory Psychology from AP through College: Compelling Demonstrations That Work!Barney Beins and Ken Keith

Noon–
12:30 pm

Welcome session for first-time NITOP participants

1:00 pm–
2:45 pm

Opening Session:

1:001:30 pm Welcoming Remarks: Doug Bernstein, Michael Brannick, and Alan Kraut
1:30–2:45 pm Opening Address: Annual APS Session: Five Vignettes for Teaching Psychology as an Integrated ScienceJohn Cacioppo
3:00 pm
4:00 pm
Book and Software Displays and Poster Session I
4:15 pm–
5:15 pm
Participant Idea Exchange I
5:30 pm
6:30 pm

Concurrent Sessions

6:30 pm–
9:00 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

 

January 4, 2012, Wednesday
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 –
11:00 am

Concurrent Sessions

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: Envy Up, Scorn Down: How Status Divides UsSusan Fiske

3:15 pm
4:15 pm
Participant Idea Exchange II
4:30 pm
5:30 pm
Book and Software Displays and Poster Session II
6:00 pm
8:00 pm
Software Demonstrations, Commercial Presentations, and Ad Hoc Group Meetings
7:30 pm
8:45
pm

Evening General Session:

Publishers’ Conversation Hour: The Future of Textbooks, Textbook Prices, and Textbook Ethics • Doug Bernstein, Diane Halpern, David Myers, Chris Cardone, and Catherine Woods

8:45 pm–
10:00 pm

Social Hour

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

 

January 5, 2012, 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–
11:00 am

Concurrent Sessions:

11:15 am–
12:15 pm

Concurrent Sessions:

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

General Session:

Everything You Wanted to Know about Memory but Forgot to AskLarry Squire

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
Teaching Technology Fair: Classroom Cooking with TechnologyDavid Miller and David Berg
8:00 pm
10:00 pm
Social Hour
*Session to be repeated **Repeat of an earlier session

 

January 6, 2012, Friday
7:30 am–
8:30 am
Buffet Breakfast
8:30 am–
9:30 am

Concurrent Sessions

9:45 am
10:45 am

Concurrent Sessions

11:00 am–
Noon

Closing Address:

Sex Differences in Cognitive Abilities: Sense and NonsenseDiane Halpern

Noon
12:15 pm

Closing Remarks and Announcement of Awards Doug Bernstein

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

 


 

 

 

 

Poster Schedule

POSTER SESSION I
Tuesday, 3:00-4:00
Banyan Breezeway

  1. Increasing Student Engagement and Learning through Digital Video: Taking a Page from Social Media
    Lamis Z. Jarvinen1, Danielle Sheehan2, & Michael Jarvinen2
    1Mount Holyoke College, 2Emmanuel College

  2. Promoting Student Engagement through Authentic Assessment and Empowerment Evaluation
    Paul D. Flaspohler1 & Morgan Kiamy2
    1Miami University, 2University of Alabama

  3. Reflecting Critically on Social Contexts in Psychology Classes: Resources from Community Psychology
    James H. Dalton
    Bloomsburg University

  4. Using Drama to Enhance Learning of Classic Experiments in Social Psychology
    Vicki Sheafer
    LeTourneau University

  5. Excellence in Teaching Content: The Cave
    Janice Gallagher
    Ivy Tech Community College

  6. A Joint Project between a Community College and University: The Homelessness Initiative Program
    Kathleen Hughes De Sousa1 & Tammy Lowery Zacchilli2
    1Pasco-Hernando Community College, 2Saint Leo University

  7. Development of an Interdisciplinary Psychophysiology Curriculum
    Robin D. Thomas & Wade Sisson
    Miami University

  8. Preparing an Undergraduate Specialization in Forensic Psychology
    Linda Bacheller & David M. Feldman
    Barry University

  9. Keeping It Real: Highlighting the Relevance of Statistics to Social Science Majors
    Stephanie Gray Wilson
    Capital University

  10. Stress Is a Great Teaching Tool: Making Class Examples More Relevant by Collecting and Using Class Data for Lecture
    Sabato D. Sagaria
    Capital University

  11. Enhancing Student Interpretation of APA-Formatted Tables via Training in Table Creation
    Bryan T. Karazsia
    College of Wooster

  12. Students' Perception of the Usefulness of a Professional Conference
    Karl Bailey & Herbert W. Helm, Jr.
    Andrews University

  13. Incorporating Primary Sources in an Intro Course through Student Presentations of Classic Research
    Elizabeth Helder & Olivia K. Lima
    Augustana College

  14. Use of a Criteria-Based APA-Style Report Scoring Instrument Helps Students Write Better Research Reports
    Kathleen P. Greenberg
    State University of New York, College at Old Westbury

  15. Online Mastery Quizzes: Helpful or Detrimental to Student Exam Performance?
    Ginette C. Blackhart
    East Tennessee State University

  16. Examining the Spacing Effect Using Online Quizzes
    Kosha D. Bramesfeld & Ann Perkins
    Maryville University

  17. To Quiz or Not to Quiz: That Is NOT the Question
    Shelia P. Greenlee & Dorothy C. Doolittle
    Christopher Newport University

  18. Relationship between Textbook Format, Student Performance, and Perceived Value
    Basia Pietlicki, Sachi Horback, Courtney Stein, Lynn Garrioch, & Todd Coy
    Colby-Sawyer College

  19. Getting Students to Read Can Be Dicey: The Use of Gambling to Raise the Odds of Preparation for Class
    Amanda C. Gingerich
    Butler University

  20. The By-the-Book Questionnaire©: Students' Responses to Text- versus Lecture-Intensive Courses
    Gary T. Rosenthal1, Monique Boudreaux1, Earl J. Folse1, Jennifer Guidry1, & Barlow Soper2
    1Nicholls State University, 2Ruston, LA

  21. Coverage of Stigma in Abnormal Psychology Textbooks
    Otto Wahl & Amanda Jones
    University of Hartford

  22. Freud on Facebook
    Eileen McBride
    Emerson College

  23. Pharmaceutical Company Print Advertising as a Teaching Tool in Abnormal Psychology
    Sarah E. Hall
    Wheaton College

  24. Teaching a Course on Human Evil: From Beowulf to Brain Scans
    Michael Mann & Jonathan Randle
    Mississippi College

  25. It Comes with the Territory: Seeking Psychological Help from Teachers and Mental Health Professionals
    Katherine R. G. White
    University of Texas at El Paso

  26. Assessing Intellectual Safety in the College Classroom
    Jeana L. Magyar-Moe, Jada Butler, Nancy Eriksson, Karl Heiman, Catherine Morrow, & Brittany Titel
    University of Wisconsin - Stevens Point

  27. Enhancing the Role of International Human Rights in the Psychology Curriculum: A Response to Changes in the APA Ethics Code
    Linda M. Woolf & Michael R. Hulsizer
    Webster University

  28. A Revised Model of the Career Development of Women in Academia: Traversing the Leaky Pipeline
    Courtney E. Gasser1 & Katharine Shaffer2
    1University of Baltimore, 2University at Albany, State University of New York


POSTER SESSION II
Wednesday, 4:30-5:30
Banyan Breezeway

  1. Life above Zero: Using Positive Psychology to Teach First-Year Core Competencies
    Jennifer L. Price
    Georgetown College

  2. Development of an Introductory Psychology Assessment Inventory
    Sarah Hagedorn, Richard Stephens, Robert Bubb, & Bill Buskist
    Auburn University

  3. An Assignment to Increase Student Understanding of the Diverse Nature of Psychology
    Stacie M. Spencer
    Massachusetts College of Pharmacy and Health Sciences

  4. Utilizing "Micro-Activities" to Engage Developmental Psychology Students
    April Schwarzmueller
    Eckerd College

  5. Recording Developmental Psychology Class on VOD: Student Use and Recommendations
    Jennifer Meehan Brennom
    Kirkwood Community College

  6. Promoting Inclusion: Psychology Students with Intellectual and Developmental Disabilities
    Amber Tatnall
    SUNY Delhi

  7. Does Free-Writing or Think-Pair-Share Activities Better Enhance Understanding and Retention of Psychological Concepts?
    Marilyn Petro & Abigail Mitchell
    Nebraska Wesleyan University

  8. Active Learning Portfolio: An Active Learning Approach to Introduction to Psychology
    Christine Greco
    Brookdale Community College

  9. Test It the Way You Taught It: Assessing Active Learning via Authentic and Traditional Assessment
    Gretchen Hanson Gotthard
    Muhlenberg College

  10. Should Humans Eat Meat? The Power of Considering Indoctrinated Beliefs in a Formative Peer-Assessment Context
    Steve Joordens, Cho Kin Cheng, Dwayne E. Paré, & Lisa-Marie Collimore
    University of Toronto Scarborough

  11. Examining the Relationship between Peer and Self Assessments in Summative/ Formative Assignment Contexts
    Dwayne E. Paré, Lisa-Marie Collimore, Cho Kin Cheng, Rob Walker, & Steve Joordens
    University of Toronto Scarborough

  12. Practice Tests and Knowledge Surveys: A Comparison of Review Activities
    Heather Mitchell
    Webster University

  13. Preparing for Academic Exams: Deep Processing Associated with Better Learning than Shallow Processing
    Catherine E. Overson & Victor A. Benassi
    University of New Hampshire

  14. Formative Learning: Do Review Tests Work?
    Cho King Cheng, Lisa-Marie Collimore, Dwayne E. Paré, Rob Walker, & Steve Joordens
    University of Toronto Scarborough

  15. Personality and Seat Preference: Classroom Distribution of Big Five Personality Traits
    Kevin L. Bennett
    Penn State, Beaver Campus

  16. Using the Enneagram Personality Type Inventory in Psychology Classes
    Kim Lamana Finn
    DeVry University

  17. The Cream of the Crop Rate Teacher on Top: A Fine-Grained Analysis of Student Impressions of Introductory Psychology Instructors
    Kari L. Dudley & Victor Benassi
    University of New Hampshire

  18. Self-Rated Class Participation: Does Mid-Semester Feedback Increase Congruency between Student and Professor Ratings?
    Lynn DellaPietra1, Megan L. Meyer2, Stacy McDonald2, & Kimberly Dasch-Yee2
    1Marymount College, 2Holy Family University

  19. Students' Desired Class Outcomes
    Dorothy C. Doolittle & Shelia P. Greenlee
    Christopher Newport University

  20. Increasing the Impact of Research Participation: Writing Assignments and Data Blitzes
    Jeremy Ashton Houska1, Rachel Fells1, & Jessica T. Wong2
    1Concordia University - Chicago, 2University of Chicago

  21. Information Not Tested Is Information Not Learned: What Student Research Participants Didn't Know, Wouldn't Learn, or Wouldn't Take Seriously
    Robert Konopasky, John McKinlay, & Christian Hahn
    Saint Mary's University

  22. Study Abroad Courses Serve as Alternative "Animal Laboratories"
    Rebecca A. Singer
    Georgetown College and University of Phoenix

  23. Evaluating Retrieval Strategies with Analysis of Open-Ended Questions with Text Data Mining Software
    William P. Wattles
    Francis Marion University

  24. High Consistency and Low Trajectory of Multiple-Choice Test Performance in Introductory Psychology and Introductory Physics
    Richard W. Bowen & Maria Udo
    Loyola University Chicago

  25. Student Performance and Satisfaction: Comparing a Hybrid Format to Traditional Classes
    Lori R. Van Wallendael, Sue Spaulding, & William D. Siegfried
    University of North Carolina at Charlotte

  26. Student Perceptions of Hybrid Learning in an Introductory Psychology Class
    Jennifer Poole, William MacPherson, & Antonia Henderson
    Langara College

  27. I Don't Think, Therefore I Cram: Critical Thinking Changes in the Psychology Classroom
    Brian L. Burke, Sharon R. Sears, & Sue Kraus
    Fort Lewis College

  28. Concept Development: What Do Vygotsky and Assessment Theory Tell Us about What Works
    Carol Shields
    Winthrop University

  29. Using Performance Tasks to Develop and Assess Skills in an Undergraduate Counseling and Psychotherapy Class
    Pam Cartor
    Bellarmine University

POSTER SESSION III
Thursday, 4:30-5:30
Banyan Breezeway

  1. LOST in Introduction to Psychology Online
    Mary Harmon-Vukić
    Providence College

  2. A Distance Course with a Difference
    Rick Maddigan
    Memorial University of Newfoundland

  3. Using Social Networking to Teach and Mentor Psychology Majors
    Jeremy Newton
    Saint Martin's University

  4. Negative Emotional and Behavioral Consequences of Texting: Classroom Implications
    Nick Marsing, Analise Barker, & Dani Staples
    Snow College

  5. Survey of Teacher Directed vs. Student Directed Supervision in Clinical Practicum
    Earl Folse
    Nicholls State University

  6. Teaching During Political Turmoil: Implementation of E-Learning in Teaching Clinical Psychology in Greece
    Michalis Poulakis, Emily Dubosh, Shruti Kankaria, & Kathleen L. Rivero
    University of Indianapolis

  7. Answering the Challenge of the APS Wikipedia Initiative: Sending Freshmen Students Charging into the Information Breech
    Rob Walker, Steve Joordens, Cho Kin Cheng, Dwayne E. Paré, & Lisa-Marie Collimore
    University of Toronto Scarborough

  8. Combining Clickers with Cooperative Learning
    Ryan C. Leonard
    Gannon University

  9. The Effectiveness of Factual vs. Conceptual Clicker Questions on Test Performance
    Diane Martichuski
    University of Colorado at Boulder

  10. Let's Think about It Part 1: Spatial Reasoning in the Psychology Major
    Patrick Smith, Leilani Goodmon, Deah Quinlivan, Shannon Davis, Kelsey Owen, Caitlin Owen, & Karen Ryndak
    Florida Southern College

  11. Let's Think about It Part II: Social Awareness Changes in the Psychology Major
    Deah Quinlivan, Patrick L. Smith, Leilani Goodmon, & Bruce Darby
    Florida Southern College

  12. Let's Think about It Part III: Exploring Professional Development
    Leilani Goodmon, Patrick L. Smith, Deah Quinlivan, Kelsey Owen, & Shannon Davis
    Florida Southern College

  13. Class Grade Distributions: Technical College, Community College, and Regional University Student Opinions
    Lee I. McCann1, Kathy Immel2, Tammy Kadah-Ammeter3, & Stacy J. Prinski1
    1University of Wisconsin Oshkosh, 2University of Wisconsin Fox Valley, 3Fox Valley Technical College

  14. Redesigning General Psychology to Improve Student Learning and Success
    Katrina S. Kardiasmenos, Ayanna M. Lynch, Bonita Young, & Tishea Henson
    Bowie State University

  15. An Empirical Evaluation of the Effectiveness of Prezi and PowerPoint in the Teaching of Psychology
    Ryan W. Hansen, Zachary Niese, & Melissa Beers
    Ohio State University

  16. Dinner with Eichmann: An Integrated Psychology and History Project
    Jared M. Bartels
    Upper Iowa University

  17. Models of Behavior that Cure, Reverse, and Prevent Diabetes, Heart Disease, and Chronic Mental Illness
    Charles G. Jacques III
    Biofeedback Associates

  18. Enriching Memory for Memory Processes through Team-Based Learning
    Mija Van Der Wege
    Carleton College

  19. Peer Tutoring Centers Are Effective, Even with No Budget or Graduate Students
    Marika Lamoreaux
    Georgia State University

  20. The Truth about Academic Dishonesty
    Lesley Hathorn
    Metropolitan State College of Denver

  21. How They Cheat: A Statistical Analysis of Plagiarism and Lazy Writing
    Larry A. Pace
    Keiser University

  22. Using Study Questions to Improve Academic Success among Students with Poor Metacognition
    Kathryn Woehl
    Valley City State University

  23. The Testing Effect Replicated for Verbally Presented Information
    Courtney Stein
    Colby-Sawyer College

  24. Statistics Tutoring in Graduate School - How Helpful Is It?
    Linda Sorensen
    University of Utah

  25. Attitudes toward Statistics Predict Effort and Exam Performance
    Kieth A. Carlson & Jennifer Winquist
    Valparaiso University

  26. Predicting Student Success in Introductory Statistics for Psychology: You Can Lead a Horse to Water, but You Can't Make Him Drink It
    Holly H. Schiffrin
    University of Mary Washington

 

 

PARTICIPANT IDEA EXCHANGE I
Tuesday, 4:15-5:15
Jacaranda

  1. Mouse Tales: Establishing a Mouse Research Laboratory for Undergraduate Students
    Frank Ferraro III & Marilyn Petro
    Nebraska Wesleyan University

  2. Tips for Introverted Teachers
    Laura B. Koenig1 & Anne M. Koenig2
    1Kutztown University, 2University of San Diego

  3. Incorporating Experiential Learning into Undergraduate Clinical Psychology Courses
    Janet Pietrowski
    Adrian College

  4. How Do We Get Our Students to Read the Textbook? Tips, Techniques, and Challenges
    Nancy Simpson
    Trident Technical College

  5. Psychology in Cinema
    Noah MacKenzie
    University of Cincinnati

  6. Motivating Undergraduate Psychology Students to Want to Learn
    Amanda C. Gingerich
    Butler University

  7. Enhancing the Educational Value of Class Assignments via Digital Technologies That Support Peer-/Self-Assessment
    Lisa-Marie Collimore, Dwayne E. Paré, Cho Kin Cheng, Rob Walker, & Steve Joordens
    University of Toronto Scarborough

  8. The Value of Meeting Individually with Students Early in a Term
    John M. Malouff
    University of New England, Australia

  9. Inclusive Higher Education for Individuals with Intellectual Disabilities
    Amber Tatnall
    SUNY Delhi

  10. It's Not That Boring! Active Learning Activities That Help Make Teaching Biopsychology More Fun and Effective
    Hilary Stebbins
    University of Mary Washington

  11. Engaging Students in the Classroom: The Implementation and Effectiveness of Applied Learning Strategies
    Delia Kothmann Paskos & Helen Just
    St. Edward's University

  12. Career Planning for Psychology Majors
    Wayne S. Messer
    Berea College

  13. The Psychology Capstone Experience: Beyond History and Systems
    Jennifer L. W. Thompson
    University of Maryland University College

  14. Challenges of Teaching Undergraduate Abnormal Psychology
    Chris Jones-Cage
    College of the Desert Palm

  15. Developing Metacognitive Literacy
    Kathryn Wiezbicki-Stevens
    Bay Path College

  16. Never Put Off Until Tomorrow What You Can Do the Day After Tomorrow: Massed Versus Distributed Quizzing Methods in Online Courses
    William Landon & Clarissa Thompson
    University of Oklahoma

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

  1. The Utilization of Peer Assessment to Enhance Learning in Project-Based Online Instruction
    Janet L. King
    University of Nevada, Las Vegas

  2. How Integrating Service Learning into Any Psychology Course Can Facilitate Active Learning That Creates a Successful Classroom without Walls
    Josephine Lewis
    Community College of Baltimore County

  3. The Changing Landscape of the Undergraduate Psychology Practicum
    Judith Warchal & Ana Ruiz
    Alvernia University

  4. Interacting with Your Students Outside the Classroom
    Dana B. Narter
    University of Arizona

  5. The Role of Publisher Provided Online Class Management Systems versus D2L, WebCt, BlackBoard, and Other Course Management Systems
    Fred Whitford
    Montana State University

  6. Give Us the Best You've Got: Anecdotes, Stories, and Examples for the Teaching of General Psychology
    Gordon Hammerle
    Adrian College

  7. Rethinking the Statistics and Research Methods Curriculum
    Joseph G. Johnson
    Miami University

  8. Enhancing Opportunities for Community College Students through Psi Beta
    Sheri Chejlyk1 & Kathleen Hughes De Sousa2
    1State College of Florida, Manatee/Sarasota, 2Pasco-Hernando Community College

  9. The Challenges of Developing and Implementing Coordinated Programs for Undergraduate Psychology Courses
    Jessica C. Hill1, Clarissa A. Thompson2, & Melissa Beers3
    1University of Florida, 2University of Oklahoma, 3Ohio State University

  10. Using Technology to Make Teaching Easier
    Rachelle Tannenbaum
    Anne Arundel Community College

  11. Psychology in a First-Year Seminar Format: Topics, Activities, and Learning Goals
    Wendy L. Chambers
    Georgia Southern University

  12. What Do You Say After "Well Done"? Ideas on How to Provide Better Feedback on Class Assignments
    Diana Anson
    College of Southern Nevada

  13. Achieving Intradepartmental Compatibility and Consistency for New Faculty
    Beth Caldwell & Brandy Bessette-Symons
    Ithaca College

  14. What Is the Role of the Instructor in an Online Class?
    Elizabeth A. Sheehan
    Georgia State University

  15. Combating Plagiarism in a Technological World
    Allison A. Buskirk-Cohen
    Delaware Valley College

  16. Capping Off the Experience: Creating a Meaningful Capstone Experience for Students
    Kosha D. Bramesfeld
    Maryville University

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

  1. Using Fishbowl Discussions to Encourage Post-Formal Thinking
    Ann McCloskey
    Landmark College

  2. Teaching Ethics in the Introduction to Psychology Course: An Activities Guide
    Ana Ruiz & Judith Warchal
    Alvernia University

  3. Sharing Ways to Assess the Effectiveness of Pedagogical Innovations: Designs and Data
    Pam Marek1 & Andrew N. Christopher2
    1Kennesaw State University, 2Albion College

  4. Navigating the Early Years of Teaching: Sharing Tips for New Instructors
    Jordan D. Troisi1, Shannon P. Lupien2, & Ariana F. Young2
    1Widener University, 2University at Buffalo-SUNY

  5. Curriculum Overhaul: Revising the Undergraduate Psychology Major in an Era of Waning Resources and Evolving Professional Standards
    Cynthia A. Prehar
    Framingham State University

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

  7. Be Prepared vs. Sink or Swim: Should Training in Pedagogy Be Mandatory for Graduate TAs?
    Clarissa A. Thompson1 & Melissa Beers2
    1University of Oklahoma, 2Ohio State University

  8. Integrating Spirituality in the Teaching of Psychology
    Daniel B. Lord
    University of Alaska Southeast, Sitka Campus

  9. WebCT, Blackboard, and Podcasts - Oh My! The Ubiquity of Technology in the College Classroom
    Jason S. Spiegelman1, Saundra Ciccarelli2, & Noland White3
    1Community College of Baltimore County, 2Gulf Coast State College, 3Georgia College

  10. Using Rubrics for Formative and Summative Assessment: The Many Positive Roles That Rubrics Can Play for Instructors and Students
    Patricia Westerman
    Bowie State University

  11. Learning Communities in Psychology: An Exploration of Successful Discipline Pairings
    Valerie T. Smith1 & Jennifer O'Loughlin-Brooks2
    1Endicott College, 2Collin College

  12. Traditional and Non-Traditional Psychology Students: Knowledge Transfer Need Differences with Face-to-Face and Online Courses and Advisor/Mentoring Exchange Relationships
    Judy R. Van Doorn1 & Beth Chesterman2
    1Troy University, 2California State University, East Bay

  13. A Research Methods Peer Tutoring Program: Successes and Challenges
    Minna E. Scholl & Kathleen P. Greenberg
    State University of New York, College at Old Westbury

  14. Help Your Students Become Culturally Competent without Strengthening Ethnocentrism or Stereotyping
    Judith B. Pena-Shaff
    Ithaca College

  15. The Use of Student-Created Crib Cards in Psychology Classes
    Doris Bitler Davis
    George Mason University

  16. From "Far Out!" to "Sweeeeet": Overcoming Some Fundamental Student-Teacher Differences
    Dan Quinn
    Northeastern University