Archive of Previous NITOPs: 2013

NITOP Speakers

William S. Altman. Bill 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, technology, 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). PUBLICATIONS

Ludy T. Benjamin, Jr. Ludy Benjamin is Professor Emeritus of Psychology, having retired from Texas A&M University in May, 2012 after an academic career of 42 years.  An experimental psychologist by training, he began his career at Nebraska Wesleyan University, served two years as Director of Education for the American Psychological Association, and then joined the faculty at Texas A&M where he was employed for 32 years.  Benjamin has received numerous teaching awards from Texas A&M University, including selection as its first Presidential Professor of Teaching Excellence.  His national teaching awards include the Distinguished Teaching in Psychology Award from the American Psychological Foundation and the Distinguished Career Contributions to Education and Training Award from the American Psychological Association.  Benjamin’s scholarly work is on the history of psychology and includes 20 books and more than 150 articles and book chapters, focusing on the origins of applied psychology – especially clinical and industrial/organizational psychology – and on the popularization of psychology in North America and Great Britain.  His recent books include A History of Psychology in Letters (2006), A Brief History of Modern Psychology (2007), Favorite Activities for Teaching Psychology (2008), Psychology Gets in the Game: Sport, Mind, and Behavior, 1880–1960 (2009), and an edited two-volume autobiography of Harry Hollingworth (2012).

Benjamin and his wife of 46 years, Priscilla, moved to the Charlottesville area of Virginia in June of last year to enjoy four seasons again and to be near their children and grandchildren.  In retirement he is embarking on a new career, writing on the history of baseball. PUBLICATIONS   

David Berg. 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 has presented 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 NITOP workshops on 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.  We really wanted Elvis, but he will be appearing at the Pinellas Mall so we have invited David instead.

Michael Brannick.  Mike Brannick earned his B.A. in psychology at the University of California at Berkeley and PhD in psychology (concentration in industrial/organizational psychology) from Bowling Green State University in 1986.  Since then, he has been a faculty member at the University of South Florida, where he is currently a professor and Chair of the Psychology Department.  He was one of the first at USF to incorporate web pages in instruction, and has continued to experiment with technology in order to help students improve their skills.  As Chair, he has encouraged faculty to experiment with online and blended courses.  Much of his research has a methodological emphasis, dealing with topics such as meta-analysis and measurement.  In recent years he has been working with medical faculty to improve individual and team training for physicians.  He is particularly interested in using simulations both for increasing skill and for skill evaluation for medical tasks such as laparoscopic surgery and teamwork during emergencies. PUBLICATIONS

William Buskist. 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. 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 13 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 for 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 Year 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

Kim A. Case. Kim Case is Associate Professor of Psychology and Women’s Studies, Director of the Teaching-Learning Enhancement Center, and Women’s Studies Program Chair at the University of Houston–Clear Lake (UHCL). She also directs the Applied Social Issues sub-plan within the Psychology Master’s program. She currently serves as elected Council Member and Chair of the Teaching and Mentoring Committee for APA Division 9, the Society for the Psychological Study of Social Issues. Dr. Case also serves on the Editorial Board for the Journal of Social Issues and as Consulting Editor for Teaching of Psychology. Her pedagogical research addresses diversity-course effectiveness, inclusive classroom practices, and teaching for social justice. She also studies strategies for raising awareness of various forms of social identity privilege in educational and community settings. Her book, Deconstructing Privilege: Teaching and Learning as Allies in the Classroom, focuses on pedagogical strategies for teaching about privilege in college classrooms and will be published in summer 2013. Her research on prejudice confrontation and ally behavior investigates dominant group responses to prejudice in social contexts. Dr. Case won the university-wide 2009 Minnie Stevens Piper Teaching Award. In 2012, she was awarded the UHCL Distinguished Faculty Teaching Award and the Faculty Research Fellowship Award, the highest teaching and research honors at the university. UHCL alumni association also selected her as the 2012 Outstanding Professor Award winner and the 2012 Faculty Fellowship awardee. The Social Psychology Network (a national network of scholars connected to several APA Divisions) also recognized her in 2012 with an Action Teaching Award Honorable Mention. PUBLICATIONS

Stephen L. Chew. Steven Chew has been a professor and chair of psychology at Samford University in Birmingham, Alabama since 1993. Trained as a cognitive psychologist, one of his primary research areas is the cognitive basis of effective teaching. A leader in the scholarship of teaching and learning, his research interests include the use of examples in teaching, the impact of cognitive load on learning, and the tenacious misconceptions that students bring with them into the classroom. In August, 2011 he created a series of videos for students on how to study effectively in college. In 2005, he received the Robert S. Daniel Teaching Excellence Award from the Society for the Teaching of Psychology as the outstanding teacher of psychology at four-year colleges and universities. He was named the 2011 Outstanding Master’s Universities and Colleges U.S. Professor of the Year by the Council for Advancement and Support of Education (CASE) and the Carnegie Foundation for the Advancement of Teaching. He regularly serves as a keynote speaker and workshop leader at conferences on teaching in general and on the teaching of psychology in particular. PUBLICATIONS

David B. Daniel. David Daniel (James Madison University) is very involved with forging reciprocal links between cognitive-developmental psychology and teaching practices/pedagogy. He is the founding coordinator of the SRCD Teaching of Developmental Science Institute and past Chair of the Society for the Teaching of Psychology's pedagogical innovations task force, as well as the managing editor of the journal Mind, Brain, and Education. David has published in a diverse range of journals, such as JAMA, Child Development, and Teaching of Psychology. He also consults on the delivery and development of effective, evidence-based, classroom, print, and electronic pedagogy. David has been the recipient of many teaching awards and his interest in the development of effective teaching has informed his current efforts to develop effective pedagogical techniques that positively impact both student learning and teacher performance. PUBLICATIONS

C. Nathan DeWall. Nathan DeWall is an associate professor of psychology at the University of Kentucky. He earned his B.A. from St. Olaf College, an M.A. from the University of Chicago, and M. S. and Ph.D. degrees from Florida State University. He has three interconnected research programs: how people respond to social acceptance and rejection, self-control, and aggression. Nathan is a faculty co-Director of Arts and Sciences Wired, a new residential college at the University of Kentucky that seeks to redefine the first-year college experience by incorporating technology and building social connections. With Dr. David G. Myers, Nathan is the new co-author of the column, “Bridging the Gap,” which will appear in the American Psychological Association magazine Observer ten times each year. Bridging the Gap seeks to integrate cutting-edge psychological science into the classroom. PUBLICATIONS 

Laura Freberg. 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 and is co-author of Discovering Psychology: The Science of Mind (2012) 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

Sandra Goss Lucas. Sandy 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. PUBLICATIONS

Jane S. Halonen. Happy to be back with her psychology tribe, Jane Halonen has served as the Dean of the College of Arts and Sciences at the University of West Florida for the last decade.  Her research agenda has focused on critical thinking, assessment, and faculty and program development.  Her most recent emphases have been on helping good departments become great ones as well as trying to help legislators understand the true nature of the discipline in tough economic times.  Jane has navigated fifteen academic program reviews as an external visitor and also served as a SACS reviewer.  She has been involved over the course of her career with helping the American Psychological Association develop guidelines or standards of academic performance from high school through graduate levels of education.  In 2000, she received the Distinguished Teaching Award from the American Psychological Foundation and the American Psychological Association named her an “Eminent Woman in Psychology” in 2003.  She served as the Chief Reader for the Psychology Advanced Placement Reading from 2004–2009.  A self-identified “teaching conference junkie,” Jane served on the NITOP Conference Planning Committee, was a cofounder of the Best Practice Conference sponsored by the Society for the Teaching of Psychology, and has presented at nearly every regional teaching conference in psychology.  With Peter Seldin, she also co-directed the International Conference on Improving University Teaching from 2001–2008. PUBLICATIONS

Robert Hendersen. Bob Hendersen is Professor of Psychology and Chair of the psychology department at Grand Valley State University.  He obtained his B.A. from Reed College and his Ph.D. from the University of Pennsylvania.  In addition to his research in learning, memory, and motivation, he has pioneered the use of software packages in the teaching of psychology, and he received the first EDUCOM Higher Education Software Award for best psychology software.  The department he chairs is distinctive both for its research productivity and its undergraduate focus, and it has quadrupled in size under his leadership. He has published papers developing strategies for mentoring both faculty members and students.  Hendersen chairs the APS Fund for Teaching and Public Understanding of Psychology, and he is co-chair of the steering committee of the National Institute on the Teaching of Psychology.

Haig Kouyoumdjian. Haig Kouyoumdjian has been teaching undergraduate psychology courses for over 10 years. His education includes a B.S. in psychology from St. Mary's College of California, M.A. in psychology from San Diego State University, and Ph.D. in clinical psychology from University of Nebraska - Lincoln. His clinical research has been published in Aggression and Violent Behavior, Clinical Psychology: Science and Practice, and Journal of Child Sexual Abuse. Throughout his training and career, he has demonstrated a strong commitment to the development and use of innovative teaching methods. Dr. Kouyoumdjian's teaching research has been published in Teaching of Psychology. Also, he presents at teaching conferences, provides faculty training workshops, serves as a test-item writer and content consultant for American Institutes for Research, participates as an expert blogger for Psychology Today, consults on the development of multimedia learning assets, and authors textbooks. Dr. Kouyoumdjian is coauthor of Introduction to Psychology, 9th ed. and Discovery Series: Introduction to Psychology, both published by Wadsworth Cengage Learning. PUBLICATIONS

Cynthia Lightfoot is Professor of Human Development and Family Studies at Penn State University, Brandywine, where she teaches courses in developmental and cultural psychology. Funded by state and federal agencies (USDA, NSF) and private foundations (W.T. Grant Foundation), Dr. Lightfoot’s research has explored the interface of culture and development in pregnant and parenting teens, in the risk-taking of adolescent peer groups, in the identity development of immigrant youths, and in the eating behavior of children from economically impoverished families and communities. Undergraduate students are actively involved in Dr. Lightfoot’s program of research, and have presented the results of their studies at local, regional, and international conferences.  Dr. Lightfoot is the recipient of awards for teaching and involving undergraduate students in research, and a Fellow of the Pennsylvania State University Laboratory for Public Scholarship and Democracy.  She has served on the Editorial Boards of Culture and Psychology and Cognitive Development, and the Executive Board of the Jean Piaget Society.  She received her B.A. from the University of California, Santa Cruz, her M.A. from the University of British Columbia, Vancouver, and her Ph.D. from the University of North Carolina, Chapel Hill. CV

Elizabeth Loftus. Elizabeth Loftus is Distinguished Professor at the University of California, Irvine. She holds faculty positions in three departments (Psychology & Social Behavior; Criminology, Law & Society; and Cognitive Sciences), and in the School of Law. She is a Fellow of the Center for the Neurobiology of Learning and Memory, and was the Founding Director of the Center for Psychology and Law. Formerly, she was Professor of Psychology and Adjunct Professor of Law at the University of Washington, Seattle, where she taught for 29 years.

Loftus received her undergraduate degree in Mathematics and Psychology from UCLA, and her Ph.D. in Psychology from Stanford University. Since then, she has published 22 books  and over 500 scientific articles. Her 4th book, Eyewitness Testimony, won a National Media Award (Distinguished Contribution) from the American Psychological Foundation. Her books have been translated into Dutch, French, German, Japanese, Chinese, and other foreign languages.

Loftus's research of the last 30 years has focused on the malleability of human memory. She has been recognized for this research with six honorary doctorates (from universities in the U.S., Norway, the Netherlands, Israel, and Britain), and election to the National Academy of Sciences. She is past president of the Association for Psychological Science. Perhaps one of the most unusual signs of recognition appeared in the Review of General Psychology, which identified the 100 most eminent psychologists of the 20th century. Not surprisingly Freud, Skinner, and Piaget were at the top of that list.  Loftus was #58, and the top ranked woman on the list. CV

David B. Miller. David 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, and, in 2012, the Animal Behavior Society Distinguished Teaching Award.  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. Beth Morling earned her B.A. in Psychology from Carleton College and the Ph.D. in social and personality psychology from the University of Massachusetts–Amherst. She has taught at liberal arts colleges (Union College and Muhlenberg College) before teaching at the University of Delaware. Throughout her career, she has focused on both classroom teaching and cultural psychology research.  She regularly teaches courses on research methods, cultural psychology, the self-concept, and the teaching of psychology, and has published a textbook in research methods. When teaching research methods, she encourages students to use popular press coverage of psychological science, and her blog,, highlights examples of journal-to-journalism in the news. Beth’s most recent scholarly research has focused on how culture shapes human motivation and social life, as well as where cultural differences are located and measured—whether within the person, or in cultural products such as media, texts, or buildings.  She is a Fulbright scholar, having lectured and conducted research in Kyoto, Japan from 2010–2011. 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 his advocacy website, he has received awards from the American Academy of Audiology and the Hearing Loss Association of America.

Susan Nolan. Susan Nolan received her Ph.D. in clinical psychology from Northwestern University. She is currently a Professor and Chair of the Department of Psychology at Seton Hall University in New Jersey, where she previously served as Associate Dean of Graduate Studies and Director of the Center for Women’s Studies. Susan conducts two lines of research, one on interpersonal consequences of mental illness and the other on the role of gender in science, technology, engineering, and mathematics (STEM) careers, the latter research funded in part by the National Science Foundation.

Susan enjoys teaching a range of courses, including Abnormal Psychology, International Psychology, and Statistics. She integrates statistical and quantitative reasoning into every course she teaches, and often introduces unconventional in-class activities to achieve this goal; students might develop experiments based on the Coke-Pepsi challenge, critique the reliability and validity of personality quizzes in Cosmopolitan magazine, discuss psychology-based episodes of NPR’s Radiolab, explore analyses of tweets or Facebook postings, debunk the Sports Illustrated cover-photo curse, write letters to teach statistics to invented space aliens, or explore the research behind in-the-news controversies (like fire-walking at motivational seminars). Susan also is the co-author of Statistics for the Behavioral Sciences and Essentials of Statistics for the Behavioral Sciences (Worth Publishers). She recently chaired the Statistical Literacy Presidential Taskforce of Division 2 (Society for the Teaching of Psychology), and is part of STP’s Master Teacher Speaker Program.

Susan also is active in international psychology. She is an NGO Representative for the American Psychological Association at the United Nations, the Treasurer and an Executive Board Member of Division 52 (International Psychology), and the incoming Vice President of Diversity and International Relations of STP. Susan and her husband love to travel, and own a house in Banja Luka, Bosnia and Herzegovina, where they spend part of every summer. PUBLICATIONS

Jane A. Noll. Jane Noll is the Director of Introductory Psychology and Coordinator of Undergraduate Affairs for the Psychology Department at the University of South Florida.  She earned her B.A. and M.Ed. at Mercer University in Macon, GA., and her Ph.D. in Cognitive/Neural Psychology at the University of South Florida (1999).  Her research has crossed over several topics within cognitive psychology.  Her graduate work was in Psycholinguistics, the role of gender in language, and her post-doctoral work was in the Alcohol & Substance Use Research Institute, exploring anticipatory processing in alcohol related behavior in college students, also known as alcohol expectancies.  In her role as undergraduate coordinator at USF, she is interested in exploring more effective teaching techniques and improving the state of undergraduate education in Psychology, especially in the use of innovative technology both in and out of the classroom.  Dr. Noll is an award winning teacher and has been teaching at the college level for over 25 years.  She teaches the Graduate Instructional Methods course at USF and supervises the graduate student teaching in the psychology department.  CV

Louis A. Penner. Lou Penner received his Ph.D. in Social Psychology from Michigan State University in 1969 and spent 34 years at the University of South Florida, where he was Chair of the Psychology Department from 1986 to 1993. During that time he taught the full range of undergraduate and graduate courses, including Introductory Psychology and undergraduate Social Psychology. He has spoken at NITOP numerous times.  In 2003, he moved to Wayne State University, where he is a Senior Scientist at the Karmanos Cancer Institute and a Professor of Oncology in the School of Medicine. He is also a Faculty Associate at the Institute for Social Research, University of Michigan. He is the author or co-author of over 100 scholarly articles and book chapters and eight books, including two on prosocial behavior and an introductory psychology textbook. He has served on the editorial boards of numerous journals and is currently a member of an NIH study panel. His current research interests are psychosocial variables in the context of serious diseases and the reduction of health disparities. He was Principal Investigator (PI) on a grant from the National Institute of Child Health and Development to reduce disparities in health care and co-investigator on several other grants concerned with health disparities. He is currently the PI on one NCI grant that focuses on parents’ influence on treatment-related stress among pediatric cancer patients and their families, and a Co-PI on another grant from NCI that focuses on disparities in health care. In his studies of pediatric cancer he continues his career-long interest in the causes and consequences of prosocial actions. Penner is a Fellow of the Association for Psychological Science, the Society of Experimental Social Psychologists, and the Society for the Psychological Study of Social Issues (SPSSI). He served as President of SPSSI from 2002-2003. PUBLICATIONS

Vicky Phares.  Vicky Phares is Professor and Director of Clinical Training in the Department of Psychology at the University of South Florida.  She received her B.A. in Psychology, with a specialization in Women’s Studies, at UCLA, and received her Ph.D. in Clinical Psychology at the University of Vermont. After two years on the faculty at the University of Connecticut, she has been on the faculty at the University of South Florida since 1992. Her research interests include fathers and developmental psychopathology, gender issues within the family, and explorations of mother-blaming. She has published extensively in the family literature and is on the editorial board of the Journal of Family Psychology.  She teaches at both the undergraduate and graduate levels.  In 2011, she received the inaugural University of South Florida Graduate Faculty Mentor Award. PUBLICATIONS

Cathleen Power received her Ph.D. in Social Psychology and Women's Studies from the University of Michigan.  She was an Associate Professor at Westminster College, where she taught for six years in Psychology and Gender Studies and is now overseeing community engaged learning for the University of Utah Gender Studies Program.  She is interested in diversity education and working with and through students’ resistance to learning about structural inequality.  In particular she is interested in using stories as a way for students to connect to the experiences of others, both similar and different from themselves, and to understand how those stories are shaped by larger social structures.  For example, she uses critical service learning as a social justice pedagogy that works to obviate paternalistic “helping,” by supporting students to listen to and learn from the stories of others and to share and learn from their own stories.  She recently received the APA Div35 teaching award for integrating a critical service learning project in Psychology of Women with girls in Juvenile Justice Services.  Additionally, Cathleen is interested in the ways that narratives about social class are used to both maintain and subvert larger cultural ideologies and discourses about social class in the U.S. CV 

Winny Shen. Winny Shen is an Assistant Professor of Industrial/Organizational (I/O) Psychology at the University of South Florida. She received her Ph.D. in Psychology from the University of Minnesota in 2011. Her current research interests center around diversity and inclusion in organizational and educational settings, leadership, personality measurement and assessment, and the intersection of these domains. Her research has been published or is forthcoming from the Journal of Applied Psychology, Academy of Management Journal, Leadership Quarterly, Psychological Science, and Industrial and Organizational Psychology: Perspectives on Science and Practices. She was awarded the HumRRO Meredith P. Crawford dissertation fellowship and the Personnel Testing Council of Metropolitan Washington I/O Psychology Student Paper Competition in 2010. She currently teaches Personnel and Organizational Psychology at the graduate level and Tests and Measurements at the undergraduate level. PUBLICATIONS

Michael F. Steger. Mike Steger is Director of Clinical Training in the Counseling Psychology program at Colorado State University, where he also serves as Associate Professor of Counseling Psychology and Applied Social Psychology. Dr. Steger received his Ph.D. with a dual specialization in Counseling and Personality Psychology from the University of Minnesota in 2005. His research interests concern better understanding the factors that promote human flourishing and ameliorate psychological suffering. In particular, he has focused on researching how people generate the sense that their lives are meaningful, as well as investigating the benefits of living a meaningful life. His current research examines meaning, health, and health-risking/health-promoting behaviors. PUBLICATIONS

Marilla Svinicki. Marilla Svinicki currently holds the position of Full Professor in Educational Psychology and Chair of the Human Development, Culture and Learning Sciences area in the Educational Psychology Department at the University of Texas, Austin.  Prior to that she served as the University of Texas Faculty Development Director for 30 years. She received her doctoral degree from the University of Colorado in Experimental Psychology in 1972 and taught at Macalester College before coming to Texas and joining a research team on computer-based learning, a grant from the National Science Foundation in which she both supported faculty instructional design and evaluated project effectiveness.  She has served on the boards of several projects in higher education faculty development and was twice the President of the POD Network, an international organization for professionals in faculty development.  She is currently the chair of the Faculty Teaching Development and Evaluation Special Interest Group of the American Educational Research Association.

Her expertise is in the design of teaching and learning and the application of educational psychology principles to both of those areas.  Her research has been on technology in education, preparation of graduate students as teachers, community in the postsecondary classroom, and faculty concerns and development in postsecondary education.  She has published primarily in the areas of faculty and graduate student development and teaching expertise, including serving as the Editor in Chief of the series, New Directions for Teaching and Learning, which specializes in understanding the educational process at the postsecondary level. and writing a monthly column on teaching for the National Teaching/Learning Forum.  She is the Co-Editor of Teaching Tips: Strategies, Research and Theory for College and University Teachers. PUBLICATIONS

Carol Tavris Carol Tavris earned her Ph.D. in social psychology at the University of Michigan. In her career as a writer, teacher, and lecturer, she has sought to educate the public about the important contributions of psychological science and explain how pseudoscience can lead us astray at best and, at worst, cause enormous personal and social harm. (This is an uphill battle.) Her latest general-interest book, with Elliot Aronson, is Mistakes Were Made (But Not by Me): Why we justify foolish beliefs, bad decisions, and hurtful acts, which has been translated into 13 foreign languages. Her other best-known books include Anger: The misunderstood emotion; The Mismeasure of Woman: Why women are not the better sex, the inferior sex, or the opposite sex; and, with Carole Wade, two textbooks in introductory psychology as well as a classic in women's studies, The Longest War: Sex differences in perspective. Dr. Tavris taught intro psych, women and media, and other seminars at UCLA, and she has written hundreds of articles, essays, and book reviews on topics in psychological science for a wide array of publications, including The Los Angeles Times, The New York Times Book Review, The Wall Street Journal, Scientific American, and the (London) Times Literary Supplement. Many of these have been collected in Psychobabble and Biobunk: Using psychological science to think critically about popular psychology. She has been invited to give distinguished lectureships, workshops, and keynote addresses to students, clinicians, psychologists, lawyers, physicians, and general audiences around the world, from New Zealand to Finland. Dr. Tavris is a Charter Fellow of the Association for Psychological Science, a fellow of three divisions of the APA, and serves on the editorial board of the APS journal, Psychological Science in the Public InterestPUBLICATIONS

Kathleen Thies received her Ph.D. from Boston College and is a developmental psychologist and clinical nurse specialist in psychiatric nursing.  
In her current role at the Elliot Health System, she works with nursing and other disciplines to develop research studies, implement evidence-based practice and develop other scholarly initiatives through grants. She has developed the shared governance model, is responsible for quality indicators for Magnet recognition, and has helped administration and staff to present at regional and national conferences.

In her academic career, she has been the chair of the Department of Nursing at Colby Sawyer College and Director and Associate Professor of the graduate entry program at the University of Massachusetts Medical School Graduate School of Nursing. She has taught both psychology and nursing at the undergraduate and graduate levels.  She has served on multiple national committees related to nursing and quality care, presented at multiple conferences, been a reviewer for two journals, and written several grants. She is the author of three textbooks as a developmental psychologist, most recently for Wiley (due 2013) with Penny Hauser-Cram and John Travers from Boston College and Kevin Nugent of the Brazelton Institute and Harvard Medical School.

Kristin H. Whitlock. Kristin Whitlock has taught AP Psychology at Viewmont High School in Bountiful, Utah, since 1992.  She currently serves as the College Board Advisor.  In this capacity she is a member of the AP Psychology Test Development Committee and is currently editing an upcoming Curriculum Module, entitled Testing and Intelligence.  Mrs. Whitlock is also a Question Leader, over rubric development, at the annual AP Psychology readings.  She authored the AP Psychology Teacher's Guide for the College Board and the Teacher's Guide to accompany Psychology: A Discovery Experience (Franzoi, 2010).  Mrs. Whitlock also served as Chair of the American Psychological Association's Working Group to update the National Standards for High School Psychology Curricula. Mrs. Whitlock was a contributing author to the Teacher's Guide to accompany Thinking about Psychology: the Science of Mind and Behavior (Blair-Broker & Ernst, 2003 & 2007)and has co-authored test banks to accompany Thinking About Psychology (2e) and Myer's Psychology, AP Edition.  As co-founder of the Utah Teachers of Psychology in Secondary Schools (UTOPSS), she has organized its annual teaching conference since 1998.  Mrs. Whitlock has presented at numerous conferences, most recently at the APA/Clark University Workshop for High School Teachers and the AP Summer Institute at USF St. Petersburg. Mrs. Whitlock was awarded a Presidential citation from the American Psychological Association and the 2005 Moffett Memorial Teaching Excellence Award.    












NITOP Schedule


January 3, 2013, Thursday
7:30 am Continental Breakfast
7:30 am–
5:00 pm
8:00 am
9:30 am


Forum: Practical Suggestions for Recognizing and Resolving Classroom Incivility (Robert Hendersen, Sandra Goss Lucas, and William Buskist)

8:00 am


Annual College Board Workshop: Getting Their Attention: Active Learning Demonstrations for Introductory Psychology (Kristin Whitlock)

8:00 am–
11:00 am


Mastering Technology for the Teaching of Psychology (William Altman, David Berg, and David Miller)

10:00 am– Noon


Annual Society for the Teaching of Psychology Workshop: From Journal to Journalism: Developing Learning Activities That Use Psychological Science in the News (Beth Morling)

12:30 pm

Welcome session for first-time NITOP participants

1:30 pm–
3:15 pm

Opening Session:

Welcoming Remarks: Doug Bernstein, Michael Brannick, Alan Kraut, and Victor Benassi

Annual APS Session: Debunking Pseudoneuroscience (Carol Tavris)

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

Concurrent Sessions

6:00 pm–
7:00 pm
Participant Idea Exchange I
7:00 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, 2013, Friday
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:

Memory Matters (Elizabeth Loftus)

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
7:30 pm
Software Demonstrations, Commercial Presentations, and Ad Hoc Group Meetings
7:30 pm

Evening General Session:

Goodbye Dr. Chips, or When Will College Professors Be Required to Teach No Courses? (Ludy Benjamin)

8:45 pm–
10:00 pm

Reception in Honor of Doug Bernstein on His Retirement as Chairman of the NITOP Program Committee

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


January 5, 2013, Saturday
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 Society for the Teaching of Psychology Session: The Dark Side of Pedagogy (David Daniel)

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: Advanced Workshops on Teaching with Technology (David Miller, David Berg, and Bill Altman)
8:00 pm
10:00 pm
Social Hour
*Session to be repeated **Repeat of an earlier session


January 6, 2013, Sunday
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–

Closing Address:

Annual APA Education Directorate Session: Are There Too Many Psych Majors? (Jane Halonen)

12:15 pm

Closing Remarks and Announcement of Awards

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






Poster Schedule

Thursday, 3:30-4:30
Banyan Breezeway

  1. Monte Carlo Quiz Scores Predict Cumulative Exam Performance in a Research Methods and Statistics Course
    Amanda C. Gingerich
    Butler University

  2. A Tri-Purpose Research Methods Quiz: First Day Orientation, Statistical Data, and Course Evaluation
    Cynthia A. Prehar & Jessiqua Claffey
    Framingham State University

  3. The Two-Phase Quiz: A Multipurpose Tool for Evaluating and Promoting Student Learning (and They're Fun, Too!)
    Christina A. Downey
    Indiana University Kokomo

  4. Demographic and Response Characteristics of an Internet Research Sample Obtained via Mechanical Turk
    John Bates & Brian Lanza
    University of Baltimore

  5. Using Experiential Learning Projects to Enhance a Child Development and Public Policy Seminar
    Gina Annunziato Dow
    Denison University

  6. "It Is Not My Major!"
    Joan Black1 & Grant Rich2
    1University of Technology, Jamaica, 2APA's International Psychology Bulletin

  7. Cultivating a Classroom Environment That Decreases Student Entitlement
    Cynthia R. Nordstrom & Lynn K. Bartels
    Southern Illinois University Edwardsville

  8. The Influence of a Positive Psychology Course on Measures of Well-Being
    Leilani Goodmon, Deah Quinlivan, & Stacey Pietrasiuk
    Florida Southern College

  9. Students' Attitudes toward the Legal System: Can a Forensic Psychology Course Make a Difference?
    Dorothy Doolittle & Shelia Greenlee
    Christopher Newport University

  10. Teaching Honors General Psychology at a Community College
    Diane Simpson Brown
    Everett Community College

  11. The Effects of Journaling on College Students' Self-Efficacy, Course Engagement, and Test Anxiety
    Krista K. Fritson, Hannah K. Vontz, & Mariah Ramold
    University of Nebraska at Kearney

  12. Incorporating the Dream Log as an Instructional Tool in Introductory Psychology
    Debra K. Stein
    Widener University

  13. Introducing the New Medical College Admissions Test (MCAT) Competencies: 2015 Is Here!
    Barbara J. Keyes, Marikay Dobbins, & Andrew N. Christopher
    Albion College

  14. What Would You Do: Teach as You Prefer or as Your Students Prefer?
    Rick Maddigan, Adam Brown, & Spencer Langmead
    Memorial University of Newfoundland

  15. Interpersonal Goals Shape the Instructor-Student Relationship
    Courtney K. McGinty & Jennifer Crocker
    The Ohio State University

  16. Online Assessments: Cheating Frequency and Rationale Contrasted between a Predominately Upper-Level Psychology Course and a Lower-Level Introductory Psychology Course
    Sabrina N. Grondhuis, Jacqueline H. Heath, & Erin A. Kellogg
    The Ohio State University

  17. Teaching the Psychology of Dance and Exercise as an Applied Seminar
    Aimee Reichmann-Decker
    University of Denver

  18. Getting Students to Study More? There Is an App for That!
    Ryan Hansen
    The Ohio State University

  19. Cell Phones in the Classroom: Friend or Foe
    Debora S. Herold, Dina David, Martin Vaughan, & Michael Yard
    Indiana University Purdue University Indianapolis

  20. A Statewide Collaborative Approach to Re-Imagining Dual-Enrollment General Psychology Courses
    Nick Marsing1, Scott Bates2, Eric Amsel3, Grant Corser4, Lauren Fowler3, Karen Kwan5, & Kristen Whitlock6
    1Snow College, 2Utah State University, 3Weber State University, 4Southern Utah University, 5Salt Lake Community College, 6Viewmont High School

  21. A Look at Student Gender Demographics in the Psychology Department at a Private, Liberal Arts University (or, "Where the Boys Are")
    Pam Cartor
    Bellarmine University

  22. When You Wish upon a Star, Does That Label Who You Are? Relationships between Disney Films and Mental Health Stigma in Undergraduates
    Patrick Smith & Cori Porasik
    Florida Southern College

  23. No Stigma, Know More: Reducing the Stigma of Mental Illness
    Jennifer L. Price
    Georgetown College

  24. Using Stigmatization of Mental Illness in Popular Television Shows as a Teaching Tool
    Joseph L. Breitenstein
    Luther College

  25. Mentoring of At-Risk Youth in Rural Alaska
    Paul Landen
    Kenai Peninsula College

  26. Fantasy Researcher League: Engaging Students in Psychological Research
    Daniel R. VanHorn & Jon Mueller
    North Central College

  27. Teaching Creativity: Development of a Project-Based Classroom Assignment for Individuals and Small Groups
    Laurens Rook
    Delft University of Technology

  28. Fair Play or Fair Shares? Exposing Ideology in a Course on Mass Media
    Wayne Klug
    Berkshire Community College

  29. Industrial/Organizational Psychology and Social Justice: Helping Students Understand the Meaning of "Good Work"
    David Bush & Katina Sawyer
    Villanova University

  30. Analyzing and Creating Political Ads: A Group Project in Social Psychology
    Christie Cathey
    Ozarks Technical Community College

  31. Facilitating Intrinsic Motivation in an Academic Class That Generalizes to Life
    Steve Snyder
    Taylor University

  32. Dr. Kohlberg Touches the Third Rail: Using Political Debate to Teach Moral Development
    Jared Bartels
    Edison State College–Collier

Friday, 4:30-5:30
Banyan Breezeway

  1. Abnormal Psychology and Film: A Perfect Match for Online Learning
    Linda Wilmshurst
    Elon University

  2. Social Presence and Engagement in Online Discussions in Psychology of Sexual Behavior
    Kate Nicolai
    Rockhurst University

  3. Formative Writing Assessments in the Online Learning Environment: A Model for Scaffolding Student Writing
    Rachel L. Wolsey
    College of Science, Technology and Applied Arts of Trinidad and Tobago

  4. Understanding the "Personality" of Psychology Student Writing
    Jack A. Hardy1, Eric Friginal1, Ute Römer1, & Ken Carter2
    1Georgia State University, 2Emory University

  5. Learning through Journaling: Learning Benefits of Brief Writing Assignments in Introductory Psychology
    Jeffrey S. Nevid & Brianna Cheney
    St. John's University

  6. Demonstrations That Work for Sensation and Perception Courses
    Leanne Boucher
    Nova Southeastern University

  7. Real-Life Activities in Facilitating Learning in Lifespan Developmental Psychology: An Empirical Evaluation
    Monali Chowdhury1, Matthew Blount2, & Jackie von Spiegel2
    1Allegheny College, 2The Ohio State University

  8. Nature versus Nurture: An Assignment Based on the Joan John Case
    Jenel Cavazos
    Cameron University

  9. Crimeopoly! Engaging with Monopoly to Decrease the Just-World Bias
    Deah Quinlivan, Leilani Goodmon, Bruce Darby, & Patrick Smith
    Florida Southern College

  10. The Advantages and Disadvantages of Participation in an Excellence in Mobility Study Abroad Grant
    Martha S. Spiker & Michael J. Bayly
    University of Charleston

  11. Help Sheet Content Predicts Test Performance in a Psychological Statistics Course
    Mark R. Ludorf & Sarah O. Clark
    Stephen F. Austin State University

  12. The Relative Influence of Course Materials and Student Behavior on Exam Performance
    Brett L. Beck & Jennifer Johnson
    Bloomsburg University

  13. Out of the Closet: LGBTI Issues, Social Justice, and Psychology
    Linda M. Woolf
    Webster University

  14. Campus and Classroom Climate for LGBTQ Students: Should Professors Care?
    Anna Ropp, Jillian L. Sterns, & Majken B. Berglund
    Metropolitan State University of Denver

  15. Caring Behaviors Project
    Thelisa Nutt & Barbara Coan
    Tarrant County College–Southeast Campus

  16. So You Want to Help People . . .Careers in the Mental Health Field
    Kim Metz
    Walsh University

  17. Eyes on the Prize: Using New Lab Instruments to Develop Undergraduate Curriculum
    R. Brooke Lea1 & David C. Matz2
    1Macalester College, 2Augsburg College

  18. Psychology Is for the Birds: Interdisciplinary Teaching of Psychology, Ecology, and Ornithology
    George Freeman
    The Evergreen State College

  19. A Multidisciplinary Approach to Teaching Advocacy
    Karen Longest, Brian Camp, Canaan Crane, Nicole Warehime, & Bret Roark
    Oklahoma Baptist University

  20. Teaching Collaboratively across Disciplinary Boundaries
    Matt O'Laughlin
    Northland College

  21. Benefits of Metacognitive Course Assignments: From More Passive toward More Active Processing
    Heather H. Mitchell
    Webster University

  22. Meaningful Conversations Are More Likely Outside than Inside a Classroom: Is That Important?
    Robert Konopasky, Nicole Conrad, & Philip Street
    Saint Mary's University

  23. Does It Matter: Examining the Effects of Essay Question Placement in an Online Quiz Format
    Jacqueline H. Heath, Sabrina N. Grondhuis, Erin A. Kellogg, & Melissa J. Beers
    The Ohio State University

  24. Simple Computer-Based Resources for PSY 101
    Mara S. Aruguete & Qingxia Li
    Lincoln University of Missouri

  25. Using Culturally Appropriate and Current Examples to Enrich the Learning/Teaching Experience
    Joan Black1 & Grant Rich2
    1University of Technology, Jamaica, 2APA's International Psychology Bulletin

  26. The Student Storm Survey II©: College Students' Thoughts on Their University's Response to Hurricane Isaac
    Gary T. Rosenthal, Monique Boudreaux, Dwight L. Boudreaux, & Denis Soignier
    Nicholls State University

  27. Writing a Departmental History with Undergraduate Students
    Leslie Cameron
    Carthage College

  28. Increasing Immediacy through the Use of Personalized Midterm Feedback
    Melissa Heerboth & Matthew Weaver
    Mercyhurst University

  29. Student Perceptions of Immediacy in a General Psychology Hybrid Course: Do Professors Make the Grade?
    Jodi Irvine & Sylvia McDonald
    Ohio Christian University

  30. Data Mining I. Calculations of Individual Professor Trajectories in Overall Quality
    Richard W. Bowen, Lyla Wakut, & Agnieszka Kukla
    Loyola University Chicago

  31. Developing a Regional Website for Psychology Teachers
    Marcia Smith Pasqualini
    Avila University

  32. Five Different Approaches for Creating Student Learning Communities in Psychology
    Kenneth E. Barron1 & Kim Buch2
    1James Madison University, 2University of North Carolina–Charlotte

Saturday, 4:30-5:30
Banyan Breezeway

  1. Personality as Process: Evaluation of an Experiential Technique for Teaching Students about Personal Change
    Caroline M. Stanley, Zach S. Glendening, & Rebecca Wenniger
    Wilmington College

  2. A Classroom Activity Illustrating Big Five Personality Judgments from Facebook Cues [view poster]
    Jack W. Berry
    Samford University

  3. Getting Graphic with the Brain: The Incorporation of Graphic Novelization into Neuroscience Pedagogy
    Patrick Smith, Chelsea Lord, Sharla Dyess, & Tavril St. Jean
    Florida Southern College

  4. The POGIL Method in the Psychology Classroom: Innovation and Classroom Management
    Monica H. Schneider
    Portland Community College

  5. Preservice Teacher Simulation Training in Identifying and Referring At-Risk Students
    Elizabeth Bradley
    Empire State College (SUNY)

  6. What Constructs Matter for Motivating College Students? A Mixed Method Investigation
    Kenneth E. Barron1, Chris Hulleman2, & Rory Lazowski1
    1James Madison University, 2University of Virginia

  7. Gottman Marital Counseling: Relationship Skills Grounded in Science and Research
    Charles G. Jacques III
    Biofeedback Associates

  8. Ten Time-Saving Suggestions for College Instructors
    Dave Carkenord
    Longwood University

  9. Flipping Intro Psych: Use of an Inverted Classroom Approach in Introduction to Psychology
    Brandi Silver
    Worcester State University

  10. Flipping a Statistics Class: Implementation and Assessment of Outcomes
    Stephanie Gray Wilson
    Capital University

  11. Bullying: Should Psychology Change the Public Discourse from "Bullying" to "Assault Causing Injury"
    Robert Konopasky1, Krystal Lariviere1, & Christian Hahn2
    1Saint Mary's University, 2University of Western Ontario

  12. Nuggets of Critical Thinking from Research Design and Statistics Courses
    Amy Gammon & Joe Hatcher
    Ripon College

  13. Teaching Methodology and Statistics with Examples from Gender Studies
    Andrew N. Christopher1 & Pam Marek2
    1Albion College, 2Kennesaw State University

  14. Psychology of Fear
    Michael R. Hulsizer
    Webster University

  15. Assessing Student Attitudes after Exposure to Racism/Prejudice
    Ramona Roberts & Colleen McDonough
    Neumann University

  16. Entering First-Year Psychology Majors' Concerns about College
    Shelia P. Greenlee & Dorothy C. Doolittle
    Christopher Newport University

  17. Using E-Portfolios to Track Undergraduate Skill Development
    Tanya Martini, Lesley Capuana, Josh Hunter, & Regan Fitzgerald
    Brock University

  18. The Relative Importance of Variables in Good Teaching
    Lee I. McCann1, Kathy Immel2, Tammy Kadah-Ammeter3, & Stacy J. Priniski1
    1University of Wisconsin Oshkosh, 2University of Wisconsin Fox Valley, 3Fox Valley Technical College

  19. Consistency of Responding in Student Evaluations of Teaching
    William P. Wattles
    Francis Marion University

  20. Data Mining II. Correlations between Easiness and Overall Quality at the Level of Individual Professors
    Richard W. Bowen
    Loyola University Chicago

  21. Mentoring beyond Research: Negotiating Occupational Hazards
    Meredith B. Elzy & Ross Krawczyk
    University of South Florida

  22. Learning and Aesthetics: A Comparison between Two Psychology Textbooks
    Deah Quinlivan, Bruce Darby, Leilani Goodmon, Luke Jenner, & Jake Morris
    Florida Southern College

  23. Student Preferences for Hybrid Course Design Components
    Sylvia McDonald & Jodi Irvine
    Ohio Christian University

  24. An Empirical Comparison of Student Performance on Embedded versus At-the-End Reading Questions
    Kieth A. Carlson & Jennifer R. Winquist
    Valparaiso University

  25. Estimation of Test Scores
    Lesley Hathorn & John Hathorn
    Metropolitan State College of Denver

  26. Presentation Type and Feedback Mode in Teaching Statistics Online: Replication with Private Liberal Arts College Students
    Qutayba Abdullatif1 & Todd Allen Joseph2
    1Scripps College, 2Hillsborough Community College

  27. The Role of Active Learning in Teaching Simple Statistics and Research Design
    Krista D. Forrest1 & Dan Dymoke2
    1University of Nebraska at Kearney, 2Minneapolis Public Schools, Roosevelt Senior High

  28. Algebra as a Prerequisite for Psychology Statistics Revisited
    Ronald K. McLaughlin
    Juniata College

  29. Team-Based Learning and Traditional Lecture: A Comparison
    Sharon T. Claffey
    Massachusetts College of Liberal Arts

  30. Do Live Lectures Enhance Student Learning? A General Psychology Course Comparison
    Kamil Hamaoui
    Everett Community College

  31. On the Job Training: Integrative Laboratories at Undergraduate Institutions
    Matthew T. Weaver & Melissa Heerboth
    Mercyhurst University

  32. Errors in Performance Estimations: Lower Performers Consistently Overestimate Their Exam Scores
    Victor A. Benassi
    University of New Hampshire

  33. Popular Culture and Personality: An Innovative Approach to Collaboration and Critical Thinking
    Erica R. Russell
    Saint Augustine's University



Thursday, 6:00-7:00

  1. More than Just a Degree: Promoting and Assessing Student Transformation
    Jackie MacPherson, Jenny Wettersten, & Marlo Gangi
    Itasca Community College

  2. The Disappearing Act of Critical Thinking
    Stephanie P. Warren
    Capella University

  3. The Introductory Psychology Laboratory as Gateway to Scientific Literacy
    Jennifer A. McCabe
    Goucher College

  4. Mentoring Women and Women Minorities in Undergraduate Research Activities
    Shelia Greenlee & Dorothy Doolittle
    Christopher Newport University

  5. Incorporating Instruction in Study Strategies into Introductory and First–Year Courses
    Stephen L. Chew
    Samford University

  6. Technology for Academics: Your Favorite Tech Tools
    Sue Frantz
    Highline Community College

  7. Succeeding in the Classroom and Beyond: Strategies for Early Career Psychology Instructors
    Sarah Martin1 & Jessica C. Hauser2
    1Joliet Junior College, 2St. Vincent College

  8. Significant Issues for Incorporating Spirituality into the Psychology Curriculum
    Daniel B. Lord
    University of Alaska Southeast, Sitka Campus

  9. Crossing Borders: Teaching American Psychology Courses in China
    Christina L. Scott
    Whittier College

  10. Pay Attention Please! Encouraging Improved Attention in Class through the Use of Innovative Teaching Techniques Based on Psychological Research on the Positive Effects of Mindfulness Practice and Other Consciousness Training Methods
    Sophia Pierroutsakos
    St. Louis Community College

  11. Combating Hate on Campus
    Linda M. Woolf & Michael R. Hulsizer
    Webster University

  12. A Digital Instructor's Toolbox: Best Practices in Delivering Online Psychology Lectures
    Ryan Hansen & Melissa Beers
    Ohio State University

  13. Kick Plagiarism to the Curb: How to Educate Students before They Head Down That Road
    Elizabeth A. Sheehan
    Georgia State University

  14. Conceptualizing Teaching Evaluations: Using Student Feedback without Succumbing to Distorted Self-Worth
    Aimee Reichmann-Decker
    University of Denver

  15. Students and Scholarly Publication: Benefits and Challenges
    H. Russell Searight
    Lake Superior State University

  16. Undergraduate Research Projects: Inspirational and Not So Much
    Leslie Cameron & Robert Maleske
    Carthage College

  17. Introducing Desirable Difficulties as a Form of Active Learning
    Jennifer Winquist & Kieth Carlson
    Valparaiso University

  18. Flipping a Classroom: Challenges, Successes, and Limitations
    Stephanie Gray Wilson
    Capital University

  19. Statistics and Research Methods: Single, Married, or Divorced?
    Sherri L. Jackson
    Jacksonville University

  20. How to Help Students Understand and Decrease Mental Health Stigma through Classroom Instruction
    Janet Pietrowski
    Adrian College

  21. Using Basic School Supplies for Effective College Teaching
    Monica L. Heller
    Ivy Tech Community College

  22. Teaching Human Sexuality: Say It, Show It, and TMI (Too Much Information)
    Chris Jones-Cage
    College of the Desert

  23. Teaching a Careers in Psychology Course: APPS, Video, and Giant Sticky Notes of Doom
    Chrisanne Christensen
    Southern Arkansas University

  24. Pro Bono Service-Learning Options via Global Networks: The Case for Humanitarian Work Psychology
    Stephen G. Atkins
    Otago Polytechnic of New Zealand

Friday, 3:15-4:15

  1. We Do Use More than 10% of Our Brains: Using Movies to Address Misconceptions about the Brain
    Mary V. Spiers
    Drexel University

  2. Do as I Say . . . but Not as I Test: How Can Statistics Courses Incorporate More Contemporary Trends in Data Analysis?
    Melissa Beers & Tom Nygren
    Ohio State University

  3. Gizmos and Gadgets in the Classroom: What Is Reasonable Student Access and Use?
    Nickles I. Chittester
    Concordia University Texas

  4. Development and Assessment of a Directed Research Experience
    Rachel Walker
    Charleston Southern University

  5. Knowledge Stuffing: If We Recognize When and Why We Do It, Perhaps We Can Learn to Avoid It
    Trisha M. Karr
    Saint Mary's University of Minnesota

  6. Online Psychology Lab: How Are You Using It?
    Sue Frantz
    Highline Community College

  7. Incorporating Service-Learning into Psychology Courses
    Paul Landen
    Kenai Peninsula College

  8. Critically Exploring the Use of Teaching Assistants for Introductory Psychology Classes at the Community College Level
    Karen Kwan
    Salt Lake Community College

  9. Developing Innovative Assignments to Encourage Students to Read Required Course Materials
    Doris Bitler Davis
    George Mason University

  10. Coordinating the Assessment of Student Learning Outcomes in Undergraduate Psychology Degree Programs across the State University System of Florida
    Jennifer P. Peluso1 & Barbara G. Licht2
    1Florida Atlantic University, 2Florida State University

  11. Employability Skills and Metacognition
    Nick Maguire
    University of Southampton, UK

  12. The Pros and Cons of Small Psychology Departments
    Suzanne Cox1, Amy Gammon2, & Joe Hatcher2
    1Beloit College, 2Ripon College

  13. Supporting Goal Setting for Students in Developmental and Introductory Psychology Courses
    Linda Kerr
    Landmark College

  14. Contemplating the Psychology Lab Issue in an Understaffed Psychology Department
    Herbert W. Helm, Jr. & Karl Bailey
    Andrews University

  15. Transforming a Careers in Psychology Course into a Hybrid Format
    Amanda C. Gingerich
    Butler University

  16. Creating Opportunities for Students to Empower Themselves: Using Introductory Psychology Courses to Support and Encourage Social Justice and Civic Engagement
    Amie R. McKibban1 & Crystal Steltenpohl2
    1University of Southern Indiana, 2Southern Illinois University

  17. Retention of Introductory Psychology Students – A Newly Developed Assessment Instrument – Intrinsic Motivation, Identity Formation, and Project–Based Learning
    Nathan Munn & Elyse D'nn Lovell
    Helena College University of Montana

  18. How Can Concepts and Theories of Introduction to Psychology or General Psychology Be Applied to Students so They Become Better and Successful Lifelong, Scientific, and Global Learners and Thinkers?
    Roel Evangelista
    Community College of Baltimore County

  19. Managing Content in General Psychology: What Must I Cover, and How Can I Best Cover It?
    Kamil Hamaoui & Diane Simpson Brown
    Everett Community College

  20. Using VIA Character Strengths to Design Classroom Activities and Assignments
    Mark Hopper
    Loras College

  21. What Do the New Medical College Admissions Test (MCAT) Competencies Mean for Psychology Departments?
    Barbara J. Keyes, Marikay Dobbins, & Andrew N. Christopher
    Albion College

  22. The Practical Utilization of Vygotsky's Zone of Proximal Development and Bruner's Scaffolding to Enhance Student Learning
    Jacqueline L. Kemp
    McKendree University

  23. Preparing Students for a Multicultural World: Strategies for and Challenges in Integrating Diversity Topics into Psychology Courses
    Que-Lam Huynh1 & Angela-MinhTu D. Nguyen2
    1California State University, Northridge, 2California State University, Fullerton

  24. Using Social Media to Enhance Instruction in Higher Education
    Bethany K. B. Fleck
    Metropolitan State University of Denver

Saturday, 3:15-4:15

  1. Cruel to Be Kind: Finding the Balance between Hopeful Optimism and Harsh Reality When Advising Psychology Majors about Graduate School and Career Options
    Jessica C. Hauser1 & Sarah Martin2
    1St. Vincent College, 2Joliet Junior College

  2. A Method to Our Madness: Exchanging Ideas about Teaching a Psychology Research Methods Laboratory Course
    Dana B. Narter
    University of Arizona

  3. Critical Thinking Emphasis, Strategies, Assessment, and Evidence in Introductory Psychology Courses
    Des Robinson & Thelisa Nutt
    Tarrant County College

  4. Degraded: Examining Why I Grade and Its Effect on Student Learning
    Daniel J. Carragher
    Dwight Englewood School

  5. Activities and Assignments in Health Psychology: Encouraging a Deeper Analysis of Research and Theory
    Julie Guay McIntyre
    The Sage Colleges

  6. Conducting Large-n Undergraduate Student Research via the Mechanical Turk Crowdsourcing Service
    Brian Lanza & John Bates
    University of Baltimore

  7. Sustainability Improves Student Learning in STEM (SISL in STEM)
    Robin Hailstorks
    American Psychological Association

  8. Self-Regulated Learning Strategies Aid Student Learning
    Tricia Wessel-Blaski
    University of Wisconsin Washington County

  9. Building a Multicultural Psychology Curriculum Where None Exists
    Jeremy Newton
    Saint Martin's University

  10. Student Well-Being and Classroom Success
    Eileen McBride
    Emerson College

  11. The Challenge of Transforming Students into Lifelong Learners
    Bob DuBois
    Waukesha County Technical College

  12. Sparking a Passion for Applied Gerontology through a Course on Psychology of Aging
    Marilyn Patterson
    Lindenwood University

  13. Combining History and Psychology: The Challenges and Rewards of an Interdisciplinary Course
    Lee Fox & Leslie Heaphy
    Kent State University at Stark

  14. So You Want to Go to Graduate School: Preparing Students for Success
    Kathryn M. Bell
    Capital University

  15. Connecting with the Community through Applied Experiences in Research Methods Coursework
    Erin Way
    Alvernia University

  16. Building Consensus on Core Competencies for the Psychology Major: Midwest Tuning Initiative
    Leah K. Gensheimer1, Marcia Pasqualini2, & Christie Cathey3
    1University of Missouri-Kansas City, 2Avila University, 3Ozarks Technical Community College

  17. Activities to Teach Ethics in the Undergraduate Psychology Program
    Ana Ruiz & Judith Warchal
    Alvernia University

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

  19. Study Abroad for Psychology Majors
    David W. Kolar
    University of Mary Washington

  20. I'm Just Here because This Class Is Required: Fostering an Appreciation of Psychology in the Disinterested Non-Major
    Deborah A. Krause
    Mid-State Technical College

  21. Helping Students Manage Their Time – Out-of-Class Assignments
    Raechel Soicher
    American River College

  22. Developing a Methodology and Rubric for Peer Assessment with the Goal of Improving Its Utility
    Michael J. Bayly & Martha S. Spiker
    University of Charleston

  23. Bringing Abnormal Psychology and Abnormal Child Psychology to Life with Memoirs and Autobiographies
    Vicky Phares
    University of South Florida

  24. Addressing the Challenges of Training Students to Complete Master's Theses and Doctoral Dissertations
    Estelle Campenni
    Marywood University