William S. Altman is an associate professor in Psychology at Broome Community College. He holds Ph.D. and M.S. degrees in Educational Psychology and Measurement (the M.S. earned by accident), and an M.P.S. in Communication Arts from Cornell University, and a B.A. in History from the University of Pennsylvania. He is driven by a wide and unpredictable curiosity, an almost pathological and sometimes annoying need to solve problems of nearly any sort, and a sense that it all ought to be fun. Dr. Altman conducts research across many aspects of evidence-based teaching methods, learning, and testing. In addition to scholarly publications and presentations, he has written for several non-scholarly publications, spent over a decade sharing information about education and the science of psychology on local radio, has worked as a professional photographer, and performed as a standup comic (ostensibly to work on classroom presentation skills, but mostly because it's fun). He recently consulted with the New York State Department of Environmental Conservation to develop the curriculum for a training manual for nuisance wildlife control operators and to create and validate their statewide licensing test. He is currently co-developing a new course in psychological science and critical thinking for undergraduates going into law, and consults on the development of effective teaching materials. Concerned with the widening digital divide among schoolchildren, he is developing KidBuild Binghamton, an organization which will refurbish and give away old computers to children, based on a successful program he initiated in Ithaca, NY in the 1990s.
Ludy T. Benjamin Jr. is Professor of Psychology and Educational Psychology at Texas A&M University, and a Presidential Professor of Teaching Excellence. After receiving his PhD in experimental psychology from Texas Christian University he began his academic career at Nebraska Wesleyan University (1970-1978), served two years as Director of Education for the American Psychological Association (1978-1980), and then joined the faculty at Texas A&M where he has been for 27 years. Benjamin has received several teaching awards from Texas A&M University including the Fasken Chair in Distinguished Teaching, the Glasscock Professorship in Teaching Excellence, and the Distinguished Faculty Achievement Award. 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. In addition to his work in teaching, which includes a number of books and articles, especially on active learning, Benjamin has an active research program in the history of psychology, focusing on the history of applied psychology and the history of popular psychology. His publications include 21 books and more than 140 journal articles and book chapters. Benjamin's latest books include From Séance to Science: A History of the Profession of Psychology in America (with David Baker, 2004, Wadsworth), A History of Psychology in Letters (2006, Blackwell, 2nd ed.), A Brief History of Modern Psychology (2007, Blackwell), A History of Psychology: Original Sources and Contemporary Research (in press, Wiley-Blackwell, 3rd ed.), and The Best of Activities Handbook for the Teaching of Psychology (in press, APA).
Douglas A. Bernstein received
his masters and Ph.D. in clinical psychology at Northwestern University in 1966
and 1968, respectively. From 1968 to 1998, he was on the psychology faculty
at the University of Illinois at Urbana-Champaign, where he taught classes ranging
from 15 to 750 students, and served both as Associate Department Head and Director
of Introductory Psychology. He is currently Professor Emeritus at Illinois,
Courtesy Professor of Psychology at the University of South Florida, and Visiting
Professor and Education Advisor to the School of Psychology at Southampton University.
He is a fellow of the Association for Psychological Science.
His efforts to promote excellence in the teaching of psychology began in the late 1970s when he joined the NITOP program committee, and eventually became its chairman. In 1994, he founded the APS Preconference Institute on the Teaching of Psychology. He served for two years as the founding chairman of the Steering Committee for the APS Fund for the Teaching and Public Understanding of Psychological Science, and he remains a member of that committee.
He received several teaching awards at the University of Illinois, and in 2002 received the APA Distinguished Teaching in Psychology Award.
He has co-authored textbooks in Introductory, Abnormal, and Clinical Psychology as well as in Criminal Behavior, and Progressive Relaxation Training. He has contributed chapters to numerous handbooks on teaching, and with Sandra Goss Lucas, wrote Teaching Psychology: A Step by Step Guide. He occasionally offers workshops on teaching techniques and on textbook-writing for prospective authors. As a hobby, he collects student excuses.
Kenneth Bordens received his Bachelor of Arts degree in Psychology from Fairleigh Dickinson University (Teaneck, NJ campus) in 1975. He earned a Master of Arts and Doctor of Philosophy degree in Social Psychology from the University of Toledo in 1979. After receiving his Ph.D., he accepted a position at Indiana University-Purdue University Fort Wayne. Dr. Bordens has taught there for the past 28 years and currently holds the rank of Professor of Psychology. Dr. Bordens' research interests are in the areas of Psychology and Law, Attitudes, and Psychology and the Arts. He has co-authored four textbooks (Research Design and Methods: A Process Approach (Seventh Edition), Social Psychology (Third Edition), General Psychology With Spotlights on Diversity, and Psychology of Law: Integrations and Applications (Second Edition). Dr. Bordens teaches courses in Social Psychology, Research Methods, History of Psychology, and Introductory Psychology. He has taught online sections of Social Psychology, Introductory Psychology, and History of Psychology.
William Buskist is the Distinguished Professor in the Teaching of Psychology at Auburn University and a Faculty Fellow at Auburn's Biggio Center for the Enhancement of Teaching and Learning. In his 25 years at Auburn, he has taught over 32,000 undergraduates, mostly in large sections of introductory psychology. He serves as the Section Editor for The Generalist's Corner section of Teaching of Psychology and as a member of the National Institute on the Teaching of Psychology (NITOP) planning committee. Together with Steve Davis, he has edited two volumes on the teaching of psychology: The Teaching of Psychology: Essays in Honor of Wilbert J. McKeachie and Charles L. Brewer (Erlbaum, 2003) and The Handbook of the Teaching of Psychology (Blackwell, 2005) and together with Barry Perlman and Lee McCann, he has edited Voices of Experience: Memorable Talks from the National Institute on the Teaching of Psychology (American Psychological Society, 2005). He has also co-edited several electronic books for the Society for the Teaching of Psychology (http://teachpsych.org/resources/e-books/e-books.php). He has published over 30 books and articles on the teaching of psychology. In 2005, he was a co-recipient (with Leanne Lamke) of Auburn University's highest teaching honor, The Gerald and Emily Leischuck Presidential Award for Excellence in Teaching. In addition, he was the American Psychological Association's (APA) 2005 Harry Kirke Wolfe lecturer. He also is a recipient of the 2000 Robert S. Daniel Teaching Excellence Award from the Society for the Teaching of Psychology (STP). He is a Fellow of APA Divisions 1 (General Psychology) and 2 (Society for the Teaching of Psychology). He is currently serving as President of the Society. His proudest career achievement is having five of his graduate students honored with national teaching awards.
John T. Cacioppo is the Tiffany and Margaret Blake Distinguished Service Professor at The University of Chicago and the Director of the Center for Cognitive and Social Neuroscience. He completed his PhD at Ohio State University and served on the faculty at the University of Notre Dame (1977-1979), University of Iowa (1979-1989), Ohio State University (1989-1999), and University of Chicago (1999-present). Cacioppo has published 15 books and more than 350 articles, chapters, and reviews. His current research falls under the rubric of social neuroscience, with an emphasis on the effects of social isolation and the mechanisms underlying effective versus ineffective social connection. He is currently the President of the Association for Psychological Science and a Fellow of the American Academy of Arts and Sciences, Society of Experimental Psychologists, Association for Psychological Science, American Psychological Association, American Association for the Advancement of Science, Society for Personality and Social Psychology, and Academy of Behavioral Medicine. He has served as Editor of Psychophysiology and Associate Editor of the Psychological Review, Psychophysiology, and Perspectives on Psychological Science. He is a recipient of the American Psychological Association Distinguished Scientific Contribution Award, National Academy of Sciences Troland Research Award, Society for Psychophysiological Research Award for Distinguished Scientific Contributions to Psychophysiology, and Donald Campbell Award from the Society for Personality and Social Psychology. In addition, he teaches the Introductory Psychology undergraduate course and the Teaching of Psychology graduate course at the University of Chicago.
Nick Donnelly earned his BA in psychology from the University of Wales, College Swansea in 1984. He stayed on at the Unviersity of Wales to complete his PhD. Between 1987 and 1991 he held post-doctoral research position at Birkbeck college, University of London and the University of Birmingham. In 1991 he moved to a lectureship position at the University of Kent at Canterbury. His last move was in 1999 when he joined the University of Southampton where he is currently Professor of Cognitive Psychology and Head of School. His research has focused on key issues in visual cognition; studying issues from theoretical, empirical and applied viewpoints.
Itiel Dror (University of
Southampton, England, UK) received his PhD from Harvard University in human
cognition. He takes theoretical and academic research about how humans process
information and applies it to real world situations. His work on decision making
has examined how top down processing (such as contextual information, stereotypes,
expectation), time pressure, and expert decision making all work (or don't work)
together. Dr Dror has been collaborating with the US Air Force and a variety
of forensic laboratories to examine and better understand expert error. For
more information, please see http://users.ecs.soton.ac.uk/id/
Rhea K. Farberman is
the Executive Director for Public and Member Communications at the American
Psychological Association. In her position she directs the Association's public
affairs and media relations programs, serves as the Association's national spokesperson,
runs its in-house publications and membership marketing departments, and is
the Executive Editor of The Monitor on Psychology, APA's monthly newsmagazine.
In the winter of 2001, Farberman directed the launch of APA's national violence prevention campaign including public service ads built around the tag - What a Child Learns About Violence A Child Learns For Life. In 1997, Farberman and APA won a PRSA Silver Anvil award for "Talk to Someone Who Can Help," a public education campaign designed to increase the public's awareness of the value of psychological services.
Prior to joining APA, Farberman was a self-employed consultant working primarily on federal public information and education projects including the 1990 Census, U.S. Department of Health and Human Services health education and prevention programs, and White House Conferences and Councils.
An accredited member of the Public Relations Society of America, Farberman has served on the Board of Directors of PRSA's health care academy. She is an honors graduate of The American University's School of Communications and completed graduate studies in public relations and publications management at The George Washington University.
Gregory J. Feist currently
is Assistant Professor of Psychology in Adult Development at San Jose State
University. He has also taught at the College of William & Mary and the
University of California at Davis. He received his PhD in 1991 from the University
of California at Berkeley and his undergraduate degree in 1985 from the University
of Massachusetts-Amherst. He is widely published in the psychology of creativity,
the psychology of science, and the development of scientific talent. One major
focus of his is establishing the psychology of science as a healthy and independent
study of science, along the lines of the history, philosophy, and sociology
of science. His major efforts toward this end are the publication of his recent
book entitled Psychology of Science and the Origins of the Scientific Mind
(2006, Yale University Press), and being founding president of the newly
formed International Society for the Psychology of Science and Technology. Furthermore,
he has recently founded and will be Editor-in-Chief of a new peer-reviewed journal,
Journal of Psychology of Science & Technology published by Springer
A second major focus is the identification and development of scientific talent, as seen in finalists of the Westinghouse and Intel Science Talent Search. His paper (co-authored with Frank Barron) "Predicting creativity from early to late adulthood: Intellect, potential, and personality" won Article of Year for 2003 in Journal of Research in Personality. His research in creativity has been recognized by an Early Career Award from the Division for Psychology of Aesthetics, Creativity and the Arts (Division 10) of the American Psychological Association (APA). Feist is currently Past-President of APA's Division 10, and is on the Editorial Boards of Review of General Psychology, Journal of Research in Personality, and Psychology of Aesthetics, Creativity and the Arts. His teaching efforts have been recognized by outstanding teaching awards at both UC Berkeley and UC Davis. Feist is also co-author of the textbook Theories of Personality (McGraw-Hill) as well as the forthcoming Psychology: Beyond Nature and Nurture (McGraw-Hill).
Baruch Fischhoff is Howard Heinz University Professor in the Department of Social and Decision Sciences and the Department of Engineering and Public Policy at Carnegie Mellon University, where he heads the Decision Sciences major. A graduate of the Detroit Public Schools, he holds a BS in mathematics and psychology from Wayne State University and an MA and PhD in psychology from the Hebrew University of Jerusalem. He is a member of the Institute of Medicine of the National Academy of Sciences, and has served on many NAS/NRC/IOM committees. He is a past President of the Society for Judgment and Decision Making and of the Society for Risk Analysis, and recipient of its Distinguished Achievement Award. He is a Fellow of the Association for Psychological Science and of the American Psychological Association, and recipient of its Early Career Awards for Distinguished Scientific Contribution to Psychology and for Contributions to Psychology in the Public Interest. He is a member of the Environmental Protection Agency Scientific Advisory Board, where he chairs the Homeland Security Advisory Committee; the World Federation of Scientists Permanent Monitoring Panel on Terrorism; and the National Intelligence Council Global Expertise Reserve Program. He was a founding member of the Eugene Commission on the Rights of Women and the Department of Homeland Security's Science and Technology Advisory Committee. His research includes risk communication, analysis and management; adolescent decision making; informed consent; security; and environmental protection. He has co-authored or edited four books, Acceptable Risk (1981), A Two-State Solution in the Middle East: Prospects and Possibilities (1993), Preference Elicitation (1999), and Risk Communication: The Mental Models Approach (2001).
Sandra Goss Lucas received her bachelor and master's degrees (and a teaching certificate) from the University of Illinois in Teaching Social Sciences in 1971 and 1972, respectively. She received a PhD from Indiana University, Department of Counseling and Educational Psychology, in 1984 with minors in psychology and women's studies. She taught introductory psychology in high school and at two community colleges prior to joining the Psychology Department at the University of Illinois in 1984, where she is currently Director of Introductory Psychology. She became a member of the NITOP steering committee in 1986 and continues in that role. Her teaching awards include the University of Illinois Psychology Department Teaching Enhancement Award (2007), University of Illinois Campus Award for Excellence in Undergraduate Teaching (2005), the University of Illinois College of Liberal Arts and Sciences Award for Excellence in Undergraduate Teaching (2005), the University of Illinois Psychology Graduate Student Organization Instructional Award for Excellence in Teaching and Advising at the Graduate Level (2005), and the Alpha Lambda Delta Award for Outstanding Teacher of Freshmen (2001-2002). Her research interests include effective college teaching, academic dishonesty, and student achievement in college.
Peter Gray is professor of psychology at Boston College, where he has served at various times as Department Chair, Undergraduate Program Director, and Graduate Program Director. He did his undergraduate study at Columbia University and then earned a Ph. D. in biological sciences at Rockefeller University. He has published research in biological, developmental, and educational psychology; published articles on innovative teaching methods; and is author of Psychology, an introductory college textbook now in its 5th edition. He has taught introductory psychology regularly throughout most of his 35-year teaching career. He is now retired from regular teaching, but continues to teach occasional upper division courses and to advise individual students. He is currently working on a book tentatively titled Freedomís Song: The Story of Human Play. His own play includes long distance bicycling, kayaking, and back-woods skiing.
Diane F. Halpern is Professor of Psychology and Director of the Berger Institute for Work, Family, and Children at Claremont McKenna College, which is a member of the Claremont University Consortium. She has won many awards for her teaching and research, including the 2002 Outstanding Professor Award from the Western Psychological Association, the 1999 American Psychological Foundation Award for Distinguished Teaching, and the Outstanding Alumna Award from the University of Cincinnati. Diane was the 2004 President of the American Psychological Association. In addition, Diane has served as president of the Western Psychological Association, the Society for the Teaching of Psychology, and the Division of General Psychology of the American Psychological Association. She has published over 350 articles and many books including Thought and Knowledge: An Introduction to Critical Thinking (4th ed.) and Sex Differences in Cognitive Abilities (3rd ed.). She is currently chairing an APA Taskforce that is planning a National Conference on Undergraduate Education in Psychology for 2008 and co-chairing an APS Taskforce on Life-Long Learning at Work and at Home. Other current projects include joining Michael Gazzaniga and Todd Heatherton as the third author on their introductory psychology book, Psychological Science (3rd ed.). She is also working with Fanny Cheung from Chinese University on a cross-cultural book titled Women at the Top: How Powerful Leaders Combine Work and Family. The book is based on more than 60 interviews with women with substantial family responsibilities in powerful leadership positions.
Vivian McCann Hamilton is
a senior faculty member in Psychology at Portland Community College in Portland,
Oregon, where she teaches numerous sections of introductory psychology, as well
as courses in human relations, intimate relationships, and social psychology.
Born and raised in the Southern California desert just 10 miles from the Mexican
border, she learned early on the importance of understanding cultural backgrounds
and values in effective communication and in teaching. She loves to travel and
learn about people and cultures, and has visited 20 countries so far. Prior
to beginning her tenure at Portland Community College in 1995, she worked in
faculty development, counseling, and student services at several southern California
colleges and universities. She currently serves on the APAís Committee for Psychology
Teachers at Community Colleges (PT@CC). She is the author of Human Relations:
The Art and Science of Building Effective Relationships (Prentice-Hall,
2007), and has recently joined the author team for Psychology: Core Concepts
(Allyn & Bacon) with Philip Zimbardo and Robert Johnson.
James Hansell received a B.A. in Philosophy from Amherst College in 1979 and a Ph.D. in Clinical Psychology from the University of Michigan in 1988. He also completed a post-Doctoral fellowship at the University of Michigan Psychological Clinic and psychoanalytic training at the Michigan Psychoanalytic Institute. Since 1989, Dr. Hansell has been teaching at the University of Michigan and seeing clients in his private practice in Ann Arbor. He has won several awards for his teaching and writing. Dr. Hansell's teaching, research, and writing have focused on abnormal psychology, psychotherapy process and outcome, the therapeutic alliance, gender and sexual identity, and psychoanalytic theory. Dr. Hansell is the co-author (with Lisa Damour, Ph.D.) of Abnormal Psychology, an undergraduate textbook published by John Wiley & Sons in 2005.
Thomas E. Heinzen was a
29 year-old freshman, began graduate school when their fourth daughter was one
week old, and is still amazed that he and Donna somehow managed to stay married.
A magna cum laude graduate of Rockford College, he earned his Ph.D. in social
psychology at the State University of New York at Albany in just three years.
He published his first book on frustration and creativity in government two
years later, was a research associate in public policy until he was fired over
the shape of a graph, consulted for the Johns Hopkins Center for Talented Youth,
and then began a teaching career at William Paterson State University of New
Jersey. He founded the psychology club, established an undergraduate research
conference, and has been awarded various teaching honors while continuing to
write journal articles, books, plays, and two novels that support the teaching
of general psychology and statistics. He is also the editor of Many Things
to Tell You, a volume of poetry by elderly writers. Along with Susan Nolan,
Tom is the co-author of a forthcoming introduction to behavioral statistics,
Statistics for the Behavioral Sciences (Worth).
Robert W. Hendersen is Professor and Chair of the Psychology Department at Grand Valley State University (located just outside Grand Rapids, Michigan). His research in learning and memory has been published in leading journals. A pioneer in the development of instructional software, he was the first recipient of the EDUCOM Higher Education Software Award for "Best Psychology Software." An award-winning teacher, Hendersen has put special focus in recent years on helping students who are failing. Hendersen has also been heavily involved in helping newly hired faculty develop their teaching, and he gives workshops on mentoring new faculty members in teaching, advising, and career balance.
Saul Kassin is Distinguished Professor of Psychology at John Jay College of Criminal Justice. After receiving his PhD from the University of Connecticut, he worked as a postdoctoral fellow at the University of Kansas. He was later awarded a U.S. Supreme Court Judicial Fellowship, during which time he worked at the Federal Judicial Center, and he served as a postdoctoral fellow and visiting professor in the Psychology and Law Program at Stanford University. He is currently on leave of absence from Williams College in Massachusetts. Along with Steven Fein and Hazel Markus, he is the author of Social Psychology, 7th Edition (Houghton Mifflin, 2008) and Psychology in Modules (Pearson Custom Publishing). He has also co-authored and edited a number of scholarly books, including: Confessions in the Courtroom, The Psychology of Evidence and Trial Procedure, and The American Jury on Trial: Psychological Perspectives. Several years ago, Kassin pioneered the scientific study of false confessions by developing a taxonomy that is widely accepted and experimental paradigms that enable tests of why innocent people confess and the impact of this evidence has on juries. He has also studied eyewitness identifications, focusing on questions pertaining to "general acceptance" within the scientific community. Kassin is President-Elect of Division 41 of the American Psychological Association. He is also a Fellow of APS, APA, Division 8, and Division 41, and has served on the editorial board of Law and Human Behavior since 1986. In 2008, he will receive a Presidential Citation Award from APA for his work on false confessions. He has testified as an expert witness in state, federal, and military courts. He lectures frequently to psychologists, judges, lawyers, and law enforcement groups and has appeared as a media consultant for ABC, CNN, NBC, and other national and syndicated news networks. For more information, visit http://www.williams.edu/Psychology/Faculty/Kassin/default.htm.
Art Kohn earned his Ph.D. in
experimental psychology from Duke University. He won a Fulbright Fellowship
in Psychology to Hungary in 1992, and he won a second Fulbright in Film and
Educational Media to Zimbabwe in 2000. Art was awarded American Psychological
Association's Early Career Award for Teaching Excellence in 1989. Art has taught
and conducted research in 18 countries around the world. He has a particular
interest in the areas of Educational Media and Cross Cultural Psychology. He
also worked with the CDC developing effective means of social messaging that
help developing nations reduce the HIV burden. Art has produced a wide variety
of educational media products including more than 25 videos and CD-ROMs, and
web sites, many in the area of psychology. Art is an adjunct professor at Portland
State University. He is an avid home renovator, a NCAA baseball umpire, and
an avid Ultimate Frisbee player.
Ben Lahey has long taught introductory psychology, developmental psychology, abnormal psychology, and behavior genetics at undergraduate and graduate levels in community colleges and universities. He is currently the Irving B. Harris Professor of Health Studies and Psychiatry at the University of Chicago. Dr. Lahey's research has been supported by the National Institute of Mental Health for more than 20 years. His research originally focused on the use of psychometric methods to define and evaluate optimal diagnostic criteria for mental health disorders of childhood. As part of this effort, Dr. Lahey served as a member of the Child Disorders Work Group of the Task Force for DSM-IV and conducted the DSM-IV field trials for the disruptive behavior disorders. More recently, his research has moved from defining the dimensions of mental health to studies of genetic and environmental influences of mental disorders in youth. His NIMH-supported studies include both studies of genetically-informative twin and family samples and molecular genetic studies. He currently holds a grant that addresses gene-environment interactions in the context of gene-environment correlation in the origins of adolescent delinquency and substance abuse. Dr. Lahey has served as President of the International Society for Research on Child and Adolescent Psychopathology and the Society for Child and Adolescent Clinical Psychology. In 1991 he received the Research Prize of the National Academy of Neuropsychology for his work on attention-deficit/hyperactivity disorder (ADHD), and in 2002, he received the Distinguished Research Contributions Award from the Society for Child and Adolescent Clinical Psychology.
David Matsumoto received his B.A. from the University of Michigan in 1981 with High Honors in Psychology and Japanese. He subsequently earned his M.A. (1983) and Ph.D. (1986) in psychology from the University of California at Berkeley. He is currently Professor of Psychology and Director of the Culture and Emotion Research Laboratory at San Francisco State University, where he has been since 1989. He has studied culture, emotion, social interaction and communication for 20 years, and has approximately 400 works in these areas. His books include titles such as Culture and Psychology: People Around the World (Wadsworth; translated into Dutch and Japanese), The Intercultural Adjustment Potential of Japanese, The Handbook of Culture and Psychology (Oxford University Press; translated into Russian), and The New Japan (Intercultural Press; translated into Chinese). He is the recipient of many awards and honors in the field of psychology, including being named a G. Stanley Hall lecturer by the American Psychological Association. He is the series editor for Oxford University Press' series on Culture, Cognition, and Behavior. He is also an Associate Editor for the Journal of Cross-Cultural Psychology, and is on the editorial boards of the Asian Journal of Social Psychology, Asian Psychologist, Journal of Nonverbal Behavior, Motivation and Emotion, Cognition and Emotion, and Human Communication. Matsumoto is also a judo coach and official. He holds a 6th degree black belt in judo, a Class A Coaching Certificate from the US Judo Federation, Teaching Certificates in seven katas of judo, and a Class A International Referee License from the International Judo Federation. He is the head instructor of the East Bay Judo Institute, located in El Cerrito, California. He received the U.S. Olympic Committee's Developmental Coach of the Year Award in Judo in 1999, the U.S. Judo Federation's Senior and Junior Female Coach of the Year Award in 2001, the U.S. Judo Federation's Senior Female Coach of the Year Award in 2002 and 2003, the U.S. Olympic Committee's Coach of the Year Award in 2003, and an acclamation from the City and County of Honolulu, HI in 1977. He is the author of The History and Philosophy of Kodokan Judo, Judo: A Sport and a Way of Life (International Judo Federation), and Judo in the US: A Century of Dedication (US Judo Federation and North Atlantic Books).
Lee I. McCann received his Ph.D. in Experimental Psychology from Iowa State University. He is a Professor of Psychology, Edward Rudoy University Professor and Rosebush Professor at the University of Wisconsin Oshkosh, where he has served as Faculty Senate President, Psychology Department Chair, and Associate Vice Chancellor. Dr. McCann is a Fellow of the Society for the Teaching of Psychology. He is the coauthor (with Baron Perlman) of Recruiting Good College Faculty: Practical Advice for a Successful Search (1996, Anker) and coeditor (with Baron Perlman and Susan McFadden) of Lessons Learned: Practical Advice for the Teaching of Psychology, Vol. 1 (1999, American Psychological Society), Lessons Learned: Practical Advice for the Teaching of Psychology, Vol. 2 (2004, American Psychological Society), and of the Teaching Tips column in the APS Observer. He also is coeditor (with Baron Perlman & William Buskist) of Voices of Experience: Memorable Talks from the National Institute on the Teaching of Psychology (2005, American Psychological Society). Dr. McCann is the coauthor of several articles dealing with the teaching and curriculum of psychology and has presented numerous papers, posters, workshops, and invited presentations at regional and national conferences.
John Mitterer was awarded
his BA from the University of Calgary in 1974 and his Ph.D. in Cognitive Psychology
from McMaster University in 1981. He currently holds a Chancellor's Chair for
Teaching Excellence at Brock University, where he is a Professor of Psychology.
While John has engaged in research on basic cognitive processes and has applied
cognitive principles as a consultant for a variety of companies, his professional
focus lies in applying cognitive principles to the improvement of undergraduate
education in first-year psychology. John has taught over 20,000 introductory
psychology students at Brock University. In support of his introductory psychology
course, he has been involved in the production of videodiscs of support materials,
student-learning CD-ROMs, a variety of learning objects, several editions of
the Canadian adaptation of an introductory psychology textbook, along with assorted
ancillary materials such as web sites, test banks, PowerPoint slides, study
guides and instructor's manuals. John is currently the co-author of the US editions
of three introductory psychology textbooks. John has published and lectured
on undergraduate teaching and learning throughout Canada and the United States
and has also served as Executive Coordinator, Pedagogy and Instructional Technology,
for Brock University. He is the recipient of the 2003 Brock University Distinguished
Teaching Award, a 2003 Ontario Confederation of University Faculty Associations
(OCUFA) Teaching Award, a 2004 3M Teaching Fellowship and the 2005 Canadian
Psychological Association Award for Distinguished Contributions to Education
and Training in Psychology.
Laura L. Namy is an Associate Professor in the Psychology Department and core faculty in the Program in Linguistics at Emory University. She received her undergraduate degree in Philosophy and Psychology from Indiana University. She completed her doctorate in Cognitive Psychology at Northwestern University in 1998 and has been at Emory ever since. She is coordinator of the joint major in Psychology and Linguistics, the director of the Psychology Summer Study Abroad Program, and the director of the graduate program in Cognition and Development at Emory. She is currently serving as Treasurer of the Cognitive Development Society and Chair of the APA Division 7 Program Committee. Her research focuses on the origins and development of verbal and non-verbal symbol use in young children, and the role of comparison in conceptual development. She is co-author of the forthcoming Intro textbook Psychology: Scientific Thinking in Everyday Life (Allyn & Bacon).
Susan A. Nolan turned to psychology after suffering a career-ending accident on her second workday as a bicycle messenger. A native of Boston, she graduated from the College of the Holy Cross and earned her Ph.D. in clinical psychology from Northwestern University. Her research involves experimental investigations of the role of gender in the interpersonal consequences of depression and studies of gender and mentoring in science and technology, funded in part by the National Science Foundation. Susan is the Associate Dean of Graduate Studies for the College of Arts and Sciences, as well as an Associate Professor of Psychology, at Seton Hall University in New Jersey. She has served as a statistical consultant to researchers at several universities, medical schools, corporations, and nongovernmental organizations. Recently, she advised Bosnian high school students conducting public opinion research. Along with Tom Heinzen, Susan is co-author of the forthcoming introduction to behavioral statistics, Statistics for the Behavioral Sciences (Worth).
Ellen E. Pastorino (Ph.D, Florida State University, 1990) is a developmental psychologist who established her teaching career at Gainesville State College in Georgia. As a tenured professor she created and developed the college's Teaching and Learning Center, working with faculty to promote student learning. For the past 9 years she has been teaching at Valencia Community College in Orlando, Florida. Here, too, she has worked with faculty in designing learning-centered classroom practices. Dr. Pastorino has won numerous teaching awards including the University of Georgia Board of Regents Distinguished Professor, the NISOD Excellence in Teaching Award, and Valencia's Teaching and Learning Excellence Award. She currently serves as Valencia's Endowed Chair in Family Resource Development. Dr. Pastorino is co-author with Susann Doyle-Portillo of What is Psychology?, an introductory psychology textbook published by Thomson/Wadsworth. She has published articles in The Journal of Adolescent Research and Adolescence, but her main passion has always been to get students excited about the field of psychology. Ellen's current interests include assessment, inclusion, reaching under-prepared students, and service learning.
Baron Perlman received his
BA from Lawrence University and his PhD in clinical psychology from Michigan
State University in 1974. He is a Rosebush and Endowed University Professor,
and a Distinguished Teacher in the Department of Psychology at the University
of Wisconsin Oshkosh, a Fellow in APA's Society for the Teaching of Psychology,
and was recognized as the 2007 American Psychological Foundation Charles L.
Brewer Distinguished Teacher of Psychology. Dr. Perlman has a long-standing
interest and involvement in the development of faculty, and chaired the university's
Faculty Development Board. He is co-author of three books: The Academic Intrapreneur
(with Jim Gueths and Don Weber, 1988, Praeger), Organizational Entrepreneurship
(with Jeffrey R. Cornwall, 1990, Irwin), and Recruiting Good College
Faculty: Practical Advice for a Successful Search (with Lee McCann, 1996,
Anker). He is editor of the Teaching Tips column in the APS Observer;
available in book form, Lessons Learned: Practical Advice for the Teaching
of Psychology, Volume 1 (1999) and Volume 2 (2005) (Perlman, McCann,
& McFadden, Eds.) published by the American Psychological Society. He also
is editor (with Lee McCann and William Buskist) of Voices of Experience:
Memorable Talks from the National Institute on the Teaching of Psychology (2005)
also published by APS.
Dr. Perlman has presented workshops on Teaching Portfolios, Peer Review of Teaching, Faculty Recruitment, and other topics at his home institution, regional teaching conferences, National Disciplinary and Higher Education Meetings, and at the National Institute on the Teaching of Psychology.
Erika Rosenberg is an
emotions researcher, health psychologist, and educator about emotional life.
Her scientific research on emotion has examined how our feelings are revealed
in our facial expressions, how social factors influence emotional signals, and
how anger affects cardiovascular health. She received her B.S. in Neuroscience
from San Jose State University and her Ph.D. in Psychology from the University
of California, San Francisco, where she studied with Paul Ekman. Dr. Rosenberg
served on the faculties of the University of Delaware and the College of William
and Mary, and is currently a member of the investigative team of the Shamatha
Project at the Center for Mind and Brain at UC Davis. Erika Rosenberg is also
on the faculty of Nyingma Institute of Tibetan Studies in Berkeley, where she
teaches meditation courses and workshops for working with emotions in daily
life and the development of mindfulness and compassion. She has been practicing
meditation for over 17 years.
Dr. Rosenberg is an expert in facial expression measurement, on which she consults with a variety of academic and non-academic clients and teaches workshops worldwide. Erika Rosenberg's research on emotion is published in a wide range of psychological journals and books, and she speaks regularly at national conferences on the topics of emotions and facial expressions. Her current research interests include collaborative studies that integrate Western psychology with Buddhist practices for improving emotional and cognitive functioning.
Joel Shenker loves education. Whether studying for two doctoral degrees, teaching introductory psychology at a university or community college, leading a graduate neuropsychology seminar, writing textbook chapters, giving bedside instruction in clinical neurology, or delivering invited lectures, he is most content being around people actively engaged in learning. A frequent NITOP invitee, he is currently Clinical Assistant Professor of Neurology and Psychiatry at the University of Missouri, and keeps a clinical neurology practice specializing in memory loss and behavioral neurology. He received a B.A. cum laude in psychology at the University of Pennsylvania. At the University of Illinois at Urbana-Champaign, he earned a Master's and Ph.D. in psychology, and in the medical school, he later received an M.D. degree. After he was chief neurology resident at the University of Virginia, he was a cognitive neurology fellow at the University of Florida. Before coming to Missouri, he returned to the University of Virginia to join the Department of Neurology faculty as a memory loss specialist and medical student clerkship director. He has taught college students, graduate students, medical students, and resident physicians. He has earned many teaching awards, in particular for psychology courses at the University of Illinois. There he received the Harriet and Charles Luckman Distinguished Teaching Award naming him one of the seven best teachers of any University course.
Jill Shultz is a freelance science writer and editor. Her nonfiction publications include a wildlife biology textbook, a statewide certification test bank, and a variety of print, radio, and online works for the public. Many were created for Cornell University, where she served as a science writer and editor for four years. She's published for such clients as Houghton Mifflin, The Nature Conservancy, and the N.Y.S. Department of Environmental Conservation. She's also managed wildlife sanctuaries, taught environmental science, served as program director for a statewide literary organization, and worked as a zookeeper. Ms. Shultz has won awards from The Wildlife Society, the Association of Natural Resources Extension Professionals, and the U.S. Environmental Protection Agency, among others. She received an M.S. in Environmental Science from Antioch University and a B.S. in Biology from Cornell University, where she had the pleasure of studying psychology with Dr. James Maas.
Laurence Steinberg is the Distinguished University Professor and Laura H. Carnell Professor of Psychology at Temple University. He was educated at Vassar College and at Cornell University. Steinberg is a Fellow of the American Psychological Association and current President of APA's Division of Developmental Psychology, as well as Past-President of the Society for Research on Adolescence and a member of The National Academies' Board on Children, Youth, and Families. His research has focused on a range of topics in the study of contemporary adolescence, including family relationships, adolescent employment, high school reform, juvenile justice, and brain development. He has been honored by the Society for Research on Adolescence, the Society for Adolescent Medicine, and the American Psychological Association, and has been recognized for excellence in research and teaching by the University of California, the University of Wisconsin, and Temple University, where he was named as one of the university's Great Teachers. Steinberg is the author or co-author of more than 250 scholarly articles on adolescence, as well as Adolescence (8th ed., McGraw-Hill); and two new textbooks in developmental psychology which will be published by Houghton Mifflin this year: Development: Infancy Through Adolescence (with Deborah Vandell and Marc Bornstein) and Development: Infancy Through Late Adulthood (with Deborah Vandell, Marc Bornstein, and Karen Rook). He is also the author or co-author of When Teenagers Work, You and Your Adolescent, Crossing Paths, Beyond the Classroom, The Ten Basic Principles of Good Parenting (now translated into 10 languages), and Rethinking Juvenile Justice, to be published by Harvard University Press later this year.
Dr. Linda M. Woolf is Professor
of Psychology and International Human Rights at Webster University where she
teaches a variety of courses related to the Holocaust, genocide, terrorism,
torture, and peace psychology. Dr. Woolf also serves as Coordinator of Holocaust
and Genocide Studies for the Center for the Study of the Holocaust, Genocide,
and Human Rights, which she helped found at Webster in 1999. Dr. Woolf's research
foci include the psychosocial roots of mass violence (e.g., genocide, terrorism)
and social justice issues such as torture and women's global human rights. Additionally,
Dr. Woolf works extensively towards the integration of Holocaust, genocide,
and peace education across the university curriculum. Currently, Dr. Woolf is
Past-President of the Society for the Study of Peace, Conflict, and Violence
(Division 48, American Psychological Association) and Secretary for the Raphael
Lemkin Award Committee. Woolf serves on the Psychologists for Social Responsibility
and National Institute on the Teaching of Psychology Steering Committees and
the Institute for the Study of Genocide Executive Board. She is an Editorial
Board Member for Peace & Conflict: Journal of Peace Psychology and
Tracy E. Zinn earned her BA in psychology from West Virginia University in 1997. She then moved to Auburn University, where she earned a PhD in industrial/organizational psychology with a minor in experimental psychology in 2002. After graduating from Auburn, she accepted a tenure-track position in the Department of Psychology at Stephen F. Austin State University in Nacogdoches, Texas. In 2007, she received the Early Career Award from the Society for the Teaching of Psychology and the Junior Faculty Award for the College of Integrated Science and Technology at James Madison University (JMU). Currently, she is an assistant professor in the Department of Psychology at JMU where she teaches, among others, courses in statistics and research methods, performance management, and industrial/organizational psychology. In addition, she conducts research on effective teaching practices, and faculty and student perceptions of students as customers in higher education.