|2016 - Present||Coordinator for Faculty Engagement, Parkland College ‐ Center for Excellence in Teaching and Learning|
|2013 - Present||Associate Professor of Psychology, Parkland College ‐ Social Sciences and Human Services|
|2011 - 2013||Adjunct Assistant Professor, University of Illinois at Urbana-Champaign ‐ Department of Educational Psychology|
|2006 - 2011||Assistant/Associate/Director for Introductory Psychology & Lecturer, University of Illinois at Urbana-Champaign ‐ Psychology Department|
|2002 - 2006||Post-Doctoral Research Fellow, University of Illinois at Urbana-Champaign|
Professional Service and Affiliations
|2017 - Present||Member, American Association of Community Colleges||2017 - Present||Affiliate, American Psychological Association Community College Teacher Affiliate (PT@CC)||2013 - Present||Member, American Psychological Association, Division 3 (Cognitive Science) and 15 (Educational Psychology)||2013 - Present||Member, Illinois Community College Faculty Association||2013 - Present||Member, International Mind, Brain, and Education Society||2010 - Present||Member, American Educational Research Association||2010 - Present||Member, Society for Teaching of Psychology||2001 - Present||Member, Association for Psychological Science|
Honors and Awards
- List of Excellent Teachers (15 times, various courses), University of Illinois, 2006-2012
- Award for Teaching & Public Understanding of Psychology, Association for Psychological Science, 2010.
- Provost’s Initiative for Teaching Advancement, University of Illinois, 2010.
- Using Cognitive Science to Improve Learning in Introductory Psychology Students, Teaching Advancement Award, University of Illinois, 2009.
- Event-Related Brain Potential Evidence for Representational Locus of Inhibition in Negative Priming, American Psychological Association David Pilon Award, 1998.
- Using Event-Related Brain Potentials to Investigate Inhibitory Processes, Research Commendation, University of Utah, 1996.
|2002||Ph.D., University of Wales, Bangor ‐ Cognitive Neuroscience|
|1993||B.A., Carnegie Mellon University|
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Champaign, Illinois 61821
Research Works (4)
Inhibition of object identity in inhibition of return: Implications for encoding and retrieving inhibitory processes Psychonomic Bulletin & Review (2005)
Inhibition of return (IOR) effects, in which participants detect a target in a cued box more slowly than one in an uncued box, suggest that behavior is aided by inhibition of recently attended irrelevant locations. ...
Long-term negative priming: Support for retrieval of prior attentional processes The Quarterly Journal of Experimental Psychology Section A (2005)
Negative priming reveals that participants respond slowly to a probe target that was a task-irrelevant distractor in the preceding prime display (e.g., Tipper, 1985) and is thought to reflect processes mediating short-term behaviour. However, since ...
Object-and location-based inhibition in goal-directed action: Inhibition of return reveals behavioural and anatomical dissociations and interactions with memory processes Attention in Action: Advances from Cognitive Neuroscience (2005)
One way to increase understanding of the mechanisms that guide action towards relevant information is to examine processing of irrelevant information. In particular, our research suggests that goal-directed behaviour is aided by inhibition of irrelevant ...
Negative priming and perceptual fluency: More than what meets the eye Perception and Psychophysics (2001)
In two priming experiments, we manipulated the perceptual quality of the target or the distractor on the prime trial; the stimuli were repeated or novel. Negative priming was found to be contingent on stimulus repetition, ...
How to Have Your Cake and Eat It Too: Embedding Experimental Research in Your Courses to Improve Student Learning and Performance Psychology Faculty (2018)
Are you interested both in psychology research and in using findings to improve student learning? In fact, many psychology teachers view themselves as teacher-scholars. However, many of us also wonder how we can translate research ...
Internationalizing the Curriculum Global Studies Initiatives in Anthropology and Sociology (2017)
This interactive presentation describes the experiences of faculty in the anthropology and sociology departments, along with the Center for Excellence in Teaching and Learning at Parkland College, as they redesign courses to incorporate more international ...
"But I already know all about sex!" Distinguishing Beliefs from Empirical Facts when Teaching Sex, Gender, and Sexuality Psychology Faculty (2016)
This slide presentation addresses teaching the biological aspects of human sexuality in psychology courses, and encourages instructors to create a safe environment to help student differentiate between beliefs and empirical facts about sexuality, sexual orientation, ...
Evidence-Based Teaching and Learning: Putting the Results of Psychological Research to Work in our Classrooms Psychology Faculty (2015)
If our pedagogical solutions are based on research they will have a high impact on student learning! Using evidence-based teaching methods will help student read and comprehend text, engage students in the classroom and with ...
Evidence-Based Teaching and Learning: From Theory to Practice Psychology Faculty (2014)
Teachers and educational institutions are currently experiencing a perfect storm: We must teach more students in a wider variety of course formats, appropriately support student learning, and also document student progress towards reaching learning objectives. ...
Evidence-Based Teaching and Learning: From Theory to Practice Psychology Faculty (2014)
Evidence-based teaching and learning provides theoretical and practical ways for teachers to use research-supported pedagogies to augment student educational experiences. This presentation provides guidelines and suggestions about how to implement evidence-based teaching techniques, conduct classroom ...
Beyond “Remember” and “Understand”: Can Online Homework Tools Augment Students’ Higher Order Thinking Skills? Psychology Faculty (2013)
We studied the effectiveness of an Introductory Psychology online homework tool with questions that required lower or higher level thinking skills (Remember, Understand, Apply, Analyze, Evaluate). Interestingly, results suggested that both student performance and attitudes ...
Walking the Walk: Using Evidence-Based Teaching and Learning to Improve Teaching Training Psychology Faculty (2012)
Over two years, we explored whether a novel graduate teaching course could weave together three programs that would simultaneously: (1) Enhance graduate TAs’ teaching skills; (2) Investigate undergraduates’ learning and educational experiences; and (3) Develop ...
Using Low-Stakes Repeated Testing Can Improve Student Learning: How (Some) Practice Makes Perfect Psychology Faculty (2011)
Two studies in Introductory Psychology classes explored whether repeated low-stakes testing can augment learning. In Experiment 1, answering more in-class questions with student response systems (SRSs) predicted better learning when students had not read the ...
Because You Can't Teach It All and They Won't Read It All: Student Response Systems Do Improve Learning Psychology Faculty (2010)
In Introductory Psychology, 30 graduate TAs/faculty teach 2700 students annually. This year we developed an assessment program to improve student learning and graduate teaching training (Shigeto et al., 2010). Part of the program studied the ...
Left Behind: Despite Positive Attitudes, Learning Is Modulated by Prior Academic Achievement Psychology Faculty (2010)
In our Introductory Psychology (Psych 100) program, 30 graduate TAs/faculty teach 2,700 undergraduates annually. While the program has received many accolades and TAs are often recognized for their teaching skills, we have not systematically investigated ...
Practice Makes Perfect: Improving Learning of At-risk Students Psychology Faculty (2010)
29 graduate TAs and 1 faculty member teach 2700 Introductory Psychology students annually. This year we developed an assessment program to improve student learning and graduate teaching training (Shigeto et al., 2010). We studied the ...
Best Practices in Using Student Response Systems (SRS) Psychology Faculty (2009)
These slides are from a workshop describing the various types of student response systems, the benefits of using SRS over other response methods, and the best practices for SRS to improve student learning. Guidance on ...
Center for Excellence in Teaching and Learning Workshops (8)
Growth Mindset As an Approach for Improving Our Lives and Our Students' Lives (August 2017) Center for Excellence in Teaching and Learning Workshops (2017)
This interactive presentation expands on the concept of growth mindset, the concept that growth and learning can come from failure, and discusses the impact that adopting a growth mindset can have on ourselves and our ...
Educating our Parkland Students in the 21st Century Center for Excellence in Teaching and Learning Workshops (2017)
Characteristics of incoming college students are shared with this interactive slide presentation. Additionally, general learning outcomes and development in students of important skill sets (academic, personal, and professional) are used to guide participants to identifying ...
Growth Mindset: What Is It and Why Does it Matter so Much? (March 2017) Center for Excellence in Teaching and Learning Workshops (2017)
This interactive presentation defines what it means to have a growth mindset, the idea that learning comes from failure, explains why the approach is beneficial to students (and everyone), and identifies concrete ways to cultivate ...
Brain-Based Learning (v 1.0) Center for Excellence in Teaching and Learning Workshops (2017)
This interactive presentation discusses brain-based learning by identifying the myths versus the realities of the approach, exploring teaching an learning tools suggested by literature on brain-based research, and discussing how brain-based learning techniques might be ...