|2013 - Present||Associate Professor of Psychology, Parkland College ‐ Social Sciences and Human Services|
|2016 - 2018||Coordinator for Faculty Engagement, Parkland College ‐ Center for Excellence in Teaching and Learning|
|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|
2400 West Bradley Avenue
Champaign, Illinois 61821
High Impact Practices: A Guide for Teachers of Psychology (2019)
Interdisciplinary research indicates what approaches are more likely to help engage students, increase their motivation, develop rapport, and help them learn. In this practical guide for the teachers of psychology, the authors summarize the research ...
Supporting the Diverse Needs of Students by Developing Success Skills in Introductory Psychology Psychology One conference (2019)
Research shows that student success courses can enhance college success, yet not all students take such a course. In introductory psychology, we have an opportunity to help students develop skills related to success. Accordingly, this ...
One Size Does Not Fit All: Supporting Diverse Student Needs with High-Impact Teaching Practices The 26th Annual Midwest Institute for Students and Teachers of Psychology (2019)
This workshop presentation identifies the diverse challenges that community college students face and outlines high impact practices to help students succeed, with suggestions for easily implementing methods into classroom instruction.
Mind Hacks: Using Psychology to Enhance Your Abilities and Succeed in College Blinn College District (2019)
This slide presentation aims to help students develop a growth mindset, use psychology life hacks to improve memory and reading skills, and ways to enhance learning during class time and improve test-taking. Concludes with eight ...
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 (12)
Leaders: Exploring the Who, What, Where, When, Why, and How of Personality Traits Parkland College Leadership Conference (2019)
This interactive workshop is for Parkland College faculty and staff who are working to develop leadership skills. The aims are to: 1. Discuss who a leader is, 2. Discover what our traits are, 3. Explore ...