|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|
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
Center for Excellence in Teaching and Learning Workshops (6)
Growth Mindset: What Is It and Why Does it Matter so Much? 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 ...
One More Student: Session 1: What Tools Can Help Teachers Be Successful in Keeping Students Center for Excellence in Teaching and Learning Workshops (2017)
This interactive slide show identifies the needs and challenges or the community college student, and how to best support those needs with practical teaching tools to improve student retention and success. This is the first ...
One More Student: Session 2: Is There Such a Thing as Intrusive Teaching? Center for Excellence in Teaching and Learning Workshops (2017)
This interactive slide show promotes supporting students with "intrusive teaching" and encourages faculty to get to know students outside the classroom by understanding the non-academic challenges faced by community college students and providing practical tools, ...
One More Student: Session 3: Is There Such Thing as an Exciting Lecture? Center for Excellence in Teaching and Learning Workshops (2017)
This interactive slide show discusses the academic challenges of the community college student, and offers practical, research-based methods to help engage students in effective learning strategies. This is the third session of a four-part workshop ...
One More Student: Session 4: How Can we Get Students to Come Back? Center for Excellence in Teaching and Learning Workshops (2017)
This interactive slide show encourages community college faculty to explore their own teaching goals, provides an understanding of how developing a growth mindset in students can help them to return for more education, and shares ...
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, ...
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 ...