Monday, February 22, 2016 at https://macmillanhighered.webex.com/macmillanhighered/onstage/g.php?MTID=e3f5801f859e3a8cba931383cd2472926
Starts at 3:30 PM · Ends at 4:30 PM, EDT (America/New_York)
ABOUT THE SYMPOSIUM
Has research methods become dreary for you to teach or for your students to take? If so, it is time to recapture the joy of methods and revitalize the most important course in the psychology curriculum. In this webinar, we will share ideas, activities, and strategies we incorporated into our research methods course. Our underlying philosophy is simple: providing scaffolding as students actively do science is the best way to learn about science in a way that fundamentally changes students’ attitudes towards research and statistics (Ciarocco, Lewandowski, & Van Volkom, 2013). If you’re looking for new activities, demonstrations, readings, group or lab activities, we will provide examples which you can easily implement in your methods courses, regardless of class size, so that this important course becomes exciting again for you and your students.
As a result of this talk you will be able to
- Identify opportunities for revitalizing your research methods course
- Incorporate the use of scaffolding to support student learning
- Implement a variety of learning by doing activities to introduce and reinforce research concepts
- Actively engage students in the entire research process
Feel free to ask any questions for the presenters prior to February 22nd by adding a comment with the "Add a comment" link below!
ABOUT THE PRESENTERS
Dr. Gary W. Lewandowski, Jr., received his B.A. from Millersville University of Pennsylvania and then his Ph.D. in Social/Health Psychology from Stony Brook University. Currently he is a Professor and Department Chair at Monmouth University and Director of the Relationship Science Lab, as well as the Co-Creator/Co-Editor of www.ScienceOfRelationships.com.
He has published over 30 journal articles, received twelve grants, and given more than 90 conference presentations. With his team of undergraduate research assistants, he focuses on the self and relationships, addressing questions such as, What leads people to form relationships? What makes for a successful relationship? What leads someone to cheat? His research also examines ways to improve research methods and statistics instruction.
He received the Emerging Researcher Award from the New Jersey Psychology Association and was inducted into the Society for Experimental Social Psychologists. He is also a nationally recognized teacher who the Princeton Review recognized among its Best 300 Professors from an initial list of 42,000. His work and expertise has been featured in media outlets such as The New York Times, CNN, APA Monitor, WebMD, Women’s Health, Self Magazine, Men’s Health, Scientific American Mind, and USA Today. He also writes for popular press sources with articles appearing in outlets such as Business Insider, Refinery29, New York, and The Washington Post.
Natalie J. Ciarocco is an Associate Professor of Psychology at Monmouth University. She earned her B.A., M.A., and Ph.D. in Experimental Psychology from Case Western Reserve University. Her main research focus is on the limited capacity of self-control and the role it plays in interpersonal relationships. She is also a scholar of teaching and learning. She is the recipient of grants from both the Association for Psychological Science (APS) and the Society for the Teaching of Psychology (STP) to develop teaching resources for methodology courses. She has been published in Teaching of Psychologyand has a book chapter on how to make psychology more self-relevant to students. Her current work in this area involves undergraduate professional development. Natalie is the co-creator and editor of an online collection of peer-reviewed resources for the teaching of research and statistics, as well as the co-founder and organizer of the Atlantic Coast Teaching of Psychology biennial conference. In 2006 she was awarded the Excellence and Innovation in Undergraduate Teaching Award from the Charles E. Schmidt College of Science at Florida Atlantic University. Natalie enjoys baking, traveling, and spending time at home with her husband, Dave, and daughter, Amelia.
Professor of Psychology at Monmouth University, David B. Strohmetz, has taught research methods and statistics courses for over 20 years. It was in his first undergraduate psychology course at Dickinson College that he first discovered the thrill of scientific discovery. The research skills he developed as a psychology major led to his first job after graduation. He went on to receive his M.A. and Ph.D. in Social/Organizational Psychology from Temple University.
Seeking to promote quality teaching in the psychology major, Strohmetz has authored instructor’s manuals, test banks, and website companion material for several editions of a behavioral research textbook. He has developed PowerPoint slide decks to accompany several editions of introductory psychology, social psychology, and developmental psychology textbooks. His teaching-related publications and conference presentations focus on sharing innovative strategies he incorporates into his courses to promote student learning. Strohmetz is a co-founder of www.teachpsychscience.org, an internet repository of class activities and other instructor resources to support research methods and statistics. Strohmetz is also an expert on assessment of student learning, having served as Associate Vice President for Academic and Institutional Assessment at Monmouth University.
Strohmetz’s Social Influence Lab focuses on social factors that influence people’s generosity. He has also written about the “social psychology of the experiment,” discussing problems potential solutions when conducting psychological research.