Tried & True: Investigative Psychophysiology Activities for Your Introductory Psychology Course

July 9 - 11, 2007

St. Olaf College
Northfield, Minnesota
July 9 - 11, 2007

Two identical workshops were planned. The first took place at Itasca Community College, May 21 - 23, 2007. The second took place at St. Olaf College, July 9 - 11, 2007.

Community college psychology instructors from all regions of the country were invited to attend the workshop Tried & True: Investigative Psychophysiology Activities for your Introductory Psychology Course. The workshops helped community college (CC) faculty help their students to learn, by doing hands-on scientific psychophysiology activities during class in their introductory psychology course, learning to think like scientists. Participating CC teachers chose from a set of materials and approaches for use in one or more units of class, anytime during the course of a school term. The workshop helped teachers learn by doing hands-on what they will then help their students to do, and will help teachers integrate the experiences into their syllabi.

Participants' registration fees, travel expenses (up to $500), room and board were paid. During the workshops, participants learned how to use BIOPAC MP40 and were also given a BIOPAC MP40 at the end of the events.

This event was intended for community college teachers interested in teaching psychology as a science by introducing investigative psychophysiology activities into their introductory psychology classes. Participants learned from and worked with national leaders during the two days of the workshop. They shaped their own choices of investigative activities into their course planning.

In plenary and break-out hands-on sessions, participants will work together in small teams with other community college teachers to discuss their courses and their interests in teaching the science of psychology. The workshops will address:

Investigative science activities— how to:

  • do them
  • teach them
  • integrate them into the course plan.

Pedagogies— how to:

  • adapt them
  • engage students
  • promote student curiosity and critical thinking
  • assess student learning.

Institutional issues— how to:

  • build sustained support for your investigative activities
  • keep your investigative activities current
  • welcome partnerships with other teachers
  • signal the value of your course.

Community issues— how to:

  • engage the community via your course
  • link students with the community
  • contribute to the community via service learning.

Workshop Planners

Robert Gephart, Itasca Community College
Diane F. Halpern, Claremont McKenna College
Jackie MacPherson, Itasca Community College
Chandra Mohan Mehrotra, College of St. Scholastica
Mark Schelske, St. Olaf College
Louis G. Tassinary, Texas A&M University
Howard Thorsheim, St. Olaf College
Carole Wade, Dominican University of California



Bringing community college faculty to the table to improve science education for all
Leah E. Adams-Curtis, Nkechi M. Agwu, Elizabeth Marie Dorland, Daphne E. Figueroa, Linnea Fletcher, Laura A. Guertin, Carol Higginbotham, Thomas B. Higgins, W. Bradley Kincaid, Theodoros Koupelis, Eileen L. Lewis, John M. Oakes, J. B. Sharma, Susan Shih, Walter M. Shriner
Measuring Educational Assessment Challenges
Dana Dunn, Jane S. Halonen, Chandra Mohan Mehrotra
Undergraduate Psychology Major Learning Goals and Outcomes
Charles L. Brewer, Jane S. Halonen, Diane F. Halpern, G. William Hill IV, Margaret A. Lloyd