Professor and Chair of Psychology
Westminster College
New Wilmington, PA , USA 

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Keilon Ratliff  YOUNG ADULT CHILDREN'S PERCEPTION OF PARENT CONFLICT RESOLUTION STYLES AND PARENT-CHILD INTERACTION STYLES

Julie Bach THE EFFECT OF SEX-ROLE STEREOTYPES ON MEN'S AND WOMEN'S  SELF-DESCRIPTIONS

Marcella Carney YOUNG ADULT CHILDREN'S PERCEPTION OF PARENT CONFLICT RESOLUTION STYLES AND PARENT-CHILD INTERACTION STYLES

Autumn Pontius.  THE EFFECTS OF UNCONSCIOUS TRANSFERENCE ON THE ACCURACY OF EYEWITNESS IDENTIFICATION. (Autumn presented this research at the National Science Foundation and Council on Undergraduate Research co-sponsored poster session April Dialogue in Washington DC.)

Jenny Willison  THE RELATIONSHIP BETWEEN PROACTIVE COPING AND PERCEIVED STRESS

Laura Remaley (Dr. Sciutto's thesis advisee who wanted to be in my picture.)

Tatum Ruppert  GENDER DIFFERENCES IN NONVERBAL COMMUNICATION AMONG COLLEGE STUDENTS

Laura Grove.  COUPLES IN CONFLICT: AN EXAMINATION OF RELATIONSHIP, POWER, AND GENDER. (Laura received a Psi Chi Regional Research Award for her presentation of this research at the Eastern Psychological Association Meeting.)

• Christopher Mavrodis. The effects of power and familial relatedness on the choice of conflict resolution.
• Jennefer Bryan. The relationship of gender-role to situation meaning and the subsequent influenced on emotion.
• Anita Heider.  Negative body image as a predictor of social anxiety, self confidence and restrained eating.
• Lauren Dewey. The effects of physical attractiveness on perceived life success on graduating college seniors.

Lecture Abstract:

    Within hours of entering college on September 1, 1994, virtually all the first-year students completed a psychological assessment that measured their styles of coping with stress. This lecture presented the relationships among coping styles then and academic outcome as of Graduation in May of 1998.
    Two major approaches to coping with stress were used in the 1994 assessment. The behavioral approach is defined by the way people act in stressful situations. The cognitive approach relies on the way people think about stressful situations. Each approach is characterized by a number of different styles (e.g., planful problem solving, escape-avoidance). The styles that were used by the class of '98 as they entered into college were profiled. The main portion of the lecture focused on the relationships of the coping styles to academic outcome. Although there are many different ways to define academic outcome, in this presentation it was defined by the number of terms completed at Westminster, the number of terms required for graduation, most recent cumulative grades, and disciplinary actions taken against a student. The lecture concluded with suggestions for effective coping drawn from the example of the class of '98.

The exhibit on the left was part of Koop's Clay-Mates which showed at the Hoyt Institute of fine arts in March of 1999.  The 20 pots I chose to show all connect to psychology.  The Internet exhibit has a close-up of each pot with an explanation of the psychological meaning and a link to a relevant internet site.  You may visit the exhibit by clicking the picture.  We also put the rest of the show on the internet.  To visit it please click on the show announcement to the right.

Teaching with Technology

Technology Integration:  Hitting a moving target.  Part of the symposium, Toward a well-integrated, research rich undergraduate psychology curriculum:  One department's journey, presented at the Annual Meeting of the American Psychological Association, August 1999, Boston.

Cyberfluency in the 21st Century: Vive le Cyberspace.  Presentation  co-authored with Thomas P. Kelliher and Jill Zimmerman, at ASCUE '99 (Association of Small Computer Users in Education).

Laptop Computer Use in Inquiry I and Web- Augmentation for courses.