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Lesa Rae Vartanian, Ph.D. Department of Psychology IPFW

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Lesa Rae Vartanian, Ph.D. Department of Psychology IPFW

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    1. Lesa Rae Vartanian, Ph.D. Department of Psychology IPFW

    3. THANK YOU FRIENDS!!

    4. Overview Who I am as a teacher Examples of how I have tried to expand the walls of my classrooms: Technology Observation & Collaboration Service Learning

    5. My Teaching Philosophy

    6. Active Learning Through Technology I maintain web pages for each of my courses WebCT Students in PSY 235 engage in on-line discussions about controversial issues like: effectiveness of government-funded programs impact of mass media daycare, divorce/remarriage, corporal punishment

    7. Active Learning Through Observation / Experience PSY 235-Child Psychology Observation Journal Bingo Project PSY 371-Death & Dying Field Trips

    8. Active Learning Through Collaboration RESEARCHPublications with IPFW Students Dickerhoof, R. M., & Vartanian L. R. The contributions of positive versus negative varieties of imaginary audience and personal fable ideations to facets of adolescent well-being. Giant, C. L., & Vartanian, L. R. (in press). Experiences with parental aggression during childhood and self-concept in adulthood: The importance of subjective perceptions. Journal of Family Violence. May, D. A., Vartanian, L. R., Virgo, K. (2002). The impact of parental attachment and supervision on fear of crime among adolescent males. Adolescence, 37, 267-288. Giant, C. L., Passino, R. M., & Vartanian, L. R. (2001). Sex differences in the contributions of appearance-related messages to body esteem and perceptions of thinness. Psi Chi Journal for Undergraduate Research, 6, 91-100. Vartanian, L. R., Giant, C. L., & Passino, R. M. (2001). Ally McBeal vs. Arnold Schwarzeneggar: The importance of sociocultural factors for understanding mens and womens body satisfaction and body shape concerns. Social Behavior and Personality, 29, 711-724.

    9. Active Learning Through Collaboration RESEARCHPresentations with IPFW Students Vartanian, L. R., Conner, D. M., & Arrington, P. (2002, May). Was it good for you? : Late adolescents satisfaction with school-based sex ed. Poster presented at the Annual Meeting of the Midwestern Psychological Association, Chicago, IL. Dickerhoof, R. M., & Vartanian, L. R. (2002, April). Positive versus negative imaginary audience and personal fable ideations, separation-individuation, and depressive affect. Poster presented at the 9th Biennial Meeting of the Society for Research on Adolescence, April 2002, New Orleans, LA. Giant, C. L., & Vartanian, L. R. (2001, May). "I was spanked..but not 'abused'": The importance of subjective perceptions for understanding the impact of parental aggression on later psychological functioning. Poster presented at the Annual Meeting of the Midwestern Psychological Association, Chicago, IL. Giant, C. L., Passino, R. M., Dickerhoof, R. M., Virgo, K., Junk, D., & Vartanian, L. R. (2001, May). Hercules and Xena or Ken and Barbie: Males' and females' descriptions of the "perfect male" and the "perfect female" bodies. Poster presented at the Annual Meeting of the Midwestern Psychological Association, Chicago, IL. May, D. C., Vartanian, L. R., & Virgo, K. (2001, April). The impact of parental attachment and supervision on fear of crime among adolescent males. Paper presented at the Annual Meeting of the North Central Sociological Association, Louisville, KY. Vartanian, L. R., Conner, D., Goodman, M., Herron. C., Leszinske, N., & Teusch, J. (2001, April) College students satisfaction and experiences with school-based sex education. Poster presented at the Annual Meeting of the Indiana Council on Adolescent Pregnancy, Indianapolis, IN.

    10. Active Learning Through Collaboration TEACHING Undergraduate Teaching Assistants Attend all classes, guide/grade on-line discussions, organize structured review sessions for exams; keep a self-reflective journal of experiences/encounters Design and conduct a research project; present it in our campus symposium Effects of email messages on student confidence prior to exam Effectiveness of UTA-led review sessions for reducing test anxiety Working with UTAs a win-win situation!

    11. Active Learning Through Service Learning What is service learning? Volunteers at Regional Science Fair 13 volunteers from Adolescent Development class in 2001 Nearly 70 from Child Psychology for this years Fair! Service Learning in PSY 371

    13. Service Learning in PSY 371 Optional Project 18 of 23 students chose service learning! 2 sites in community Erins House for Grieving Children Visiting Nurse Service and Hospice Students completed 32 hours of volunteer training / volunteer work

    14. The Power of Active Learning in PSY 371 Pre and Post Measures of Death Anxiety, Knowledge 4-point scale 1 = disagree almost totally 2 = disagree somewhat 3 = agree somewhat 4 = agree almost totally

    15. The Power of Active Learning in PSY 371 I have a positive attitude to the process of dying as a part of my life. Pre = 2.80 Post = 3.14 If one of my loved ones were to die, I would know exactly how to proceed with the arrangements for his/her funeral / burial / cremation. Pre = 2.05 Post = 3.09

    16. The Power of Active Learning in PSY 371 I have engaged in some advance planning for my own funeral / burial / cremation. Pre = 1.59 Post = 2.45 Those closest to me know exactly how I feel about organ donation. Pre = 2.68 Post = 3.00

    17. The Power of Active Learning in PSY 371 I have discussed my last wishes with those closest to me. Pre = 2.14 Post = 2.73 I feel knowledgeable about the resources in my community that pertain to death, dying, grief, and loss. Pre = 2.00 Post = 3.32

    18. The Power of Active Learning in PSY 371 What impact did the field trips and the service learning experience have? Created a composite of those 6 questions Number of Field Trips Attended 4 or Less: Pre = 2.48 vs. Post = 2.79 5 or More: Pre = 2.08 vs. Post = 3.03 Service Learning vs Traditional Research Paper Service Learning: Pre = 2.16 vs. Post = 3.02 Research Paper : Pre = 2.37 vs. Post = 2.73

    19. Active Learning Works! Learning starts in the classroom Need to transform the classroom so that students begin to view anywhere they are or hope to be a classroom within which they will learn and grow through participation, NOT passivity Devising active learning experiences requires significant effort

    20. THANK YOU AGAIN FOR NOTICING MY WORK!

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