Publications

Two Highlights:

Faculty perceptions of emergency remote instruction.

Scholarship of Teaching and Learning in Psychology

Dr. Bethany Fleck Dillen & Dr. Chris Garris

2021

During spring 2020, the SARS-CoV2 virus (COVID-19) pandemic forced courses to transition to emergency remote instruction (ERI). A nationwide sample of 276 faculty members identified a course that transitioned and evaluated their perception of the course. The faculty also reported on their affect, desire to teach online, and experience with online instruction. Results indicate that ERI courses had relatively low enjoyment, learning, engagement, and perceived course quality. Instructors perceived that flexibility increased. Perceptions of course variables were related to instructor affect and desire to teach online. History of teaching online and past online instruction training did not affect perceptions of the variables. The discussion suggests the importance of flexibility in ERI and the need for ERI training.    

Read the full article

Linking class and community: An investigation of service learning. 

Teaching of Psychology

Dr. Bethany Fleck Dillen, Dr. Heather Hussey, & Lily Rutledge-Ellison

2017

This study contributes to the service learning (SL) literature by providing new empirical evidence of learning from a problem-based SL research project conducted in a developmental research methods course. Two sections of the course taught in a traditional manner were compared to two sections of the course taught with an integrated SL project involving a local Boys & Girls Club. Pre- and posttest scores of the groups were compared in regard to content knowledge, civic engagement, and perceptions of the course. Results indicated that the SL students outperformed the control courses in learning outcomes. Civic engagement did not significantly change over the course of the semester. Student preference data indicated that most enjoyed the SL course, found it helpful, and thought it contributed to their understanding of the course material. The findings are related to past research and theoretical underpinnings that support SL.

Read the full article

Garris, C. P., & Fleck, B. (2020). Student evaluations of transitioned-online courses during the COVID-19 pandemic. Scholarship of Teaching and Learning in Psychology, 8(2), 119-139. http://dx.doi.org/10.1037/stl0000229  

Fleck, B. (2020). Maintaining records with consistency while facing change. ways that technology and students can help facilitate record keeping. In W.D. Woody & R.L. Miller (Eds.). Administration of a Student Friendly Psychology Conference: Challenges and Opportunities. Retrieved from the Society for the Teaching of Psychology web site http://teachpsych.org/ebooks/studentfc

Fleck, B. (2019). Innovative civic engagement pedagogy at CLDE 2018: Introductory essay: eJournal of Public Affairs, special issue. Ejournal of Public Affairs, 8(1). Retrieved from: http://www.ejournalofpublicaffairs.org/innovative-civic-engagement-pedagogy-at-clde-2018/

Hartlep, N.D., Lake, D., Purcell, J. W., Bush, A., Graves Perry, L., Fleck, B., Kliewer, B. W., Janke, E. M., Markham, P., Orphan, C. M., & Saltmarsh, J. (2019). Toward an innovative civic engagement pedagogy. Ejournal of Public Affairs, 8(1). Retrieved from: http://www.ejournalofpublicaffairs.org/toward-an-innovative-civic-engagement-pedagogy/

Richmond, A. S., Woody, W. D., Fleck, B., Becker, S., Mace, B. L., Manual, L., & Kranz, P. (2019). An evidence-based roadmap for success: Part 1-graduate school. Scholarship of Teaching and Learning in Psychology. 1-16.http://dx.doi.org/10.1037/stl0000130

Blessing, S., Fleck, B., & Hussey, H. D. (2018). A survey of effective blogging practices. In R. J. Harnish, K. R. Bridges, D. N. Sattler, M. L. Signorella, & M. Munson (Eds.). The Use of Technology in Teaching and Learning. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/

Fleck, B. (2018). Ten tips for student success at conventions. Eye on Psi-Chi, 22(2), 25-28. Retrieved from the Psi Chi website: https://www.psichi.org/page/eye_main_222#.W5FIZC_3lmA

Fleck, B., Richmond, A. S., Rauer, H., & Beckman, L. (2017). Active reading questions as tools to support college student’s textbook reading. Scholarship of Teaching and Learning in Psychology. 3(3), 220-232. http://dx.doi.org/10.1037/stl0000090

Fleck, B.K.B., Richmond, A.S., Sanderson, J., & Yacovetta, S. (2015). Does pedagogical documentation support maternal reminiscing conversations? Cogent Education, 2, https://doi.org/10.1080/2331186X.2015.1124824

Troisi, J. D., Leader, S. S., Stiegler-Balfour, J. J., Fleck, B., Good, J. J. (2015). Not all types of mentors are created equal: Comparing the effectiveness of departmental, university, and self-selected mentors. The Journal of Faculty Development, 29(3), 17-22, Retrieved from: http://www.ingentaconnect.com/contentone/nfp/jfd/2015/00000029/00000003/art00002#expand/collapse

Fleck, B., Smith, R., & Ignizio, G. (2015). Some assembly required: Building and evaluating service-learning in higher education curriculum. Ejournal of Public Affairs 4(3), DOI: 10.21768/ejopa.v4i3.71

Jhangiani, R. S., Troisi, J. D., Fleck, B., Legg, A., & Hussey, H. (2015). A compendium of scales for use in the scholarship of teaching and learning. Retrieved from Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/compscalessotp 

Richmond, A. S., Fleck, B., Heath, T., Broussard, J., & Skarda, B. D. (2015). Can inquiry-based instruction promote higher-level learning?. Scholarship of Teaching and Learning in Psychology, 1(3), 208-218, http://dx.doi.org/10.1037/stl0000032

Hussey, H. D., Richmond, A. S., Fleck, B. (2015). A primer for creating a flipped psychology course. Psychology Learning and Teaching, 14(2), 169-485, DOI: https://doi.org/10.1177/1475725715592830

Troisi, J. D., Leder, S., Stiegler-Balfour, J. J., Fleck, B. K., & Good, J. J. (2015). Effective teaching outcomes associated with the mentorship of early career psychologists. Teaching of Psychology, 42(3), 242-247, DOI: https://doi.org/10.1177/0098628315587623

Fleck, B. K. B., Beckman, L., Sterns, J., & Hussey, H. D. (2014). YouTube in the classroom: A look at student preference and learning outcomes. The Journal of Effective Teaching, 14(3), 21-37. 

Rogers, R. A., & Fleck, B. K. B (2014). Teaching methods to overcome challenges in online graduate-level courses. Journal of Online Doctoral Education, 1(1), 89-100.  

Hussey, H. D., Fleck, B. K. B., & Richmond, A. S. (2013). Promoting active learning through a flipped course design. In J. Keengwe, G. Onchwari, & J. Oigara, (Eds.), Promoting active learning through the flipped classroom model. Hersey, PA: IGI Global. 

Fleck, B. K. B., Leichtman, M., Pillemer, D., & Shantler, L. (2013). The effects of documentation on young children's memory. Early Childhood Research Quarterly, 28, 568-577. 

Fleck, B. K. B., Richmond, A. S., & Hussey, H. D. (2013). Using social media to enhance instruction in higher education. In S. Keengwe (Ed.), Research perspectives and best practices in educational technology integration. (pp.217-241). Hershey, PA: IGI Global publication. 

Blessing, S., Blessing, J., & Fleck, B. K. B. (2012) Using Twitter to Reinforce Classroom Concepts. Teaching of Psychology, 39(4), 268-271. 

Managan, M., & Fleck, B. K. B. (2011) Online student evaluation of teaching: Will professor "hot and easy" win the day? Journal on Excellence in College Teaching, 22(1), 59-84. 

Hussey, H., Fleck, B. K. B., & Warner, R. (2010). Reducing student prejudice in diversity infused core psychology classes. College Teaching, 58(3), 85-92. http://dx.doi.org/10.1080/87567550903418560

Fleck, B.K.B., & Chavajay, P. (2009). Frequencies and functions of physical touch in preschool and kindergarten. Early Childhood Research Quarterly, 24, 46-54. 

Fleck, B. K. B., & Hussey, H. (2009). Project psychology, a classroom competition. Journal of Excellence in College Teaching, 20(4), 55-72.