Blue book

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In: Intro to Psych, Principles of Social Psych, Teaching Thoughts

I’ve been asked by several colleagues for my thoughts on the future of higher education in the age of AI, especially asynchronous courses. First, as things now are, there is no way to ensure that any assessment completed by students outside the closely-monitored classroom was written by the student. Even before AI, that was the case. For example, I have had students hire others to complete their assignments. AI just makes this kind of cheating available to everyone. Although students who pay for AI may get a higher quality of writing. Do you believe you can accurately detect AI-written text? There is a new GoogleRead More →

Snow-capped mountain

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In: 08. Relationships, 11. Social Psychology, Intro to Psych, Principles of Social Psych

On January 18, 2025, dating partners Thomas P. and Kerstin G. went mountain climbing on Austria’s highest mountain, the Grossglockner. Kerstin never returned (Bell, 2026). Thomas was an experienced climber. Kerstin had some experience but not enough for the winter conditions that included strong winds (45 mph, 74 kph) and below freezing temperatures (17F, -8C). Prosecutors say the couple got stuck on the mountain and that Thomas P failed to call the police and did not send any distress signals when a police helicopter flew overhead at around 22:30. Video footage from the helicopter showed the couple still climbing. The judge noted that no distressRead More →

Credit score equals conscientiousness?

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In: 08. Relationships, 12. Personality, Intro to Psych, Principles of Social Psych

After covering the Big Five and/or the HEXACO personality traits in Intro Psych, ask your students which trait or traits are most likely to correlate positively with credit score and which trait or traits are most likely to correlate negatively. (If you want to play along, take your guesses now. The answers are in the next paragraph. As a quick reminder, your choices are conscientiousness, openness, extraversion, emotional stability, and agreeableness.) One study found a small positive correlation between credit scores and conscientiousness. It was about the same size as the positive correlation between credit scores and educational attainment. Interestingly, the authors found small negativeRead More →

Wilmot's Warehouse game box

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In: 08. Memory & Cognition, Intro to Psych

Wilmot’s Warehouse is a cooperative board game created by someone who was paying attention during coverage of the memory chapter in their Intro Psych course. (Their Amazon page has much more information about the game.) The game’s premise is simple. Flip over tiles to see an abstract image. Place the tile upside down on the board (representing a warehouse) so that the image is hidden. After all the tiles have been placed, each player gets a bunch of new image tiles that may or may not match the ones face down on the board. The goal is to match the new tiles with the hiddenRead More →

Gallup data showing generational differences in sexual orientation identification

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In: 02. Research Methods, 08. Relationships, 10. Emotions & Motivation, Intro to Psych, Principles of Social Psych

Earlier this month, I attended the National Institute on the Teaching of Psychology (NITOP) in what I hope will be their new conference home at the Grand Hotel Golf Resort & Spa in Point Clear, Alabama. It’s a relaxing location with excellent food and friendly staff. The three keynotes at NITOP 2026 (Lisa Diamond, Claude Steele, and Markus Brauer)  gave me a lot to think about, as NITOP keynotes usually do. Lisa Diamond is Distinguished Professor of Psychology and Gender Studies at the University of Utah. Her talk was titled “Your textbook is out of date: What we know now about gender and sexuality, andRead More →

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In: 08. Memory & Cognition, Intro to Psych, Teaching Thoughts

It must have been in my first year of full-time teaching. I was sitting in the faculty break room feeling nervous about seeing my student evaluations of teaching when I heard from down the hall, “I found it!” My colleague Larry came into the break room holding a piece of paper in the air. Gamely, I asked, “What did you find?” A negative evaluation. He found a negative evaluation. One of his core teaching goals was to challenge his students to think differently. He didn’t ask students to adopt his view of the world, but he did want them to see the world from differentRead More →

Black cube

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In: Teaching Thoughts, Technology for Academics

  Like everybody else, I’ve been thinking about AI. I use Google NotebookLM to pull information from a finite set of documents. I use Perplexity to answer questions I used to ask of search engines. For example, I use macros with some of my spreadsheets. Where I used to search for code and reconfigure it for my specific situation, I can tell Perplexity (or a host of other AI tools) what I want the code to do, and it generates the code for me. Very handy. No question. When my affiliate university (New Mexico State University) offered me a free Grammarly account, I was willingRead More →

AI-generated image of a child hunched over, leaning on a cane with wild grey hair and cardigan

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In: 06. Development, 11. Social Psychology, 12. Stereotypes, Prejudice, & Discrimination, Intro to Psych, Principles of Social Psych

This is the eighth in a series of posts based on Becca Levy’s book Breaking the age code: How your beliefs about aging determine how long & well you live. **** Ageism is alive and well. In Breaking the Age Code (Levy, 2022), I learned that some K-12 schools celebrate the 100th day of school by inviting students to dress up as a 100-year-old person. Because, you know, if you’re going to teach age stereotypes, you should make it fun. Show students these costume ideas on the School Run Messy Bun website (Becker, 2023). Working in small groups, ask students to identify the ageist beliefsRead More →

teacher giving the test results to his students

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In: Intro to Psych, Teaching Thoughts

  For my books, my wife reads every chapter I write before I send it to my editor. We’ve been together for over 25 years. I’ve had occasion to mention a little something every so often about psychology. Let’s just say that she has learned a lot of psychology. Occasionally, she will ask me some version of this: “What’s that thing called where [perfect description of that thing]?” And then I’ll name the thing, e.g., counterfactual thinking, variable ratio schedule of reinforcement, source amnesia. However, sometimes I struggle to come up with the term. I know that I know it. I’ve taught the dang conceptRead More →

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In: Intro to Psych, Principles of Social Psych, Teaching Thoughts

As we witness the proliferation of AI, faculty are returning to in-class assessments. Faculty chatter on social media and the sudden increase in blue book sales provide the supporting data (Shirky, 2025). I have been a long-time fan of a modified interteaching model (Frantz, 2019). Students would be given a list of essay questions based on the chapter to be read for the coming week. They would answer the questions and bring their answers to class. Students would then work in small groups to identify the questions that gave them the most difficulty, and that’s what I would lecture on. Students would then revise theirRead More →

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