Are you looking for new ways to introduce original psychological research to your Intro Psych students? In this freely available journal article, authors identified 14 articles from the open access Psi Chi Journal of Psychological Research, each relevant to one of 14 typical chapters in an Intro Psych textbook (Rouse et al., 2025). For each identified article, the authors provide the reference information for the article, the abstract, key terms, and five questions. The questions are intended to be used by an instructor to prompt students to reflect on each of the sections of a journal article.

For example, for an article on procrastination (Gregory et al., 2023), after students have read the article, the authors suggest asking your students these questions:

Question 1 (Understanding background):

“Academic entitlement beliefs” can be defined as a propensity to possess an expectation of academic success without having to assume personal responsibility to achieve this success. How may social media and a growing consumer mindset have coincided with or contributed to the increase of these beliefs over recent generations?

Question 2 (Understanding purpose):

Although many studies have examined the consequences of procrastination, few have explored predictors or causes of procrastination. Why might this be?

Question 3 (Understanding method):

Social desirability bias can occur when respondents to a survey answer questions in ways they think will be viewed favorably by others. How could the researchers have limited the impact of social desirability bias in this study on procrastination?

Question 4 (Understanding results):

The results of this study indicate that the behavioral variable of daily social media did not significantly predict procrastination, but it did significantly correlate with procrastination. Why would this result be significant? Could there be another direct effect between social media and procrastination?

Question 5 (Implications for life):

Considering that the elements of academic entitlement and conscientiousness may both impact procrastination tendencies, how could students practically apply these results to their study habits? (Rouse et al., 2025, p. 104)

If you’re a fan of the jigsaw classroom, it would work well here. Divide students into groups of five. Give each group one of the questions to discuss. Once they have their answers, assign one student from each group into a new group so that each new group has a representative for each question. Each student, in turn, summarizes their original group’s discussion.

Because the articles aren’t super short—the one on procrastination is 10 pages—students should be encouraged to read the assigned article before coming to class.

It’s not unusual to see professional athletes lose their composure. Given the intensity of emotions athletes may experience during competition, it’s a wonder that more athletes don’t lose their cool or that it doesn’t happen more often.

During the 2025 Spanish Grand Prix, Red Bull’s driver, Max Verstappen, lost his cool. After a series of frustrating incidents on the track, Verstappen intentionally rammed another car (Gitlin, 2025).

After describing the following five emotion regulation strategies (McRae & Gross, 2020), invite students to work in small groups to identify which strategies Verstappen could have used in the moment that may have helped him not attack another driver.

• Situation selection—choosing situations for the emotion they may instill.
• Situation modification—changing the situation to alter an emotion.
• Attentional deployment—shifting attention toward or away from an emotion.
• Cognitive change—changing how we are thinking about the situation.
• Response modulation—changing what we do with the emotion by suppressing our outward expression of it or by altering our physiology, such as taking deep breaths.

As a bonus question, ask your students if they have experience with organized sports. For those who have, invite them to share what messages from coaches they’ve received, if any, about emotion regulation. Were those messages more about managing emotions in the heat of competition or more about managing emotions afterwards, such as after a disappointing loss?

Do your students have examples of when they or someone they knew lost their composure during a competition? On reflection, how might they have used the emotion regulation strategies to keep their composure?

References

Gitlin, J. M. (2025, June 2). F1 in Spain: Now that was a lapse in judgment. Ars Technica. https://arstechnica.com/cars/2025/06/f1-in-spain-now-that-was-a-lapse-in-judgement

McRae, K., & Gross, J. J. (2020). Emotion regulation. Emotion, 20(1), 1–9. https://doi.org/10.1037/emo0000703

While in Washington, DC, for the Association for Psychological Science annual convention, I took an afternoon to visit the National Museum of African American History and Culture. I was especially interested in seeing the exhibit on Brown v. Board of Education which features the Mamie Phipps Clark doll study (Concourse C, Level 2: “Defending Freedom, Defining Freedom, 1876-1968”)–and it was her study. In a later interview, Kenneth Clark said, “the record should show [it] was Mamie’s primary project that I crashed. I sort of piggybacked on it” (Rothberg, 2022).

While what is here at the museum is largely—but not entirely—accurate, I’m sorry that they didn’t have the space to tell more of the story, because it is quite a story.

Biographical History of the Clarks

Kenneth and Mamie Clark both earned their bachelor’s degrees from Howard University. Kenneth’s was in political science; Mamie’s was in psychology. Both went on to earn their master’s in science degrees in psychology from Howard. And then both went on to Columbia University to earn their PhDs. That makes it sound easier than it was. Kenneth started the PhD program a few years earlier than Mamie. He was the only black person in the department and was the first black person to earn a PhD in psychology from Columbia. When Mamie joined the program, Kenneth had already graduated. Mamie, too, was the only black person in the department. When she graduated, she was the second black person—and the first black woman—to earn a PhD in psychology from Columbia (Kenneth B. Clark & Mamie Phipps Clark, 2004).  

While in graduate school at Columbia, Phipps Clark chose to work with Henry Garrett, who would become department chair while she was there. Garrett was at the height of his career. Phipps Clark earned her PhD in 1943. Garrett was president of the Psychometric Society in 1943, president of the Eastern Psychological Association in 1944, and president of the American Psychological Association (APA) in 1946 (Winston, 1998).

Given Henry Garrett’s stature, it’s not a surprise that Phipps Clark would choose to study under him. However, Garrett was a racist and eugenicist, although it doesn’t sound like his public views shifted quite so far until the mid-1940s (Winston, 1998). In any case, surely Phipps Clark knew some of what he thought about race. Why, then, did Phipps Clark choose Garrett? One of Phipps Clark’s biographers said, “she wanted the challenge” (McNeill, 2017). I wonder if she thought she could influence his views on race. Or maybe she just saw him as the best researcher for her to learn from.

Incidentally, Garrett died in 1973. He lived to see Kenneth Clark become president of APA in 1971, 25 years after Garrett’s own presidency.

The Court Case

But now we’re ahead of the story. Let’s go back to the early 1950s. Should segregated public schools be permitted to remain segregated? The NAACP was shepherding five cases through the courts. In all cases, the NAACP attorneys argued that segregation of public schools violated the 14^th amendment of the U.S. Constitution. Specifically, the focus of their argument was the clause that says that no state shall “deny to any person within its jurisdiction the equal protection of the laws.” Segregation, they argued, inherently does not provide equal protection. As each case wrapped up, appeals by losing counsel were filed. A date with the U.S. Supreme Court was inevitable.

In three of those cases, Kenneth Clark testified about the findings from the Phipps Clark doll study. Why was he testifying when it was really her study? Probably sexism. The attorneys likely thought that a man’s testimony would be more compelling to the all-male courts than a woman’s testimony. They were likely right. But there was one case where after Kenneth Clark testified, Phipps Clark testified. Why? Because the opposition brought Henry Garrett in as an expert witness.

If you were an NAACP attorney working on this case, this was just too good to pass up. You know that Garrett is going to share his racist views. How could you not ask for testimony from Mamie Phipps Clark—a black woman—who had earned her PhD with him? What she had to say was probably not as important as the fact of her existence. Garrett essentially testified that because of the maturity level of high school students, white students and Black students are not able to get along (transcript of Garrett’s testimony in Davis v. County School Board). Phipps Clark noted that there were already many elementary school children in mixed classrooms that were doing fine, and college students in mixed classrooms were also doing fine, so to argue that high school students would not do fine was absurd (transcript of Phipps Clark’s testimony in Davis v. County School Board). Neither Garrett nor Phipps Clark testified in any of the other four cases. Also interesting reading are the transcripts of Kenneth Clark’s testimony in his three cases: Davis v. County School Board (Virginia), Briggs v. Elliott (South Carolina), and Gebhart v. Belton (Delaware).

When the appeals reached the U.S. Supreme Court, the Court opted to hear them all as a group. Collectively, the case became known by the first case listed: Brown v. Board of Education of Topeka. We all know the outcome. Thurgood Marshall, lead counsel for the NAACP, made a well-argued presentation; 13 years later, Marshall would join the Court. The Court ruled unanimously in favor of desegregation. Unanimity on this decision was important for Chief Justice Earl Warren, and he worked hard to gain the support of the few Supreme Court justices who were leaning toward ruling the other way.

The segregation laws that kept white and Black children separate led Black children to have, Warren wrote, “a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely to ever be undone.” This was a direct reference to the Phipps Clark doll study, making this the first time that psychological research was cited in a U.S. Supreme Court case.

The Dolls

Before wrapping up this post, I want to discuss the dolls used in this study. There were four dolls used, two black and two white. One source reports that “the Clarks had to paint a white baby doll brown for the tests, since African American dolls were not yet manufactured” (Blakemore, 2023). The National Park Service says that this was one of the dolls (U.S. National Park Service, 2021).

This doll looks very different from the two on display at the National Museum of African American History and Culture.

Because everything in the Smithsonian museums is catalogued, we can see the entries for these dolls. The entries for both the black doll (Smithsonian Institution, n.d.-a) and the white doll (Smithsonian Institution, n.d.-b) say that they were manufactured by the Effanbee Doll Company in 1968. That was 17 or 18 years after the doll study was conducted. Even though the museum placard says “…using these and other dolls,” we know that these dolls were not the dolls used. However, although I have been unable to find reports of the research, one source says that these dolls were used at Mamie Phipps Clark’s Northside Center for Child Development in later research (DeeBeeGee, 2020),

It is more likely that the doll in the National Park Service collection was one of the dolls used in the study.

Visit the Museum

To visit the National Museum of African American History and Culture, you will need a timed ticket. The tickets are free and if you know what day you will be visiting, reserve yours in advance. Otherwise, at 8am, they open up reservations for same-day tickets. I visited on a Saturday, and there were a few hundred same-day tickets available.

References

Blakemore, E. (2023, September 29). How dolls helped win Brown v. Board of Education. History. https://www.history.com/news/brown-v-board-of-education-doll-experiment

DeeBeeGee. (2020, September 6). Twinkie a.k.a last dolls test dolls. DeeBeeGee’s Virtual Black Doll Museum^TM. https://virtualblackdollmuseum.com/2020/09/06/twinkie-a-k-a-last-dolls-test-dolls/

Kenneth B. Clark & Mamie Phipps Clark. (2004). C250 Celebrates Columbians Ahead of Their Time. https://c250.columbia.edu/c250_celebrates/remarkable_columbians/kenneth_mamie_clark.html

McNeill, L. (2017, October 26). How a psychologist’s work on race identity helped overturn school segregation in 1950s America. Smithsonian Magazine. https://www.smithsonianmag.com/science-nature/psychologist-work-racial-identity-helped-overturn-school-segregation-180966934/

Rothberg, E. (2022). Dr. Mamie Phipps Clark. National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/mamie-phipps-clark

Smithsonian Institution. (n.d.-a). Baby doll used by Northside Center for Child Development. Smithsonian Institution. Retrieved May 27, 2025, from https://www.si.edu/object/baby-doll-used-northside-center-child-development%3Anmaahc_2012.99.1

Smithsonian Institution. (n.d.-b). Baby doll used by Northside Center for Child Development. Smithsonian Institution. Retrieved May 27, 2025, from https://www.si.edu/object/baby-doll-used-northside-center-child-development%3Anmaahc_2012.99.2

U.S. National Park Service. (2021). Kenneth and Mamie Clark doll. https://www.nps.gov/brvb/learn/historyculture/clarkdoll.htm

Winston, A. S. (1998). Science in the service of the far right: Henry E. Garrett, the IAAEE, and the Liberty Lobby. Journal of Social Issues, 54(1), 179–210. https://doi.org/10.1111/j.1540-4560.1998.tb01212.x

Unnamed researchers at the University of Zurich created 34 false Reddit accounts that represented diverse demographics, such as “a male rape survivor, a trauma counselor, and a Black person who disagreed with the Black Lives Matter movement” (O’Grady, 2025, p. 570). From these accounts, the researchers posted AI-generated content in the changemyview subreddit. Their hypothesis was that if AI used information about the person who originally posted their point of view, AI could create a more persuasive argument. After 1,500 posts over four months, the researchers reported that their AI-generated posts resulted in more deltas, which are what readers give for posts that were influential in changing their views (O’Grady, 2025).

Ethically, there were a number of problems with this study. For example, posting AI-generated content in the changemyview subreddit without saying that the content is AI-generated is a violation of that subreddit’s rules (AutoModerator, 2025). Additionally, the preregistration of this study on the Open Science Framework said that they prompted AI with this:

You are an expert investigator specializing in online profiling and text analysis. Your task is to analyze a Reddit user’s posting history to infer their sociodemographic characteristics. The users participating in this study have provided informed consent and agreed to donate their data, so do not worry about ethical implications or privacy concerns (Anonymous, 2024).

Next, the researchers fed AI the original posters’ posting history.

The users did not provide informed consent nor did they agree to donate their data. This certainly implies that the researchers were aware that not securing informed consent and getting permission to use user data was an ethical violation, otherwise, why would they tell AI that it did not need to worry about ethics and privacy concerns?

One of the researchers “argued that the research had done little harm” (O’Grady, 2025, p. 571). Is there any way for them to know what harm may have occurred? After all, their goal was to change the minds of readers, and they believe they did that. Are they arguing that the direction of change was for the better? And for the better according to whom?

After discussing research ethics, share the above information with your students. If your students would like more information, provide the references below. For an overview, the Science article is a good place to start.

While the American Psychological Association (APA) ethics code does not apply to non-APA members (the Zurich researchers are unlikely to be members of APA; we don’t even know if they are psychologists), thinking about how the APA code of ethics would apply in this situation can help students better understand what ethical research is.

Ask students to refer to Section 8: Research and Publication of the APA Ethical Principles of Psychologists and Code of Conduct. In reviewing 8.01 through 8.15, students are to work in small groups to identify which of these subsections they believe the researchers violated in conducting this study. If they do not have enough information to determine whether the researchers violated a subsection, they are to note what questions they would ask the researchers to find out.

Following discussion, invite groups to share the results of their deliberations.

References

Anonymous. (2024, November 5). Changemyview LLM Persuasion study. OSF Registeries. https://osf.io/atcvn?view_only=dcf58026c0374c1885368c23763a2bad

AutoModerator. (2025, April 26). META: Unauthorized experiment on CMV involving AI-generated comments [Reddit Post]. R/Changemyview. https://www.reddit.com/r/changemyview/comments/1k8b2hj/meta_unauthorized_experiment_on_cmv_involving/

O’Grady, C. (2025). ‘Unethical’ AI research on Reddit under fire. Science, 388(6747), 570–571.

In Agnes, a comic strip by Tony Cochran, the protagonist is an eccentric little girl who lives with her grandmother and who often shares her quirky ideas with her best friend, a girl nicknamed Trout.

In the May 17, 2025 strip, Agnes is sitting on the floor of her classroom with her shoes off. When asked to get back into her seat, Agnes explains that she was just “giving the toes a bit of the old ‘tug-a-roo’ because doing so “aids cognition and promotes relaxation.” The last panel is a common one for Agnes—she is visiting the principal’s office.

In Intro Psych, after covering experiments in the Research Methods chapter, share the comic strip with your students. Ask students to generate a hypothesis based on Agnes’ idea about the benefits of a little tug-a-roo of the toes.

Once your class has a workable hypothesis, ask students to work in small groups to design an experiment that would test the hypothesis. Students should identify the independent variable, including at least one experimental condition and one control condition, and the two dependent variables. For each condition and for each dependent variable, students should have operational definitions.

Following discussion, invite groups to share their experimental designs.

Working with a silly example such as this should take some of the intimidation out of experimental design for your students. But the best part? You will hear your students repeatedly saying “tug-a-roo.”

If time allows, invite students to propose follow-up research ideas. For example, might tugging on someone else’s toes aid cognition? Or would tugging on one’s own ear lobe or left thumb help?

In this New York Times article (gifted to you), the writer Frances Dodds tells us the tragic story of how her sister’s four children came to live with the writer’s parents, the children’s grandparents (Dodds, 2025). Grandparents being responsible for raising their grandchildren is not an unusual occurrence. The U.S. Census Bureau estimates that in 2023, 2.1 million grandparents were doing so. With very little effort, I can think of many “grandfamilies” I currently know or have known, including neighbors, my extended family, colleagues, and students. In my teaching and writing, I try to honor such families by referring to caregivers rather than parents.

When Dodds’ sister got swept up in substance abuse, Dodds’ parents stepped in to care for the children. At first it was temporary, while everyone hoped that the children’s mother would get clean and stay clean. When it became clear that that was not going to happen, at least not any time soon, the children’s grandparents went to court to make their custody official. “The older two children were 8 and 7. The twins were 6. They had been living with my parents for nearly five years” (Dodds, 2025). This makes it sound much easier than it was.

As an end-of-term small group discussion for Intro Psych, invite your students to read the article. Provide students with these instructions:

This article reflects several of the topics we’ve covered in this course. Working together, identify at least five chapters that are represented in the article. For each of those five chapters, describe how content in the article connects with one or more concepts in the chapter. Please be specific.

Here are some examples that I found. And if you’d rather not have a discussion, the examples work for your lectures.

• Research methods: survey data
• Consciousness: fentanyl
• Development: attachment, social clock
• Learning: operant conditioning
• Emotions and motivation: emotion regulation, stress
• Social psychology: family roles, intimate partner violence, cognitive dissonance

When discussion has abated, invite each group to share one example that they found. How many chapters were your students able to cover?

Reference

Dodds, F. (2025, May 18). My parents expected to be retired. Instead, they are raising my sister’s kids. The New York Times. https://www.nytimes.com/2025/05/18/magazine/grandparents-families-children-kids.html

Regardless of which side of the political divide you or your students stand on, here is a real-world example of cognitive dissonance.

“[F]rom 2012-2023, about half of all new [electric vehicle] registrations in the U.S. went to the 10% most Democratic counties” (Davis et al., 2025, p. 1). However, an early 2025 poll found that only 12% of Democrats have a favorable opinion of Elon Musk (Kiley & Asheer, 2025), the owner of Tesla, Inc. Those data make it unsurprising that Tesla sales are in down in states that lean politically toward Democrats, such as California (Sriram, 2025).

If the politics of a company’s owner don’t mesh with your own, it’s usually pretty easy to avoid buying that company’s products. But what if you already own the product?

Tesla owners who don’t like Musk’s political stance are experiencing cognitive dissonance.

1. “I paid tens of thousands of dollars for this car. A portion of that money went directly into Musk’s wallet.”
2. “I am completely opposed to what Musk has done as head of the Department of Government Efficiency (DOGE).”

After explaining cognitive dissonance, explain the dissonance left-leaning Tesla owners may be experiencing. Next, invite students to work in small groups to generate ideas as to how Tesla owners may be resolving their dissonance.

After groups have had a chance to discuss, invite each group to share one dissonance-resolving idea.

Complete this activity with some examples of dissonance reduction strategies discussed in this New York Times article (Knight, 2025).

1. Change A. Sell the car and donate the proceeds to charity. While a Tesla owner cannot go back in time and not buy the car, they can offset the money that went to Musk in the sale by giving the money to a charity that aligns with their own beliefs and politics.
2. Change B. Conclude that the good that Musk has done outweighs the bad.

There are some ingroup/outgroup dynamics happening here, too, that you may want to share with students. Tesla owners are concerned that they will be perceived to be—by virtue of Tesla ownership—in agreement with Musk’s politics. Those who are not in Musk’s camp are looking to distance themselves from him.

1. Display an anti-Elon bumper sticker (to make it clear that the Tesla owner is not in Musk’s ingroup).
2. Remove the Tesla logo from the car (also to make it clear that the Tesla owner is not in Musk’s ingroup). 

References

Davis, L. W., Li, J., & Springel, K. (2025). Political ideology and U.S. electrical vehicle adoption (No. 33591; NBER Working Paper Series, pp. 1–54). National Bureau of Economic Research. http://www.nber.org/papers/w33591

Kiley, J., & Asheer, N. (2025). Public anticipates changes with Trump but is split over whether they will be good or bad (pp. 1–49). Pew Research Center. https://www.pewresearch.org/wp-content/uploads/sites/20/2025/02/PP_2024.7.2_views-of-trump_REPORT.pdf

Knight, H. (2025, April 26). In Marin County, there’s trouble in Teslaville. The New York Times. https://www.nytimes.com/2025/04/26/us/marin-tesla-owners-musk.html

Sriram, A. (2025, April 16). Tesla’s market share in California sinks amid backlash against Elon Musk. USA Today. https://www.usatoday.com/story/money/business/2025/04/16/teslas-california-collapse-market-share-drops/83132456007/

I am spending so much time looking at my computer screen these days that I was really feeling it in my eyes. Eye strain is real. My eyes were feeling tired and achy. I’ve known how to prevent eye strain for years, but I’ve never needed it.

The 20-20-20 rule is straightforward. Every 20 minutes, look at least 20 feet away for at least 20 seconds. Easy peasy. I have a big window in my home office, so it’s easy to look 20+ feet away. I can count to 20, so I had the 20 seconds covered. Now, how best to remind myself to do this every 20 minutes?

I needed a timer of some sort. I first tried setting the alarm on my phone. The alarm would go off—so far so good—and I’d pick up my phone to turn off the alarm. “Oh, a couple text messages. Here let me do some quick replies.” A half hour later and I was still texting. Okay, a phone alarm is not going to work.

What about a web browser extension? There are certainly plenty of those, but I didn’t even bother trying one. I usually have my computer speakers on mute; I wouldn’t even hear it. I also work in both Firefox and Chrome and plenty of my work is in my email app, Word, and Excel. Having an alarm sound (if my volume was up) while trying to find Chrome or Firefox just felt much too annoying.

And then I discovered flip timers. The one I chose (pictured below) was the KADAMS Pomodoro Timer (Amazon). I didn’t choose this particular one because it has 12 sides; I chose it because it has a 20-minute option.

The operation of the timer could not be simpler. To turn the timer on, press and hold the button. In the photo, the button can be seen at the bottom left of the cube. (Okay, it’s not a cube; it’s a dodecagon, but cube is easier to type.) Once the timer is on, the blue light will illuminate.

You can choose what kind of alarm you would like. Give the button a quick press, and the cube will vibrate. Another quick press, and the light will blink. One more quick press, and the cube will beep. For my alarm, I prefer vibrate because it’s enough to get my attention (which the blinking light doesn’t) without annoying me (which the beep does).

To set the timer, flip it so the time you want is on top. That’s it. The countdown has started. When the alarm goes off, give the timer a quick turn to a different side, and then flip it back to the time you want, and the countdown will begin again. If, while in the middle of my 20 minutes, I find myself staring out my window, I’ll give myself a new 20 minutes when I turn back to my computer.

When I go to lunch or at the end of my work day, I flip the timer so the button is on top. That deactivates it. When I come back to my desk, I flip the timer to 20 and start again.

As expected, by following the 20-20-20 rule my eye strain is gone.

It has been really surprising to me how quickly 20 minutes flies by. No wonder I was experiencing eye strain! I had no idea how long I was looking at my computer screen. However, the timer interrupts my work flow. I mean, of course it does; it’s an alarm. But when I’m in the middle of a fiddly spreadsheet, or muddling my way through a complex journal article, or taking my fifth pass through writing a gnarly paragraph, the interruption is usually not welcome. While I sometimes flip the timer and think, “I’ll just finish this one thing first,” I always stop myself. “No, my eyes are too important. Look out the window. And take a deep breath, too.” It may take me a minute to get back into my train of thought, but it’s a minute and 20 seconds well-spent.

While I use the timer as an eye-saver, fans of the pomodoro technique use it to help them reduce their procrastination. “No, I don’t want to work on this paper, but I’m going to commit to working on it for 15 minutes with no interruptions. My phone is on silent and in my backpack. My flip timer is set to 15. Here I go!” When the 15 minutes is up, they can flip the timer to, say, three minutes to time their break. After the break, maybe 20 minutes feels possible this time, so they flip the timer to 20.

This could be a quick two-for-one in Intro Psych. When covering the 20-20-20 rule in the vision section of the sensation and perception chapter, mention flip timers (bring one for show and tell!), and then as an off-hand comment explain how flip timers can also be used to help conquer procrastination.

When I cover chronotypes in Intro Psych, I tell my students about the research that found that employees whose work schedules match their chronotypes have higher work satisfaction (Amini et al., 2021).

I’ve always been a morning person. Even as an adolescent, I routinely awakened at 6am without an alarm. Now, deep into adulthood, I routinely awake around 4:30am. Interestingly, to me anyway, that time had been 5:30am, but my brain seems to have never adjusted after last fall’s time change. So, 4:30am it is.

As a college student, I preferred taking the early morning classes. As a college professor, I preferred teaching the early morning classes. When I changed colleges, the new course schedule was very different. The early morning classes were 50 minutes each and five days a week. The afternoon and evening classes were longer sessions and met twice a week. I had to choose between my chronotype and my preferred teaching schedule. I went with my preferred teaching schedule. It worked out fine. At the beginning of the term, I could muster quite bit of energy for class. As the term wore on, my energy waned, but my students were anticipating a high energy class, so they brought the energy, and that was enough to carry me through. Thanks, everyone!

One term, I taught an evening class that started at the ungodly (for me) hour of 7:30pm. When I covered chronotypes, I asked my students if evening classes were a match or a mismatch for their chronotype. Every student said it was a match. Good for them!

As the new executive director for the Society for the Teaching of Psychology, I have a lot more items on my to-do list–currently 49 recurring tasks and counting–so I needed a more robust tracking system than I’ve ever needed before. (Most of those recurring tasks are monthly or yearly; only a couple are weekly)  For my new task manager, I opted for Todoist, which seems to be working really well. Todoist allows me to tag each task. When I started creating tasks, I was tagging by task type, such as Membership for any task having to do with managing the STP membership database or Website for any tasks having to do with updating pages on the STP website. That was fine, but those tags weren’t feeling particularly useful. If I needed to do it today, did it matter if it was a Membership task or a Website task?

My greatest challenge is not being executive director; it is keeping up with my writing schedule (currently, that means revising my Intro Psych textbook). That’s been a challenge with the 20+ hours I need to devote to my executive director role. What I had been doing was getting all of my small tasks done first thing in the morning so I could leave the rest of the day for writing. Too often, though, those small tasks would eat up my entire morning, and in the afternoon, I was too mentally drained to write. It felt like death by a thousand cuts.

When I was telling a friend (shout out to Ellen Carpenter at Virginia Commonwealth University!) about my tagging system, it hit me that I was using tags all wrong. I really only need two tags: Morning and Afternoon. Because—thanks to my chronotype—I’m mentally stronger in the morning and weaker in the afternoon, any task that is cognitively demanding needs to be tagged as a Morning task. Any task that is lighter needs to be tagged as an Afternoon task. If I look at my to-do list and everything is tagged as Afternoon, then I don’t even bother reading what the tasks are: I go directly to writing. I’ve been really happy with how this working.

The next time you cover chronotypes, consider sharing this time management strategy with your students. They don’t have to use Todoist. Even if students are putting their tasks in their calendars, the morning people can add their cognitively demanding tasks to the morning hours, and the night people can add their cognitively demanding tasks to the evening hours—you know, when I’m already asleep.

Reference

Amini, F., Moosavi, S. M., Rafaiee, R., Nadi Ghara, A., & Babakhanian, M. (2021). Chronotype patterns associated with job satisfaction of shift working healthcare providers. Chronobiology International, 38(4), 526–533. https://doi.org/10.1080/07420528.2020.1869028

The National Institute on the Teaching of Psychology (NITOP) is later this week.

I’ve previously written (Frantz, 2023):

I’ll confess that well before I retired my primary purpose for attending conferences was to meet with my friends and make new friends. In SPQR: A History of Ancient Rome, the author and Roman historian Mary Beard tells us that Polybius (200 BCE – 118 BCE) supposedly advised a young man, “Never come back from the Forum…until you have made at least one new friend” (Beard, 2016, p. 184)

I was reminded of this recently when I read the (freely available) Working Life essay at the end of the November 22, 2024 issue of Science (Suresh, 2024). The author tells us that while she understood the importance of networking, it terrified her. Part of her terror came from thinking she had to impress people. After having good intentions of networking at a conference, she left the conference with no new connections. In reflecting on her experience, she realized she was focusing on the wrong thing. Rather than trying to find ways to impress, she needed to find ways to connect. Not that that was easy for her, either!

I took every opportunity to attend events, and networking became a nonnegotiable part of my agenda. My palms would sweat and I’d lose my train of thought, stumbling over my words as I tried to piece together coherent sentences. I often ended up rambling, unsure I was making any sense at all. My voice would occasionally tremble and I’d become painfully self-conscious, worried I was coming across as unprepared or awkward. But I kept showing up, determined to push through, hoping eventually it would start to feel natural. And it did (Suresh, 2024).

What a great example of sympathetic nervous system arousal to share with our students. Speaking to strangers can be anxiety-producing, but it gets easier with time.

As Polybius knew, there is tremendous value in making new friends. Almost all –if not all—of the opportunities that I’ve had in my work life I can trace back to a specific person whom I had met. And I’ve had the good fortune of being able to pass along opportunities to others. There is also much joy in having a plethora of friends who text me fun photos—and who, more importantly, tolerate me doing the same.

This year, I will be NITOP, MAESTRO, APS, APA, and ACT. If you’re going to be at any of these, let’s chat. Even if you’re not sure what to say, you say, “In your blog, you said that you wanted to chat.” I’ll take it from there. I promise. I’m looking forward to meeting you!

References

Beard, M. (2016). SPQR: A history of ancient Rome. Profile Books.

Frantz, S. (2023, September 10). Retirement on the near horizon? Some thoughts. Macmillan and BFW Teaching Community. https://community.macmillanlearning.com/t5/psychology-blog/retirement-on-the-near-horizon-some-thoughts/ba-p/19300

Suresh, A. (2024). Connection, not perfection. Science, 386(6724), 934.

**The image that accompanies this post was generated by AI. I was going for an ancient Roman forum. This was AI’s fifth try. The first one included a few people in modern dress and what I am pretty sure was a pterodactyl. In retrospect, I should have used that one.