I am a teacher, not a researcher, at heart. Thus, I view research primarily as a means of teaching. My emphasis on teaching is clear in some of my scholarship, such as Psychology for Everyday Life (3rd Ed. Revised printing), the textbook I wrote to use in my Introduction to Psychology courses.
It is also evident in my work on the scholarship of teaching and learning (see below for a list of my published work).
For good or for ill, however, the discipline of psychology has yet to model physics, engineering, biology, or chemistry in recognizing the scholarship of teaching and learning as a legitimate area of scholarly research. Thus, I make a point to keep a toe in the stream of research and I enjoy collaborating with students research on gender and sexuality.
I’m happy to answer questions about my work or discuss possible collaborations. Just drop me a message using the contact form on the right side of the screen.
A list of my publications and current work in progress is below.
Please note: Some of these materials are protected by various copyright laws. They may be used only for personal, research purposes. Email me if you would like a personal copy. All other use is prohibited.
Madson, L. (2016). Psychology for Everyday Life (3rd Ed, Revised printing). Kendall Hunt: Dubuque, IA. I created the book for use in my team-based learning Introduction to Psychology courses. To my knowledge, it is the only published textbook designed specifically for a team-based learning class. The book alternates between original reading assignments and in-class activities. All royalties go to the NMSU Psychology Department and are used to enhance student learning.
Madson, L. (2016, December). This is How I Teach. Invited blog post for the Society of Teaching Psychology’s “This is How I Teach” blog. http://teachpsych.org/page-1703896/4469294.
Madson, L. (2013, August). Transform your teaching with team-based learning. Four-hour invited workshop presented at the 2013 University of Texas-El Paso Fall Faculty Retreat, El Paso, TX.
Madson, L. (2011). Striving for Greatness. Review of Is There Anything Good About Men? How Cultures Flourish By Exploiting Men. Invited book review for Psychology of Women Quarterly, 35, 489-490.
Simon, D. A., & Madson, L. (March, 2007) Teaching psychology using team-based learning. Invited column for E-xcellence in Teaching posted to PsychTeacher electronic mailing list, archived at http://teachpsych.lemoyne.edu/teachpsych/eit/index.html.
Madson, L., & Simon, D. A. (2007, January). Using team-based learning to teach psychology. Paper presented at the meeting of the National Institute for the Teaching of Psychology, St. Petersberg, FL.
Madson, L., Klug, B., Madson, L., Stimatze, T., Eness-Potter, K. A., and MacDonald, J. (2018). Effectiveness of mindfulness-based stress reduction in a community sample over two years. Annals of Clinical Psychiatry, 30, 52-60.
Gray, T., Madson, L., and Jackson, M. (in press). Publish and Flourish. To Improve the Academy: A Journal of Educational Development.
Madson, L., Trafimow, D., and Gray, T. (2017). Faculty members’ attitudes predict adoption of interactive engagement methods. Journal of Faculty Development, 31, 39-50.
Madson, L., Trafimow, D., Gray, T., and Gutowitz, M. (2014). What predicts use of learning-centered interactive engagement methods. Journal of Faculty Development, 28(2), 43-52.
Gray, Tara, A. Jane Birch and Laura Madson. (2013). “How Teaching Centers Can Support Faculty as Writers,” in Anne Ellen Geller and Michele Eodice, editors, Working with Faculty Writers, Utah State University Press.
Richardson, J., Trafimow, D., and Madson, L. (2012). Future health-related behavioral intention formation: The role of affect and cognition. Journal of Social Psychology, 152, 775-779.
Hughes, J. S., Gourley, M. K., and Madson, L. & LeBlanc, K. (2011). Stress and coping activity: Reframing negative thoughts.Teaching of Psychology, 38, 36-39.
Elliot, L, Rice, S., Trafimow, D., Madson, L., & Hipshur, M. (2010). Students’ perceptions of their learning due to summarizing articles, attending class, and participating in research.Teaching of Psychology, 37, 129-131.
Gray, T. & Madson, L. (2007). Ten easy ways to engage students. College Teaching, 55, 83-87.
Madson, L., and Shoda, J. (2006). Alternating between masculine and feminine pronouns: Does essay topic affect readers’ perceptions? Sex Roles, 54, 275-285.
Rehbein, R. R., Garcia-Vazquez, E., & Madson, L. (2006). The relation between self-esteem and sexual functioning in collegiate females. Journal of Social Psychology, 146, 250-252.
Trafimow, D., Madson, L., and Grizdowski, I. (2006). Introductory psychology students’ perceptions of alternatives to research participation. Teaching of Psychology, 33, 247-249.
Madson, L. (Winter, 2005). Demonstrating the importance of question wording on surveys. Teaching of Psychology, 32, 40-43.
Trafimow, D., Armendariz, M. L., and Madson, L. (2004) A test of whether attributions provide for self-enhancement or self-defense. Journal of Social Psychology, 144, 453-463.
Madson, L., and Vas, C. J. (2003). Risk factors for suicide: A classroom activity. Teaching of Psychology, 30, 123-126.
Trafimow, D., and Madson, L. (2003). The importance of traits, group memberships, and relationships. Social Science Journal, 40, 447-457.
Madson, L. and Shoda, J. R. (2002). Identifying sexual harassment: A classroom activity. Teaching of Psychology, 29, 304-307.
Madson, L. (2001). A classroom activity exploring the complexity of sexual orientation. Teaching of Psychology, 28, 32-35.
Madson, L., and Hessling, R. M. (2001). Readers’ perceptions of four alternatives to generic pronouns. Journal of Social Psychology, 141, 156-158.
Madson, L., and Trafimow, D. (2001). Gender comparisons in the private, collective, and allocentric selves. Journal of Social Psychology, 141, 551-559.
Madson, L. (2000). Inferences regarding the personality traits and sexual orientation of physically androgynous targets. Psychology of Women Quarterly, 24, 148-160. [Reprinted in Hesse-Biber, S. N., & Yaiser, M. L. (Eds.). (2004). Feminist Perspectives on Social Research. Oxford, UK: Oxford University Press.]
Madson, L., and Hessling, R. M. (1999). Does alternating between masculine and feminine pronouns eliminate perceived gender bias in text? Sex Roles, 41, 559-575.
Cross, S. E., and Madson, L. (1997). Models of the self: Self-construal theory and gender. Psychological Bulletin, 122, 5-37.
Cross, S. E., and Madson, L. (1997). Elaboration of models of the self: Reply to Baumeister and Sommer (1997) and Martin and Ruble (1997). Psychological Bulletin, 122, 51-55.
Conference presentations and posters
Madson, L. (2018, April). Team-Based Learning: A Transformative Tool for Teaching Psychology. Workshop to be given at the Rocky Mountain Psychological Association’s Portenier-Wertheimer Teaching Conference, Denver, CO.
Zaikman, Y., Madson, L., and Hughes, J. (2017, October). Level-up your students’ skills with team-based learning. Presentation given at the Society for the Teaching of Psychology’s Annual Conference on Teaching, San Antonio, TX.
Madson, L., and Zaikman, Y. (2017, January). Energize your teaching with team-based learning. Professional development workshop presented at the annual conference of the Society for Personality & Social Psychology, San Antonio, TX.
O’Hearn, L., & Madson, L. (2012, January). Does salience of masculine and feminine pronouns affect readers’ perceptions of gender-bias in written language. Paper presented at the annual conference of the Society for Personality & Social Psychology, San Diego, CA.
Madson, L., Hughes, J., Gourley, M. K., & Hackett, H. (2011, October). Transform Introduction to Psychology with team-based learning. Symposium presented at the Society for the Teaching of Psychology’s 11th Best Practices conference, Atlanta, GA.
Hackett, H. R., & Madson, L. (2010, April). Relationship satisfaction and independent versus cooperative activities. Poster presented at the annual conference of the Society for Personality and Social Psychology, Albuquerque, NM.
Madson, K., & Chanover, N. (2009, April). Teach using team-based learning. Paper presented at the 2009 International Conference on college Teaching & Learning, Jacksonville, FL.
Madson, L., & Simon, D. (2005, October). Team-based learning in introductory & cognitive psychology courses. Workshop presented at the Mountain States Conference on the Teaching of Psychology, Albuquerque, NM.
Madson, L., Brown, C., & Mann, A. (2004, September). Using team-based learning: Lessons from the trenches. Paper presented at the New Mexico Association of Community Colleges Western States Consortium for Faculty Development 2004 Faculty Development Conference, Dona Ana Branch Community College, Las Cruces, NM.
Madson, L. (2004, March). Student-designed posters: A fun way to learn about broad topics. Paper presented at the Sun Conference on Teaching & Learning: Cooperative, Collaborative, & Team-Based Learning, University of Texas-El Paso, El Paso, TX.
Madson, L., and Gray, T. (2003, January). Peer coaching at New Mexico State University. Paper presented at the Science, Engineering, & Technology Education Conference “Elevating Recognition for Education Research in Science, Engineering, Technology, & Mathematics”, New Mexico State University, Las Cruces, NM.
Duran, A., & Madson, L. (2000, June). Teaching the psychology of sexual orientation. Poster session presented at the annual meeting of the American Psychological Society Institute on the Teaching of Psychology, Miami, FL.
Madson, L. (1997, May). Perceived personality and sexual orientation of physically androgynous people. Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.
Madson, L. (1995, May). Effects of physical androgyny on ratings of attractiveness. Poster session presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.
Work in Progress
Madson, L., Zaikman, Y., and Hughes, J.S. (manuscript in preparation). Team-based learning: a transformative tool for teaching psychology.
Hughes, J.S., Madson, L., and Zaikman, Y. (manuscript in preparation). A short guide to designing team-based learning courses.
Jakobsen, K. V., and Madson, L. (manuscript in preparation). Demonstrating the effectiveness of team-based learning in undergraduate courses.
Zaikman, Y., Madson, L., and Hughes, J.S. (manuscript in preparation). What to expect when you are TBLing.