Box 30001/MSC 3452
New Mexico State University
Las Cruces, NM 88003
Phone: (575) 646-6207
Ph.D., Social Psychology (August, 1996), Iowa State University
M.S., Social Psychology (1993), Iowa State University
B.A., Psychology and English (1991), Luther College, Summa cum laude
Associate Professor, New Mexico State University
August 2005 – present
Assistant Professor, New Mexico State University
August 2001 – August 2005.
College Assistant Professor, New Mexico State University
August 1996 – July 2001.
TEACHING AWARDS AND HONORS
NMSU Teaching Academy Outstanding Mentor Award, 2018. Presented to a cross-disciplinary mentor who embodies both the letter & spirit of mentoring.
NMSU Teaching Academy Fellow, 2017-present. Fellows are selected by Academy staff because of their extraordinary and frequent facilitation of Academy events during the current academic year.
NMSU Teaching Academy Outstanding Workshop Award, 2015. Presented to the person who gave the Teaching Academy workshop rated highest by participants. The workshop was my week-long workshop, “Transform your teaching with team-based learning.”
NMSU Teaching Academy Innovation Award, 2007. Presented to an NMSU educator who made a teaching innovation that positively impacted student learning.
Donald C. Roush Award for Teaching Excellence, 2006. Selected annually by NMSU Deans based on information from students, department heads, & branch campus directors.
NMSU Greek Community Professor of the Year, 2003. Presented to one NMSU professor annually recognizing excellence in academic instruction.
Patricia Christmore Faculty Teaching Award, 2002. Presented to two NMSU faculty annually, recognizing & rewarding superior junior faculty members for excellence in teaching.
Landrum, R. Eric (interviewer) & Madson, L. (interviewee). (2018). PsychSessions: Convos about teaching n’ stuff [podcast]. Retrieved from PsychSessions website: http://psychsessionspodcast.libsyn.com/
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. (January 2007). Using team-based learning to teach psychology. Paper presented at the meeting of the National Institute for the Teaching of Psychology, St. Petersberg, FL.
Papers and Textbook
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., & Gray, T. (2017). Faculty members’ attitudes predict adoption of interactive engagement methods. The Journal of Faculty Development, 31, 39-50.
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 textbook designed specifically for a team-based learning class. Content 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., 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, T., Birch A. J. and Madson, L. (2013). “How Teaching Centers Can Support Faculty as Writers,” in Anne Ellen Geller and Michele Eodice, editors, Working with Faculty Writers (pp. 95-110), Logan: Utah State University Press. DOI: 10.7330/9780874219029.c005 5
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. and LeBlanc, K. (2011). Stress and coping activity: Reframing negative thoughts. Teaching of Psychology, 38, 36-39.
Elliot, L, Rice, S., Trafimow, D., Madson, L., and Hipshur, M. (2010). Research participation vs. classroom lecture: A comparison of student learning. 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., and 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 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. Presentation available via the Open Science Framework at https://osf.io/7k67b/.
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. (paper in preparation). TBL for Noba.
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.
- Association for Psychological Science (September 2016 – Present).
- Team-Based Learning Collaborative (August 2010 – Present).
- Social Psychology Network (January 2010 – Present).
- Society for Personality and Social Psychology (1996 – Present).
- Society for the Teaching of Psychology (1996 – Present).
Recent Courses Taught (Spring 2013-present)
*Introduction to Psychology (PSY 201G; N=9832 students taught Fall 1996-Fall 2018). Students work in permanent teams on in-class activities that require students to apply their knowledge to complex problems. I created a textbook, Psychology for Everyday Life (3nd Ed, Revised printing), that contains all the reading material and activities used in the course. The course explores what psychology tells us about how to be happy. Topics include research methods, learning, Alzheimer’s disease, relationships, learning, psychological disorders, psychoactive drugs, and attitudes. Assignments include frequent informal, writing-to-learn assignments, and three formal writing assignments.
*Course passed QM standards based on an unofficial review conducted as part of my participation in the New2Online Program.
Teaching of Psychology (PSY 570). Graduate-level course focused on best practices in undergraduate education. Topics include backwards course design, assessment, active learning techniques, articulating daily course objectives, and practice teaching. The course culminates in a completed course design and syllabus for an Introduction to Psychology course.
Sexual Behavior (PSY 324). Team-based learning course. Topics include research methods, sexual orientation, sexual behavior, male and female sexual anatomy, communication, love and atypical sexual behavior. Class activities include two student-led poster presentations (i.e., sexually transmitted infections and contraceptive methods), challenge activities that require students to make and defend an evaluative decision (e.g., Prostitution does or does not pose the greatest threat to worldwide public health), and completion of nine short papers evaluating research methodology used in studies of sexuality.
- Chair, Graduate Committee, Feb 2005-present. Responsible for all aspects of the graduate program in psychology including admissions, recruitment, curriculum oversight, policy development, assistantship assignments, and evaluation of graduate students.
- Member, Psychology Dept. Engineering Psychology Search Committee 2017-2018
- Faculty Advisor, Psychology Graduate Student Organization, Fall 2004-present
- Coordinator, Psychology Dept. General Education Assessment, Summer 2007-Fall 2013
- Faculty Mentor, Preparing Future Faculty Program, Fall 2010-Fall 2012. Mentees: Baoyu Wang, Hyeyeon (Ellie) Hwang, Cynthia Killough. Mentees read portions of two books on pedagogy (i.e., Creating Significant Learning Experiences by L. Dee Fink and Team-Based Learning by Michaelsen, et al) and met with me weekly.
- Faculty Mentor, Scientific Teaching Fellow program, Fall 2010-Fall 2011. Mentees: Josh Sandry, Michael Collier. Mentees presented in my Introduction to Psychology classes in November 2010 and November 2011. I met 3 times with each mentee to develop learning objectives and plan active learning activities.
- Monologist, Arts & Sciences “Shine On” fundraiser, April 2011. Wrote and presented a 60 second theatrical skit in collaboration with Mark Medoff, director.
- Member, Psychology Dept. Awards Committee, Fall 2010-Fall 2012
- Chair, Undergraduate Committee, New Mexico State University, August 1996-February 2005
- Sponsor, Graduate School Information Meetings, 1998 – 2002. Monthly meetings during the fall semester for students considering graduate school in psychology.
- Faculty Advisor, Psi Chi, the National Honor Society in Psychology-NMSU Chapter 1997-2003
- Co-Chair, Psychology Dept. Social Psychology Search Committee, 2004-2005
- Co-Chair, Psychology Dept. Experimental Psychology Search Committee, 2002-2003
- Co-Chair, Psychology Dept. Social Psychology Search Committee, 2001-2002
- Co-Organizer, Dialog between Aggies and Miners, 2004, 2001, 1999. Social psychology faculty and graduate students from NMSU and UTEP alternate hosting a mini-conference where students present their research.
- Faculty Advisor (past and present): Tamara Stimatze, Isaiah Cottengaim, John “JD” Dennem, Jennifer Shoda, Lisa Crowe, Kristi Young, Robyn Rehbein, Trese Collins, Josh Jones, Daniel Krohn, Yuki Ishikawa, Deborah Russell, Garrett Strosser, Peter Jonason, Mary Gourley, Jessica Richardson, Holly Hackett, Ashley O’Hearn, Michael Gutowitz, Lindsay Ruckel, Collin Scarince
- Member of approximately 35 M.A. committees and 27 Ph.D. committees since 2005
NMSU Teaching Academy Service
- Presenter, “The Slow Professor Workshop and Book Discussion” (September 21, 2016). A one-hour presentation summarizing The Slow Professor: Challenging the Culture of Speed in the Academy by Maggie Berg and Barbara K. Seeber, followed by four, one hour/week meetings of the associated book discussion group.
- Presenter, “Transform Your Teaching with Team-Based Learning” (June 2016; June 2014; May 2012; June 2011; May 2008; May 2007; December 2005), a week-long workshop designed to help faculty members convert a course to team-based learning.
- Presenter, “Transform your Teaching with Team-Based Learning” (April 26, 2016). A two-hour workshop at NMSU-Alamogordo summarizing the principles of team-based learning.
- Presenter, “End of College Workshop and Book Discussion” (September 2015). A one-hour presentation summarizing Kevin Carey’s book, The End of College, followed by four, one hour/week meetings of the associated book discussion group.
- Co-presenter, “Team-Based Learning in an Online Setting (April 30, 2015). One hour workshop invited as part of the Let’s Talk Online Teaching series discussing specific LMS tools for integrating principles of team-based learning into an online class.
- Co-presenter, “Documenting Effective Teaching in Digital Measures” (September 2014; September 2013; September 2012). One-hour workshop designed to help NMSU faculty members document evidence of teaching effectiveness.
- Presenter “The Promising Syllabus” (October 28, 2013). Ninety-minute workshop helping faculty members motivate students to do deep learning by reframing their syllabi.
- Presenter, “Creating a Natural Critical Learning Environment in your Classroom” (April 16-17, 2013). Two, one-hour workshops focused on helping faculty members implement the principles from What the Best College Teachers Do.
- Leader, Book Discussion What the Best College Teachers Do by Ken Bain (Febrary 27-March 20, 2013). Four, 60 min. weekly discussions analyzing characteristics of the best college teachers.
- Presenter, “Setting up the Goal Posts: Developing Learning Goals – Knowing What You Want to Assess and Why” (March 7-8, 2011). Two 90-minute workshops addressing construction of learning objectives to simplify assessment.
- Mentor, ADVANCE and Team Mentoring (6 junior faculty mentees total)
- Co-presenter, “Teaching large classes” (January 26, 2009). A 90-minute discussion addressing strategies for successfully teaching large-enrollment courses.
- Co-presenter, “Ten Easy Ways to Engage Students” (February 2, 2006). A 60-minute workshop addressing easy techniques lecturers’ can use to engage students in class.
- Facilitator, Peer Mentoring for graduate students (Fall 2004-Fall 2005). Met for 90 minutes/week for 7 weeks with a small group of graduate students. Discussed McKeachie’s Teaching Tips: Strategies, Research, & Theory for College & University Teachers. Supervised protégés in scheduling two meetings with a mentor of their choice & facilitated discussion of those meetings.
- Peer Coaching Program (45 hours total). I served as a participant (Spring 1997), a head coach (Spring 2000), and an assistant director (Spring 2002).
- As a participant, my partner (Dr. Alice Chornesky) and I visited each other’s classes and provided feedback and suggestions regarding teaching techniques and issues.
- As a head coach, I received training on effective use of active learning techniques in the classroom, and training for giving and receiving meaningful feedback from colleagues after classroom observations. I exchanged classroom visits with three other faculty members and attended 11 hours of workshops and roundtable discussions examining ways to improve teaching.
- As assistant director, in addition to fulfilling the duties of a participant and a head coach, I helped the director conduct the opening and closing workshops and was primarily responsible for statistical analysis of participants’ evaluations of the program.
- Publish Don’t Perish/Thesis Workshop programs (45 hours total). The program is a semester-long workshop designed to facilitate faculty scholarship. I served as a participant (Spring 1999), a group leader (Spring 2001), and an assistant director (Spring 2003).
- As a participant, I attended 12 hours of writing workshops and roundtable discussions including training on organizing paragraphs around key sentences, using key sentences when critiquing prose, and skills for giving and receiving meaningful feedback from colleagues on drafts of scholarly work. I was encouraged to write daily, keep a record of time spent writing, write one page of finished prose per week, and seek feedback from peers on early drafts by bringing writing samples to roundtable discussions.
- As a group leader, I worked with a small group of 4-5 participants. I had the same responsibilities to my group that a teacher has to a class including leading roundtable discussions of participants’ writing samples, monitoring group members’ progress as writers, reinforcing and modeling the principles of the workshop, attending all orientations, workshops, and roundtable discussions, and transforming my group into a community of scholars.
- As assistant director, in addition to fulfilling the duties of a participant and a group leader, I hired graduate student group leaders for the Thesis Workshop, helped the conduct the opening and closing workshops, and was primarily responsible for coordinating participants in the Thesis Workshop.
- Member, Arts & Sciences Curriculum & Educational Policies Committee (Spring 2013-present)
- Member, Outcomes Assessment Committee I (Fall 2009-Spring 2011). Charged with facilitating outcomes assessment in instructional units across NMSU.
- Member, First-year Entity Steering Committee (Fall 2008-Spring 2009). Charged with articulating the characteristics of an entity that would coordinate and assess all first-year experience programs at NMSU.
- Member, Arts & Sciences Ad Hoc General Education Assessment Planning Committee (Summer 2007-Spring 2009). Charged with assisting college departments with assessment of general education courses.
- Member, NMSU Teaching Academy Advisory Board (2003-2006). The Advisory Board provides input on the mission and activities of the Teaching Academy. Members are invited to serve based on their dedication to teaching & professional development.
- Member, NMSU Roles & Rewards Task Force (2002-2004). The Task Force was charged with the task of ensuring congruence between the activities required of faculty and staff and the reward systems on campus, including tenure, promotion, and merit pay.
- Consultant, Arts and Sciences Committee on the Improvement of Instruction (Fall 2002). In collaboration with Tara Gray, I wrote a seven-page document outlining the advantages of using the IDEA instructor evaluation form, a nationally-normed instrument available from Kansas State University.
- Sabbatical replacement, NMSU Institutional Review Board (July-December, 2000)
- External member, graduate committees: Edie Berkhardt (Sociology), Floydd Michael Elliott (English), Melissa Chavez (English), Rose Conley (English), Donna Ruble (English), Brie Owen (English), Miranda Miller (Communication Studies).
Discipline and Community Service
- Institutional Representative, Rocky Mountain Psychological Association (2018-present)
- Member, New Mexico Higher Education Department Area IV Common Core Evaluation team (2014-present)
- Ad Hoc Reviewer: Journal of Social Psychology, Teaching of Psychology, Sex Roles, Personality and Social Psychology Bulletin, Journal of General Psychology
- Presenter, El Paso Community College Career Day (2017, 2015, 2014, 2013, 2012)
- External Promotion and Tenure Reviewer:
- Dr. Scott Keiller, Assistant Professor, Kent State University-Tuscarawas;
- Dr. Sheila Seelau, Assistant Professor, University of Wisconsin-Whitewater.
- Chair, Family Support Committee, Mesilla Valley Habitat for Humanity (2003-2005)
RECENT PROFESSIONAL DEVELOPMENT ACTIVITIES ATTENDED
- “Adult First Aid/CPR/AED,” American Red Cross, El Paso, TX, United States. (February 18, 2017).
- “Teaching in a Diverse Classroom,” NMSU Teaching Academy, Las Cruces, NM. (February 10, 2017).
- “Getting our students to work in every class,” NMSU Teaching Academy, Las Cruces, NM. (January 31, 2017).
- “The Role of Faculty in Student Success,” NMSU Provost, Las Cruces, NM, United States. (January 25, 2017).
- “Meta-Cognition: Helping our Students Become Self-Directed Learners,” NMSU Teaching Academy, Las Cruces, New Mexico, United States. (September 22, 2016).
- “Lecturing Less so Students Learning More: Team-Based Learning in Undergraduate and Graduate STEM Classes,” NMSU Teaching Academy, Las Cruces, New Mexico, United States. (September 1, 2016).
- “Self-selected Writing Groups,” NMSU Teaching Academy, Las Cruces, NM, United States. (February 2016 – April 2016).
- “Designing Successful Group Activities in your Discipline,” NMSU Teaching Academy, Las Cruces, New Mexico, United States. (April 8, 2016).
- “Team-Based Learning: Group Work that Works,” NMSU Teaching Academy, Las Cruces, NM, United States. (April 8, 2016).
- “The Flipped Classroom: Successful Practices and Common Pitfalls,” New Mexico State University, Las Cruces, New Mexico, United States. (April 7, 2016).
- “Reflections from Student Success Navigators: What Faculty and Administrators Need to Know,” New Mexico State University, Las Cruces, New Mexico, United States. (March 7, 2016).
- “Successful Strategies to Support Veterans and Active Duty Military in the Classroom,” NMSU Teaching Academy, Las Cruces, NM, United States. (November 13, 2015).
- “Team-based learning in calculation-heavy courses: Lessons learned,” NMSU Teaching Academy, Las Cruces, NM, United States. (August 31, 2015).
- “New2Online Short Course,” Online Course Improvement Program, Las Cruces, NM, United States. (September 5, 2014 – May 30, 2015).
- “WordPress for Administrators,” Center for Learning & Professional Development, Las Cruces, NM, United States. (February 17, 2015).
- “Diversifying the faculty of NMSU,” NMSU Teaching Academy, Las Cruces, NM, United States. (February 9, 2015).
- “Veterans on Campus,” NMSU Teaching Academy, Las Cruces, NM, United States. (February 2, 2015).
- “Publish and Flourish,” NMSU Teaching Academy, Las Cruces, NM, United States. (November 14, 2014).
- “Federal Programs that fund Social Sciences, Arts, and Humanities Research,” Lewis-Burke, Washington, District of Columbia. (October 7, 2014).
- “Improve student learning by teaching students effective learning strategies,” NMSU Teaching Academy, Las Cruces, NM, United States. (September 25, 2014).
- “What Factors Affect Faculty Decisions about the Types of Assignments They Give to Students?” NMSU Teaching Academy, Las Cruces, NM, United States. (May 15, 2014).
- “Team-based Learning: Designing Group Work that Really Works,” NMSU Teaching Academy, Las Cruces, NM. (April 3, 2014).
- “Writing in the Majors; Using Backward Design of the Curriculum to Accelerate Students’ Growth as Disciplinary Thinkers and Writers,” NMSU Teaching Academy, Las Cruces, NM, United States. (September 13, 2013).
- “Dr. Ken Bain What the Best College Teachers Do,” NMSU Teaching Academy, Las Cruces, NM, USA. (February 15, 2013).
- “Leading Discussion to Elicit Critical Thinking,” NMSU Teaching Academy, Las Cruces, NM, USA. (January 31, 2013).
- “Using Team-Based Learning to Enhance Critical Thinking,” NMSU Teaching Academy, Las Cruces, NM, United States. (January 31, 2013).
- “What to do if you think one of your students has Asperger’s Disorder,” NMSU Teaching Academy, Las Cruces, NM, USA. (October 1, 2012).
- “Best Teachers Summer Institute,” Ken Bain and the Best Teachers Organization, West Orange, New Jersey, USA. (June 20, 2012 – June 22, 2012).
- “If the evidence for changing pedagogies is so clear, then why do my colleagues keep teaching the same way?,” The Teaching, Learning, and Technology Group. (December 9, 2011).
- “Creating Grace, Space, & Pace with Your Own “Just Whelmed” Calendar,” Meggin McIntosh, Las Cruces, NM, USA. (October 6, 2011).
- “Six Communication Hats,” NMSU Teaching Academy, Las Cruces, NM, USA. (September 19, 2011).
- “Teaching Portfolios,” NMSU Teaching Academy, Las Cruces, NM, USA. (May 23, 2011 – May 27, 2011).