) ) Shoptaugh Curriculum vitae 1 Carol F. Shoptaugh, Ph.D. Department of Psychology College of Health and Human Services EDUCATION: University of Missouri-St. Louis St. Louis, MO November 1986 Doctor of Philosophy in Applied Psychology Areas of Specialization:- Human Factors and Ergonomics and Industrial and Organizational Psychology. Master of Science- Psychology, May 1979. Areas of Specialization Experimental design and quantitative measurement. Harris Teachers College St. Louis, MO B.A. Double Major in Education and Psychology, May 1976. Graduated Magna Cum laude. EMPLOYMENT AT MISSOURI STATE UNIVERSITY 2005- present 1998-2005 1990- 1998 1988-1990 Full Professor, Department of Psychology Associate Professor, Department of Psychology Department of Psychology, Southwest Missouri State University Assistant Professor, Department of Psychology, Received tenure May 1993 Adjunct Faculty, Department of Psychology. HONORS AND AWARDS 2014 2011 2010 2003-2004 1997-1998 1996- 1997 1997 1993- 1994 1990 Curtis P. Lawrence Master Teacher Award, Honors College Governor's Award for Excellence in Education Foundation Award for Teaching College Award for Excellence in Service, Southwest Missouri State University College Award for Excellence in Service, Southwest Missouri State University University Award for Teaching, Southwest Missouri State University Ph Eta Sigma Teacher of the Year, Southwest Missouri State University Advisor of the Year, Southwest Missouri State University Phi Eta Sigma Teacher of the Year, Southwest Missouri State University
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Shoptaugh Curriculum vitae 1
Carol F. Shoptaugh, Ph.D.
Department of Psychology
College of Health and Human Services
EDUCATION:
University of Missouri-St. Louis St. Louis, MO
November 1986 Doctor of Philosophy in Applied Psychology
Areas of Specialization:- Human Factors and Ergonomics and Industrial and Organizational Psychology.
Master of Science- Psychology, May 1979.
Areas of Specialization Experimental design and quantitative measurement.
Harris Teachers College St. Louis, MO
B.A. Double Major in Education and Psychology, May 1976.
Graduated Magna Cum laude.
EMPLOYMENT AT MISSOURI STATE UNIVERSITY
2005-present
1998-2005
1990- 1998
1988-1990
Full Professor, Department of Psychology
Associate Professor, Department of Psychology
Department of Psychology, Southwest Missouri State University
Assistant Professor, Department of Psychology, Received tenure May 1993
Adjunct Faculty, Department of Psychology.
HONORS AND AWARDS
2014
2011
2010
2003-2004
1997-1998
1996- 1997
1997
1993- 1994
1990
Curtis P. Lawrence Master Teacher Award, Honors College
Governor's Award for Excellence in Education
Foundation Award for Teaching
College Award for Excellence in Service, Southwest Missouri State University
College Award for Excellence in Service, Southwest Missouri State University
University Award for Teaching, Southwest Missouri State University
Ph Eta Sigma Teacher of the Year, Southwest Missouri State University
Advisor of the Year, Southwest Missouri State University
Phi Eta Sigma Teacher of the Year, Southwest Missouri State University
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Shoptaugh Curriculum vitae 2
SCHOLARLY RESEARCH ACTIVITY
SINCE PROMOTION TO FULL PROFESSOR IN 2005
1) Refereed Publications (Level A Research Indicators- 8 total Level A gualitv indicators)
note- Bold italicized names are students)
Hudson.D, Whisenhunt, B., Shoptaugh, C., Rust, A. & Fondren-Happel, R. (2014). Redesigning a large enrollment course: the impact on academic performance, course completion and student perceptions in Introductory Psychology. Psychology Learning and Teaching, 13(2), 107-119.
Drab-Hudson, D., Whisenhunt, B., Shoptaugh, C., Newman, M., Rost, A., and Fondren-Happel, R. (2012). Transforming Introductory Psychology: A Systematic Approach to Course Redesign. Psychology, Learning and Teaching: International Conference on the Teaching of Psychology Special Edition, 11 (2), 146-157.
Shoptaugh, C., Visio, M. & Phelps, J. (2012). Chapter 11: When Sending Flowers is Not Enough: The Eldercare Dilemma in the Workplace. In Work and Quality of Life: Ethical Practices in Organizations. Eds Reilly, N.P, Sirgy, J. & Gorman, A. p 203- -216. (This is a book in the Springer International Handbooks of Quality of Life Research Series).
Miller, A.T., Shoptaugh, C, & Wooldridge, J. (2011). Reasons Not to Cheat, Academic-Integrity Responsibility, and Frequency of Cheating. The Journal of Experimental Education, 79(2), 169-184.
Masuda, A., Kane, T.D., Shoptaugh, C.F., & Minor, K.A. (2010). The Role of a Vivid and Challenging Personal Vision in Goal Hierarchies. The Journal of Psychology, 144(3), 221 -242.
Miller, A.T., Shoptaugh, C, Parkerson, A, (2008). Underreporting of cheating in research using volunteer college students. College Student Journal. College Student Journal, 42, 326-339.
Shoptaugh, C.F. (2005). Americans with Disabilities Act of 1990. The Encyclopedia of Human Development (Neil J. Salkind. Ph.D., Editor).
2) National Conferences (Level B Research Indicators) 7.5 quality indicators)
Presentations, Roundtable, Poster Sessions at Regional/National Conferences (Level B Research Indicators)
Cathey, C., Whisenhunt, B., Hudson, D., Rost, A., Visio, M., Nicholson, S., & Shoptaqgh, C. (2014). Enhancing student learning in Introductory Psychology with undergraduate-led study sessions. Poster to be presented at the 36th Annual National Institute on the Teaching of Psychology Conference, St. Pete Beach, FL.
Whisenhunt, B. L., Hudson, D. L., Shoptaugh, C.F., Rost, A.D., & Fondren-Happel, R.N. (January, 2014). Student engagement with online course materials: The impact on exam performance in introductory psychology. National Institute on the Teaching of Psychology (NITOP) 35'" Annual Conference. Accepted for presentation January, 2014.
Drab-Hudson, D. L., Whisenhunt, B. L., Shoptaugh, C., Rust, A., Happel, R. (July, 2013). Transforming Introductory Psychology: The Efficacy of a 2-Year Course Redesign Project. Presentation at the 4'" Vancouver International Conference on the Teaching of Psychology, Vancouver, Canada.
Wooldridge, J. D. & Shoptaugh, C.F. (April, 2012). The Effect of Learning Environment on Student Effort and Performance. Poster presented at the 27'" Annual Meeting of the Society for Industrial & Organizational Psychology. San Diego, CA.
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Drab-Hudson, D. L., & Whisenhunt, B. L., Shoptaugh, C., Newman, M. C., Rost, A., Happel, R. (August, 2011). Dropping DFW rates: Systematic development of a blended course. Poster presented at the 3'• International Conference on the Teaching of Psychology, Vancouver, Canada.
Wooldritlge, J. & Shoptaugh, C.F., (November, 2011). Student Success and Retention. Poster presented Joint Conference ofthe Council of Applied Master's Programs in Psychology and the North American Association of Master's in Psychology. San Diego, CA
Shoptaugh, C.F. (November, 20 II). A Roundtable Examination of Competency Guidelines for Masters Level Practitioners. Roundtable lead at the Joint Conference of the Council of Applied Master's Programs in Psychology and the North American Association of Master's in Psychology. San Diego, CA.
Shoptaugh, C. F., Lauer, C., & Wooldridge, J.D. (April2010). A Decision Tree Approach to the Analysis of Accidents. Poster presented at the 25'" Annual Meeting of the Society for Industrial & Organizational Psychology. Atlanta, GA.
Young, A. Wooldridge, J. Hagg, T. Jones, D., Howland, N., Levesque, C., Shoptaugh, C., Williams, A., Bender, T. (2009). Impact of teaching techniques and student self-determination. Second Annual Conference of the Society for the Study of Motivation, San Francisco, CA.
Miller, A.T., Shoptaugh, C, Wooldridge, J., FitzWilliam, S., & Knipp, A. (April, 2009). Reasons not to cheat, academic integrity responsibility, and .frequency of cheating. Poster presented atthe meeting of the Southwestern Psychological Association, San Antonio, TX.
Vincent, R., Shoptaugh, C., & Miller, A. (April, 2008) Personality, Motivational and Behavioral Antecedents to Counterproductive Work Behaivors. Poster presented at the 23"' Annual Conference of the Society for Industrial and Organizational Psychology, San Francisco, CA.
Curry, S.,Shoptaugh, C. & Levesque, C. (March, 2008). The Effect of Trainer Support for Autonomy on Transfer of Training. Presented at the Annual Meeting of Southwestern Psychological Association, Kansas City, MO.
Vincent, R., Shoptaugh, C, & Miller, A, (April, 2008). Personality, Motivational, and Behavioral Antecedents to Counterproductive Work Behavior. Paper presented at the meeting of the Society for Industrial & Organizational Psychology, San Fransisco.
Shoptaugh, C. (October, 2007). Distance Learning Programs in Industrial and Organizational Psychology. Presentation at the National Conference of the Counsel of Applied Master's Programs in Psychology, Charlotte, NC).
Shoptaugh, C. (October, 2007). A Survey of Applied Experiences Requirement of Two Year Industrial and Organizational Psychology Programs. Presentation at the National Conference of the Counsel of Applied Master's Programs in Psychology, Charlotte, NC.
Miller, A.T., Shoptaugh, C, Parkerson, A, Brunworth, N, & Miller, W. (April, 2006) Perceptions of Students who Report Cheating and Students who Cheat. Paper presented at the meeting of the Southwestern Psychological Association.
Henning, J., Leiva, P.L, Shoptaugh, C. & Kane, T. (May, 2006). Goal Orientation and Responses to Negative and Descriptive Feedback. Poster presented at the 21st annual conference of Society for Industrial and Organizational Psychology, Dallas, Texas.
Pulley. J., Kane, T., Barber, L., & Shoptaugh, C. (May, 2006). Framing Effects of Distal Goals on Proximal Goal Processes. Poster presented at the 21st annual conference of Society for Industrial and Organizational Psychology, Dallas, Texas.
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Shoptaugh Curriculum vitae 4
Research Productivity Prior to Promotion to Fnll Professor
Refereed Publications (Levell Research Indicators)
Shoptaugh, C. F., Phelps, J.A., & Wood, M.E. (2004). Eldercare, Job Attitudes and Organizational Outcomes: Should Organizations Care? Journal of Business and Psychology, 19 (2},
Jones, R.G., Sanchez, J.I., Phelps, J., Parameswaran, G., Shoptaugh, C., Williams, M., & White, S. Selection or Training? (2001 ). A Two-Fold Test of the Validity of Job-Analytic Ratings ofTrainability. Journal of Business and Psychology, 15, 359-385.
Bender, T. A., & Shoptaugh, C. F. (2000). Classroom uses of a demonstration of the incidental-learning paradigm. In M. E. Ware & D. E. Johnson (Eds.) Handbook of demonstrations and activities in the teaching ofpsvchologv. Vol2. (2nd ed.), 179-182. (note- I am not sure how this should be counted toward promotion. It is a reprint of our 1996 article).
Bender, T. A. & Shoptaugh, C. F. (1996). Replication of Elaboration Effects through Classroom Demonstrations of Incidental Learning. Teaching Psychology, 23, 184- 187.
Whitaker, L.A., Shoptaugh, C. F., & Haywood, K. M. (1986). Reaction times of horizontal eye movements by older and younger Adults .. American Journal of Optometry and Physiological Optics, 63, 152 - 155.
Shoptaugh, C. F. & Whitaker, L.A. (1984). Response times to left and right directional stimuli embedded in photographic street scenes. Human Factors, 26, 235-244.
Shoptaugh, C. F. & Whitaker, L.A. (1984). Background data on modern mine safety and motivation. In A. Mital (Ed.), Trends in Ergonomics/Human Factors I (pp. 269-274). North-Holland: Elsevier Science Publishers
Published Refereed Conference Proceedings (Levell Research Indicators)
Shoptaugh, C. (October, 1988). Risktaking and Driver Behaviors: A Laboratory Study. Proceedings of the Human Factors Society 32nd Annual Meeting, Anaheim, CA. This was a peer-reviewed paper.
Whitaker, L. & Shoptaugh, C. (October, 1984). Mine Safety, Productivity and Job Design. Proceedings of the Human Factors Society 28th Annual Meeting, San Antonio, TX.
Shoptaugh, C. and Whitaker, L. (April, 1984). Mine Safety and Motivation. First Mid-Central Ergonomics Human Factors Coiference. Cincinnati, OH.
Published Technical Reports (Level Research 1 Indicators)
Whitaker; L.A. and Shoptaugh, C. F. (1984). Mine Safety, Productivity and Motivation. Bureau of Mines, Technical Report# 2798.
Applied Scholarly Activity: Technical Reports (Level2 Research Indicators)
Jones, R.G., Shoptaugh, C.F., & Rittman, A. (1999). Report of findings and recommendations for SpringfieldGreene County Public Library.
Shoptaugh, C. F. (1994). College of Education: Program Self-Evaluation Review. Technical report prepared for the Affirmative Action Office at Southwest Missouri State, Springfield MO. This report was part of the SMSU's program evaluation report to the State of Missouri on compliance with the American's With Disabilities.
Wood, M.E., Phelps, J.A., & Shoptaugh, C.F. (1994). An analysis of child and adult care concerns among employees of Cox Medical Centers. Technical report prepared for Cox Medical Centers, Springfield, MO.
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Shoptaugh Curriculum vitae 5
Wood, M. E., Phelps, J. A., & Shoptaugh, C. F. (1994). An analysis of child and adult care concerns among employees of Doctors Hospital. Technical report prepared for Doctors Hospital Springfield, MO.
Wood, M. E., Phelps, J. A., & Shoptaugh, C. F. (1994). Corifidential report: An comparison of Cox South, Cox North, and Physicians Services. Technical report prepared for Cox Medical Centers, Springfield, MO.
Wood, M. E., Phelps, J. A., & Shoptaugh, C. F. (1994). Confidential report: An examination ofjob attitudes at Doctors Hospital of Springfield. Technical report prepared for Doctors Hospital Springfield, MO.
National Conferences (Leve12 Research Indicators prior to Promotion to Full Professor)
Presentations, Symposia, and Panels
Kufahl, L.., Shoptaugh, C., Miller, A. & Levesque, C. (2005). An evaluation of academic honesty attitudes, behaviors and correlates. Poster presented at the 51'' annual meeting of Southwestern Psychological Association , Memphis, Tennessee.
Miller, A., Shoptaugh, C, Parkerson, A., Brunnwortlz N. & Miller, W. (2005). Under reporting of cheating in · research using volunteer college students. Poster presented at the 51" annual meeting of Southwestern Psychological Association , Memphis, Tennessee.
Shoptaugh, C.F. (2003, November) Engaging Employers through Questionnaires: An Evaluation of End-of-Life and Bereavement Practices. Panel presentation (Mike Bell, Chair) presented at the National Conference for Community Coalitions working to improve Care at the End of Life.
Kane, T.D., Loughran, J.E., Shoptaugh, C.F., Nelson, A., & Reichard, R.J., (2002). Assessing three measures of free-set goal difficulty. Poster presented at the 2002 annual meeting of the Society for Industrial/ Organizational Psychology, Toronto, Canada.
Masuda, A.D., Minor, K., Shoptaugh, C.F., & Kane, T.D. (2002). Effects of compelling personal vision on hierarchical goal structures. Poster presented at the 2002 annual meeting of the
Society for Industrial/ Organizational Psychology, Toronto, Canada
Franks, W., Shoptaugh, C.F. & Kane, T.D., (2002). Linking personality to effective leader behavior. Poster accepted for presentation at the 2002 annual meeting of the Society for Industrial/Organizational Psychology, Toronto, Canada
Reiclzartl, R.J., Kane, T.D., & Shoptaugh, C.F. (2001). Effects of goal orientation on the
content of free-set goals. Poster presented at the 2001 annual meeting of the Society for
Industrial/ Organizational Psychology, San Diego, CA.
Dyer, C., Shoptaugh, C.F., & Kane, T.D. (1999). Gender and leadership behavior. Paper presented at
the 1999 annual Meeting of the Society for Industrial/Organizational Psychology, Dallas, TX.
Foley, D, Kane, T.D., Muscaro, L.M., Pifer, M., & Shoptaugh, C.F. (1997). Leader self-efficacy: A mediator of gender effects on leadership. Poster presented at the 1997 Annual Meeting of the American Psychological Association. Chicago, IL.
Phelps, J. & Shoptaugh, C. F., Wood, M. E. (1997, April). Elder care, organizational attitudes, and outcomes: Should organizations care? Poster session presented at the annual meeting of the Society for Industrial and Organizational Psychology, St. Louis, MO.
Shoptaugh, C. F. (1997, April). ADA and Mental Illness. Panel discussion (C. Shoptaugh, Chair) presented at the annual meeting of the Society for Industrial and Organizational Psychology, St. Louis, MO.
Shoptaugh, C. F. (1996, April). Workplace violence: 1/0 psychology perspective. Panel discussion (M.S.
Shoptaugh Curriculum vitae 6
Stockdale, Chair) presented at the annual meeting of the Society for Industrial and Organizational Psychology, San Diego, CA.
Jones, R., Phelps, J., Parameswaran, G. & Shoptaugh, C. (1995, May). Thefimctional expertise in job content judgments versus in trainability judgments: Accuracy ofjob analysis ratings. Symposium conducted at the Society for Industrial and Organizational Psychology, Orlando, FL.
Wood, M. E., Phelps, J. and Shoptaugh, C. F. (May 1995). Impact of time demands, hardiness and constructive thinking on perceived interrole conflict. Poster session presented at the annual meeting of the Society for Industrial and Organizational Psychology, Orlando, FL.
Shoptaugh, C. F. & Dixon, D. J. (1994, October). An Exploratory Evaluation of Children's and Adults' Perceptions of the Accident Risk Associated with Common Consumer Products. Poster presented at the 38th Annual meeting of the Human Factors and Ergonomics Society.
Haywood, K., Whitaker, L. and Shoptaugh-Sanders, C. F. (1982, May). Simple and Choice Eye Movement Reaction Time in Young and Old Adults. Presentation at the First Midwestern Meeting on Biological Aging, St. Louis, MO.
Whitaker, L. and Shoptaugh-Sanders, C. F. (1981, November). Effects of Cerebral Dominance on Left-Right Response Latencies. Psychonomic Society, Philadelphia, PA.
Local Presentations
Shoptaugh, C. F. & Dixon, D. J. (1994, March). Perceptions of the Accident Risk Associated with Common Consumer Products: Developmental Differences. Invited presentation at Ozark Area Psychological Association.
TEACHING ACTIVITY
") TYPICAL GRADUATE COURSE LOAD
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PSY 671 Occupational Health Psychology 4TLE (Spring)
PSY 674 Training and Development Psychology 4 TLE (Fall)
PSY 305 Introduction to Industrial and Organizational Psychology 3TLE (Spring)
PSY 496 Directed Readings (variable)
Thesis committee chair since Promotion to Full Professor:
2013-2014 Graham, Pamela. Data collection completed, currently completing data analysis. Study examines the impact of subordinates' perceptions ofleader's ethical behavior and subordinate self-efficacy on innovative work behaviors.
2012-2014 Anderson, Shelby D. The Influence of Knowledge, Beliefs and Efficacy on Commitment and Engagement in Sustainable Behavior. Accepted by the Graduate College, May 2014.
2011 - 2013 Mardirosian-Brocaille, Nicole. Managerial Perceptions of Employees with Eldercare Responsibilities. Accepted by the Graduate College, May 2013.
Wernli, Amanda. Eldercare and the Work Environment: Coworkers' Perceptions and
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Shoptaugh Curriculum vitae 7
Behavioral Reactions. Accepted by the Graduate College, May 2013). This thesis won an outstanding poster presentation at the Graduate College's Interdisciplinaty Forum.
Howland, Nicole. Examining the Gender Wage Gap at Missouri State University: A Trend Analysis. Accepted by Graduate College, May 2010.
Wooldridge, Jessica. The Influence of a Learning Environment on Retention, Academic Performance and Physical Health. Accepted by Graduate College, May 2010.
2006-2008 Curry, Samantha. The Effect of Trainer Support for Autonomy on Transfer of Training. Accepted by Graduate College, May 2008
2005-2007 Vincent, Renee Workplace Integrity: An Examination of the Relationship among Personality, Moral Reasoning, Academic Integrity and Counterproductive Work Behavior. Accepted by Graduate College, May 2007.
2004-2006 Volentine, Leighann Relationships Among the Big 5 Personality Dimensions, Role Stressors, and Work-Family Coriflict. Accepted by Graduate College, May 2006.
2003-2005 Sowers, Kelly An Analysis of Academic Advising in Self-regulation of Academic Goals. Accepted by Graduate College May 2005.
2003 -2005 Thomas, Jessica A Model of Interrole Coriflict and Health in Female Service Worker. Accepted by Graduate College July 2005.
Prior to Promotion to Full Professor
2003-2004
2002-2003
2000-2002
1999- 2001
1998- 1999
1998- 1999
Kufahl, Lindsey Role of Individual Difference Variables on Attitudes of Academic Honesty (Accepted by Graduate College 2004).
Nejdlik, Jaime Goal Orientation and Responses to Negative Feedback (Accepted by Graduate College May, 2003).
Minor, Katherine Examination of Goal Strategies (Accepted by Graduate College May 2002)
Franks, Willie Relationship between Personality and Leader Behaviors (Accepted by Graduate College July 2001).
Brooks, Jonna. The Impact of Congruence between Evaluator and Team Leader goals on Performance Appraisal Rating. (Accepted by Graduate College May 1999).
David Murphy: The Relationships Among Predictors of Success in College, Introduction to College Life Courses, and Measures of Success. (Accepted by Graduate College May 1999).
Thesis Committee Member since Promotion to Full Professor
2011-2012 Timothy Bartkoski Effects of College Pre-Entry Expectations on Student Attrition. Thomas Kane, faculty advisor. i
2006-2007 Clifton, Rebecca. Program Evaluation of Weight Watchers at Work. Wayne Mitchell, faculty advisor.
Lowery, Megan. The Effect of Merit and Equity Based Salary Acijustments on Male and Female Salaries. (Accepted by Graduate College, August 2007, Jeanne A. Phelps faculty advisor).
2005-2006 Pulley, Jenene N .. Goal Framing Effects on Subordinate Goal Processes. Accepted by the Graduate College, May 2006; Thomas Kane Thesis Advisor).
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2004- 2005 Barber, Liz (Accepted by Graduate College, July 2005) Tom Kane, faculty advisor.
2004-2005 Montgomery, Matisha. (Accepted by Graduate College, July 2005) Michelle Visio, faculty advisor.
2003 - 2004 Stinson, Erin. The Effects of Goal Orientation on Re~ponses to Feedback Sign. (Accepted by Graduate College May 2004)
Kassel, Kimberlee. Effects of Leadership Self-Efficacy. (Accepted by Graduate college May 2004) Thomas Kane, faculty advisor.
2002-2003 Winton, Steve. The Effects of Group Goal Orientation on Group Performance. (Accepted by Graduate college July 2003) Thomas Kane, faculty advisor.
2002-2003 O'Dell, Elizabeth. A Test of Self-Regulation Training in a Collegiate Academic Setting. Thomas Kane, faculty advisor.
2001-2002: Masuda, Aline. Vision and Hierarchical Structure of Goals. Thomas Kane, faculty advisor.
1999-2001: Reichard, Rebecca. Goal setting and Advisement. Thomas Kane, faculty advisor.
1998 - 1999: Roher Ann. Predictors of Preferences for Performance of Emotional Work. Robert Jones, faculty advisor.
Internship and Seminar Papers Directed as First Reader since Promotion to Full Professor:
2014 Brown, Molly E. -completed internship summer 2013 in the HR Benefits Branch at Cox South Hospital. Seminar paper accepted Apri12014, Cox South Hospital: An Internship in Benefits of Human Resources.
Clauss, Allison C.- Internship completed summer 2013 at Hussmann Corporation. Seminar paper accepted April2014, Human Resources Information Systems Intern at Hussmann Corporation.
Soffer, Sarah J. -Internship completed at SRC Logistics in Safety and HR. Seminar paper accepted April, 2014. SRC Logistics, INC.: An Internship
2013 Callan, Ryan- completed internship summer 2012 & fa112012 in the office of Assessment at MSU.
2012
Seminar Paper accepted Apri12013, Culminating Experience: An Internship at the Office of Assessment- Missouri State University.
Wise (Combs), Brittany. completed internship summer 2012 at COXHEALTH North. Seminar Paper accepted April2013, COXHEALTIJfM: An Internship in Human Resources.
Yeary, Jarrin- completed internship summer 2012 at Human Resource Staffing in Springfield, MO. Seminar Paper accepted April20 13, Culminating Experience: An Internship with Human Resource Staffing.
Bowen, Kevin -completed internship summer 2011 at the US Office of Personnel Management, KC office. Seminar Paper accepted April2012, Projects completed for the US Office of Personnel Management.
Cederman, Kurt -completed internship summer & fall2011 in the Faculty Center for Teaching and Learning. Seminar Paper accepted April2012, Culminating Experience: An Internship at the Faculty Center for Teaching and Learning- Missouri State University
Dayer, Holly -completed internship summer 2011 at Conway Regional Health Systems, Conway Arkansas. Seminar paper accepted Apri12012, A Human Resources Internship at Conway Regional Health System
Foster, Benjamin -completed internship summer & fall2011 in the Faculty Center for Teaching and Learning. Seminar Paper accepted April2012, Internship Experiences: Missouri State University Faculty Center for Teaching and Learning: Assessment Division.
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2010
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Hance, Justin -completed internship summer 2011 with Conway Regional Health System, Conway, ARK. Seminar Paper accepted Apri12012, A Human Resources Internship at Conway Regional Health System.
Holmes, Jessica -completed internship summer & fall20 II in the Provosts Office at Missouri State University. Seminar Paper accepted April2012, Training Manuals for the Office of the Provost at Missouri State University.
Frarey, Brendon- completed internship summer 2010 at Master Tag in Montague Michigan; Seminar paper accepted April, 2011 An Internship at MasterTag" Training and Quality Control.
Lehman, Rebecca- completed internship summer 2010 at Springfield Remanufacturing CO. (Electrical Division); Seminar paper accepted April 20 II. Internship at Springfield Remanufacturing Company -Electrical Division.
Patton, Jennifer- completed internship summer 2010 at NESTLE PURINA PETCARE in St. Louis. Seminar paper accepted April2011. Nestle Purina Petcare Internship: An Experience with Qualitative Data Analysis.
Stein, Lisa- completed internship summer and fall 20 I 0 at Faculty Center for Teaching and Learning, Missouri State University. Internship Experiences: Division of Assessment of the Faculty Center for Teaching and Learning.
Adrignola, Antonio. Internship summer and fall2009, Missouri State University Office of Equity and Diversity, seminar paper accepted April 2010. An Internship at Missouri State University's Office for Equity and Diversity: Projects and Reflections.
Jubinski, Jill. Completed internship at Springfield Remanufacturing Summer 2009, seminar paper accepted April2010. The Dewdopment of Training for MegaVolt Industries Using Goldstein's Systematic Model as a Framework.
Sciarillo, Joseph. Completed internship in Human Resources Department of Springfield Public Schools SU 2009, seminar paper accepted April2010. Examination of a Selection Measure for Teachers.
2009 Bisges, Joyce. Internship at Missouri State University 2007-2008; seminar paper accepted Apri!2009. Job Family One Within the Staff Compensation Project for the Office of Human Resources at Missouri State University.
Lauer, Charles T. Internship completed at Office of Personnel Management SU2008; seminar paper completed on research project unrelated to OPM internship- accepted April2009. An Exploration of Human Error in Incidents for two Organizations.
Helms, Jason. Internship completed SU/F 2009 at Agreliant Genetics; seminar paper accepted March 2009. The Development of a New Hire Orientation Program for Agreliant Genetics, LLC.
McGrath, K. Completed internship at Sara Lee Corporation SU2008, Seminar paper accepted April 2009. A Human Resources and Training Projects at Sara Lee Corporation.
2006 Bruckman, Kristin. Internship completed at Kellwood Company, St. Louis, MO SU 2005; seminar paper accepted April2006. Selection and Research Projects at Kellwood Company.
WaddeD, M. J. Internship completed at the Office for Equity and Diversity at Missouri State University. Development and Implementation of Online Training Programs for the Office of Equity and Diversity.
2005 Cherry, Courtney. Internship completed at Southwest Missouri State Office of Equal Opportunity; Seminar paper accepted April, 2005). The Development of Projects for the Office of Equal Opportunity at Southwest Missouri State University.
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King, Heather, Employer evaluation OTC graduates. (Based upon internship and technical report produce for OTC.)
Prior to Promotion to Full Professor
2004 Nakamura, Anu. Program Evaluation of Non-Returning Students at Ozark Technical College. (Based upon internship and technical report produce for OTC.)
2003 Southard, Christine. Summer Willow Brook Foods, Inc. Human Resources Department Internship Projects
2002 Arvizu, Candida The Development of Projects for the Department of Human Resources at the County of Los Angles
2000 Hoffman, Matt. Program Evaluation for OTC. (Based upon internship and technical report produce for OTC.
1999 Saracini, Mary. Putting it all Together: Improving Team Communication and Project Performance. Seminar paper based upon the development of a Training Program for Springfield Chamber of Commerce.
Cormier, Jill. Providing Effective Feedback. Seminar paper based upon the development of a Training Program for Z-Tech Corporation.
1998 Warren, Betty. A comprehensive evaluation of a local organization- Culture analysis, Training program design, and evaluation of perceptions of the safety department.
Castro, Scott. A Factor Analysis of the Reasonable Accommodation Scale.
) UNDERGRADUATE RESEARCH AND APPLIED SUPERVISION
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2003 -Megan Howell. Effect of Encoding Specificity with Music on Reading Comprehension. Senior Project (Honor's project completed and submitted to Honor's College)
ADVISEMENT (Undergraduate and Graduate):
Undergraduate Advisement: Academic Advisement of@ 29 undergraduate advisees ( 4 FR, 5 SO, 8 JR, and 12 SR).
Activities including meeting a minimum of two times during the semester. First semester meeting involves setting semester goal; discussing career plans and activities to facilitate accomplishment. Second semester meeting involves planning schedules.
As part of the supporting materials, I have included a copy of my Academic Advisement Syllabus.
Graduate Advisement. Currently responsible for academic advisement of 6 currently enrolled masters students. Meetings included:
• a minimum of one performance evaluation meeting per semester (based upon I/0 faculty committee performance assessment meeting which includes feedback from Graduate Assistantship supervisors and (if appropriate) internship supervisors, as well as feedback from all instructors from the previous semester).
• A minimum of one advisement meeting to determine goals, interests and planning for future semesters and registration.
• Additional, periodic meetings with students to discuss semester performance issues that arise throughout the semester.
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PROFESSIONAL SERVICE ACTIVITIES:
2000-present Society for Industrial and Organizational Psychology Reviewer for national meeting.
COMMUNITY SERVICE ACTIVITIES
2000- 2011 Community Alliance for Compassionate Care at the end of Life
• Workplace Taskforce Chair: Work has included the development of 5 brochures (see supplemental materials) that are given to local business; Orientation Training Program for HR directors and managers; and survey of business attitudes concerning end of life issues (involved the development, analysis and technical repmt writing of a survey of200 local organizations). Additionally, I give workshops and speak to local clubs, organizations and businesses about the convergence of end-oflife issues and the workplace. (2000- 2011).
• Pet Grief Brochure (2011). Worked with Dr. Bradley Fisher to develop and produce brochure that was given to local veterinary clinics for free distribution to families who have lost a pet.
• Circles of Care Leader. A circle of Care is a program that has been introduced to local churches and businesses as a means of providing support to persons with a terminal illness and their families. As a care team leader I train forming Care teams in the principles and practices of the program and then serve as a contact source when questions, issues or problems al'ise. (2003 - 20 II)
• Executive Board Member: This is a working executive board that involves monthly meetings. Our work has included vision and strategic planning and fund-raising initiatives. (2002- 2006)
• Advanced Directives Electronic Depository Committee (Co-chaired w/ Bradley Fisher). Our charge was to work with Cox and St. John's hospital to develop a computerized means for storing and disseminating Patient Advanced Directives to local and distant hospitals, emergency rooms and physicians. (2004-2005)
• Bylaws Subcommittee. As a not-for-profit organization the development of bylaws was critical in the approval of our not-for-profit status. We developed working bylaws that were accepted by the organization and the state. (2000- 2003)
Prior to becoming Full Professor
Spring/Summer 2000 Springfield Chamber of Commerce-- Taskforce on Aging
Member of the workplace action group. Met with community leaders, conducted round tables, gathered literature and research reports to help the Chamber produce a report on impact of the aging community and proactive actions to better meet community needs.
1999 Springfield Public Library: Evaluation and Recommendations for Intervention in Team Dynamics.
1998 Fordland School District: Presented a workshop on Sexual Harassment
1998
Developed a sexual harassment workshop for approximately 25 middle and high-school teachers. The program was aimed at developing an understanding of the law and the responsibilities of teachers and the school system.
Humane Society: Presented a workshop on Job Burnout.
Developed a burnout workshop for workers and volunteers at the Springfield Humane Society. The program's goal was to: identifY job related antecedents and stressors that lead to burnout;
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Shoptaugh Curriculum vitae 12
describe symptoms of burnout; and identifY and practice methods of reducing the likelihood of burnout development.
Work includes: Meetings, Revision of University policies, Complaint Hearings when necessary, developing a long range plan, other university diversity initiatives.
1995-present Joseph Boyce/New York Times Award Committee, Chair
Working committee, responsibilities include: Announcement of award; screening applicants; organizing selection committee, coordinating with financial aid and making awards at STAR banquet.
1995 - present Pepsi-Cola Public Affairs Scholarship Sub-committee, member (member).
1993-2012, Student Community Action Team Advisory Committee.
Our charge is work with SCAT program coordinators to
2006-2007 Leadership Priorities and Assessment Committee Provost Committee, Tom Kane chair
2006-2009 Faculty Senate, Departmental Representative, (I year, completed Tom Kane's term, 2 years served as department elected representative).
2005- 2009 Scholarship Committee, Art Spisak Chair
2005- 2008 President's Compensation Committee
Prior to Promotion to Full Professor
2000-2001 Graduate Scholarship Committee, Charles Barke chair
This was a working subcommittee ofthe Graduate College that examined the current graduate scholarship structure and made recommendations for the development of graduate scholarships.
1998-1999
1995-2006
Academic Relations Committee, Chair Jan Squires
Working Faculty /senate Subcommittee that examined and made recommendations to Faculty senate concerning Constitution and By-law changes to the Faculty; Accelerated Masters Degree Program review process; examination ofN/F grade issue, as well as other issues.
Public Affairs Steering Committee member, Chaired by Dr. John Strong
Miscellaneous Service to the University
1990- present, Faculty Advisor of Gamma Sigma Sigma- a National Service Organization
2007-2012
As faculty advisor I meet weekly with the president and vice-presidents of service, attend weekly meetings of the membership, conduct a leadership development workshop each semester for executive board and standing committee members, liaison with student activities and others concerning organization issues and problems, and meet with the national organization visiting members at least one weekend each semester. Additionally, I engage in service projects side-by-side with members.
Living Learning Community Faculty Mentor, Program is designed Develop and present programs for LLC community, meet with Residence of assigned floor, attend activities,
) 2000-2002
1994-2000
Shoptaugh Curriculum vitae 13
Presenter at Expanding Your Horizons
Program is designed to introduce middle school girls to careers in science. I developed a video tape of issues in psychology, activities for the girls to participate in and answered questions about careers for women in psychology.
First Generation Award Selection Committee, Chair, Mr. Chuck Busby
Review and select award recipients.
DEPARTMENTAL SERVICE
Departmental Committees
2014
2013
2012
2006-present
2008-2009
Gerontology Tenure track Assistant Professor Search Committee, David Lutz, chair.
Tenure and Promotion committee (Chair)
Scholarship Committee (added to committee Fall2013)
Tenure and Promotion Committee (member)
PS¥121 Tenure track Assistant Professor Search Committee, Robet1 Jones, Chair
PS¥121 Coordinator Search Committee, Robert Jones Chair, failed search
Space Committee, Erin Buchanan, Chair
Department Program Assessment Committee
Merit Evaluation Committee, chair
~) Service Prior to Promotion to Full Professor
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2004
2004
2004
2001-2004
2002-2003
1999-2000
1999
SiceluffHall Feasibility Committee
Undergraduate Curriculum Evaluation: History and Systems as a required component of major and proposal of alternative courses
Quantitative Selection Committee
Reappointment Committee- Dr. Donn Kaiser, Chair
New Faculty Search Committee- Clinical position, Chair David Lutz
Pummel Hall Renovation Committee, Chair Carol Shoptaugh
Tenure and Promotion Committee, Chair, Dr. Russell Carney
Departmental Service related to the Industrial and Organizational Masters Program
2002 - present Program Coordinator
I have served as the 110 coordinator since spring 2002. In this position I work with four other 1/0 psychologists to assure that the MS program produces qualified, ethical professionals in the area. We work as a cohesive team to accomplish student selection, student semester performance evaluations, development of comprehensive exams, and periodic curriculum review. This past year I conducted the alumni survey (graduating classes of2002 and 2003) and am currently producing a technical report (data is analyzed and report is in revision stage). Additionally, I am responsible for the revision of the program's information brochure, mailing poster, and internet web update.
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Shoptaugh Curriculum vitae 14
Misc. Service to the Department Prior to Promotion to Full Professor
2002
1997 - present
1997 - present
1990 - present
Worked with Dr. Robert Jones to bring Paul W. Thayer to campus to speak on "40 Years of Training: My How Things have Changes". This was jointly sponsored by the Departments of Psychology, Management, Communications and the College of Health and Human Services. Work involved garnering funding support, travel and program arrangements, and speaking/workshop opportunities for students.
Participate in Psi Chi Activities and Functions;
Supporting this student organization has involved attending functions and being an invited speaker. Most recently discussing What Graduate Schools in I/0 Psychology Look for in Applicants.
Participate in SMSU Fall Showcase and Major's Fair
Discuss career opportunities with a major or minor in psychology with current students.
PSY798 Internship (MSU supervisor) Variable **I am typically the MSU coordinator for 3- 5 students each year (includes internship and seminar paper)
Academic Year Total Typical 17 TLE + 3 TLE release time for 1/0 coordinator duties + variable PSY798 and PSY799
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Shoptaugh, Carol
Teaching Matrix
The following list of nine criteria is organized using the Faculty members Roles and Rewards goals. A partial list of -possible evidence of teaching effectiveness is included in this list under each of the nine criteria. Faculty members seeking promotion will be required to provide evidence of effectiveness usine the followine nine criteria.
. Goal I: Establishing and Maintaining Motivation
Sub-e;oal Departmental Examples MvWork Treating students fairly and Developing and communicating I treat all students in my classes equally by using common impartially as unique common standards of policies and practices (i.e. syllabus policies). Ifl make individuals, including performance in classroom, exceptions, I offer those to all students in the class. equitable evaluations that thesis, advisement, internship, Policies are consistent with university policies and accurately reflect student and homework activities guidelines. learning and understanding I have an advisement syllabus that I give to advisees when
they are assigned to me. I also have them complete a form where they explore their strengths, weaknesses, short term goals, long-term goals, strategies and experiences needed to achieve their personal and professional vision.
Administering and grading I use grading rubrics for assignments and exams. Where assignments according to pre- possible, I distribute these rubrics when I make the determined and clearly identified assignments, so students know what is expected and what standards (e.g. having and will be scored. I believe this give students more control consistently applYing make-up, over their assignments without compromising the integrity attendance, and grading policies) of the assignment. I am a firm believer that students will
produce better products when they know expectations are high and they will be held accountable. I also believe scoring rubrics hold me accountable to students.
Attendance, make-up, and grading policies are also listed on my syllabus for each class.
Question 4 -The instructor used fair and appropriate methods in the determination of grades. This question on my teaching evaluations is consistently 4-5 (agree-strongly agree).
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Developing and administering indices of learning and performance (tests, assignments) that are flexible enough to allow for development of somewhat different skills within the limits set by the topic being presented (e.g. having "integrating" and "synthesizing" assignments along with standard tests)
Maintaining academic Updating tests and assignments integrity and high according to changing standards performance expectations in the field, and (where appropriate for the level of appropriate) past performance of one's classes and advisement students relationships
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Shoptaugh, Carol
Most of my undergraduate exams are a mixture of item types; multiple-choice, short answer, and essay. In my PSY121-H and 305 classes, I require students to complete and submit for a grade online work and quizzes. These activities encourage engagement with the material prior to class. When they have a basic background in the topic, I can use more applied activities in class, and assignments and projects can be more meaningful. For example, in PSY121-H I have my students read a classic multi-experiment study, critique it and produce an APA style paper. The fmal section of that assignment is their evaluation of the research in terms of design, experimental control, and applied usefulness. These students also bring headlines and stories from magazines and newspapers that relate to the science of psychology. In class we discuss whether or not they fit with theory, were reported accurately, etc.
In my graduate Training and Development class, my students must develop a training project from needs assessment through material development, to evaluation. This is a semester long project that has been noted by employers as the reason they hired our alum.
Question 9- The assignments and required activities were appropriate. On our class evaluations, I consistently receive 4-5 on this question (agree-strongly agree). I am never satisfied with my courses. As a result I am
always trying new activities, assignments or variations on assignments. While I will reuse some test items, my exams are always different. I update my text regularly in both undergraduate courses, and do change book authors when presented with a better alternative for students. I evaluate the quality of the text and the supplelllental
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materials. In my graduate courses, I will use a combination of classic
readings in the area, with recent research. In advisement I keep up my Master Advisor designation, attend presentations on advisement, and read research on advisement and student motivation.
Updating tests and assignments I update exams and assignments each semester to match in order to maintain proprietary new text and classroom discussions. As stated above, I status of such assignments where change test items and wording each semester. I also do necessary not let students keep their old exams.
Fostering & modeling civil Listening to and responding Question 8 -The instructor appreciate student comments, discourse, intellectual positively to student questions, questions, and viewpoints. I receive very high scores· ( 4-5) curiosity, openness to comments, & ideas on this question from our evaluations and students diversity and to new ideas comments indicate they feel that I care about their success
and am always willing to make time to answer questions; in and out of class.
Posing questions essential to In all of my courses I encourage free discussion; we will one's field and allowing students discuss topics relevant to the topics being covered and of free discussion and exploration interest to the students. I frequently use TED talks in class to try to answer them as a stimulus for discussion- one that generates independently considerable interest and discussion is Zimbardo's talk on
the "Slippery Slope of Evil." I establish a discussion board in blackboard where students can ask me and others questions about material. I will frequently answer their question with a question or link that will allow them to discover the answer to their question. In PSY121, I link them to the Psychology blog developed by Dr. Cathey, as well as have blog assignments that require students to post an opinion on that topic.
Providing direct positive I provide a considerable written feedback on assignments, reinforcement in response to projects and papers that goes beyond my grading rubric and students' independent attempts to grade. answer questions posed or Some of the feedback focuses on developing a technical
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developed through classroom discussion or individual advisement
Promoting and reinforcing Including students in the process independent, creative, critical of exploration, including all thinking and active student phases of research/applied involvement in the learning activities process
Clearly describing what is required for answering or refining important research/application questions
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writing style, and some on how to elaborate in a meaningful way. In class I try to make students
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comfortable by asking those questions that I believe most students struggle with.
I use clicker questions in my undergraduate classes and use the items/topics missed on pre-lecture quizzes.
I also like to use peer instruction, as a way to reduce the stigma of not knowing, while allowing students to explore their thoughts. Sometimes it works, sometimes it doesn't, but it creates a feeling that we are in this together.
I also meet with students individually. I email all of my students after every exam and those that I believe could benefit from meeting and exploring strategies for achieving their course goals are encouraged to schedule a meeting.
With graduate students, I encourage meetings at every stage of projects to discuss ideas, plans and confusions.
I supervise both thesis and internship projects. I work closely with students in my research. As you can see
from the supplemental materials on teaching, I have supervised a considerable number of thesis projects and internship/seminar paper projects
Members of my research team- graduate and undergraduate, are expected to attend a weekly meeting. In these, we determine what has been done, what needs to be done and what each person will contribute. Every student knows what their contribution should be in the following week- sometimes the activities are complex, sometimes as simple as collecting an article from the library.
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Shoptaugh, Carol
Developing and administering As described above, I use assignments in all of my classes assignments which require that build upon knowledge. In class we will sometimes student engagement in the build experiments that would test questions that students process of understanding, have- my role is devil 's advocate, suggesting confounding integrating, and problem solving variables, or having students identify other measures. This
type of activity requires the application of knowledge and I believe increases understanding and integration.
Establishing support from I worked with the PSY121 redesign team and university outside administrative units (e.g. administration to develop a new approach to teaching the curriculum grant funding, course that would increase engagement in and out of class, computer lab development and make the class room experience more interactive, improve use, library activities) learning and performance, and reduce the number of
drops, and grades ofD and F. We also were able to have an area in library established
exclusively for PSYI21. Establishing a variety of While I have scheduled office hours; I also have an open opportunities for students to door policy with my students and advisees (If I am in and contact individual faculty not with another student, you are welcome). members (e.g. office hours, I am also very flexible in scheduling appointments with appointments) students. Students know I am always around, and drop in
frequently.
Question 5 -The instructor made a strong effort to be available to students. I receive extremely high scores on this question on our evaluations (typically a 5).
Goal2: Gathering and iml!arting useful information
Remaining current in one's Attending scheduled sessions at I attend the annual meeting of the Society for Industrial and field professional and public Organizational Psychology and as a program we typically
gatherings on a regular (semi- take a very large contingent of students. annual, annual, bi-annual) basis I attend the Showcase on Teaching and attend presentations to remain current in one's field by experts in the field who are brought to campus (e.g., and develop teaching skills the Teaching and Learning day !eng program Next
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Disseminating findings to students in various ways, such as classroom teaching
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Generation Course Design). I maintain my Master Advisor status by regularly attending programs.
Updating course materials to As stated above, I am always updating my lectures and reflect new information gathered materials for classes. through professional dialogues, I also bring applied examples from Scientific American, readings, and research activities newspapers, and magazines and other sources for
discussion. Since these have a pretty short shelf-life, they change every semester and keep students linked to current issues.
In the undergraduate IO class I like to bring in new employment law cases for their discussion.
The course material in graduate classes is always changing to reflect the current direction of our field.
Assisting students in their I work with undergraduates for my classes and others gathering of information developing their literature reviews, finding articles, and resources relevant to questions directing them to resources they may not consider. posed through scholarly My graduate students are always receiving emails about an discourse article that has just come out or some project I heard about
in an online interest group. I regular! y work with students on their research projects in
Serving as consultant, coach, or PSYSl 0 Research Methods. I am currently sponsoring an friendly critic to students by undergraduate with their Honors project and supervise providing directive feedback thesis and internships Involving students in Publications with students see Research Vita (2 papers). research/applied endeavors Conference presentations with students see Research Vita
( 11 posters/presentations at national conferences). Graduate research assistants: I regularly work with RAs and try to find a component of my research that they can develop into a thesis project (see theses produced on Teaching Vita)
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Supervising directed readings, practica Serving on thesis and seminar paper committees
Reading critically current and Reading emerging, relevant otherwise relevant literature scholarly work in one's related to professional, discipline on a regular (daily, teaching, and service weekly, monthly) basis activities
Developing bibliographies of current and otherwise relevant literature addressing questions posed in scholarly discourse Writing critical reviews of relevant scholarly literature for classroom presentation Supervising directed readings, practica Serving on thesis and seminar paper committees
v v Shoptaugh, Carol
I teach directed readings and research as student interests anse I have supervised 9 thesis since becoming full professor I have served on 4 thesis committees since becoming a :full professor I have supervised 24 seminar papers since becoming a full professor •
As mentioned above, I try to bring new research into my classroom discussion and incorporate recent readings into graduate classes
I keep virtual folders with articles on topics related to all of my graduate classes. These are useful starting places for student research proposals and projects
Have not done
See above and Teaching Vita.
See above and Teaching Vita.
Goal3: DeveloJ!ing, imJ!lementing, and evaluating learning innovations
Staying abreast of Reviewing selectively textbooks As described above, course materials are updated, and innovations in methods and and course materials on a regular textbooks are changed based on edition or previous technology of (monthly, semi-annual) basis to semesters course progress (i.e. change ofPSY121 book teaching/learning improve presentation of regularly). I also review changes with each new edition of
information online materials that supplement my texts. Evaluating possible applications I have used many different methods to teach my courses. I of new technologies to learning have taught PSY121 as a traditional, hybrid and blended
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Conducting ongoing critical assessment of teaching and scholarly activities
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and problem solving processes to course. I use clickers, extensive Blackboard use, and online enhance student learning textbook technology to improve the quality of my courses.
I review student feedback to try and determine components of the course that they find helpful and I try to modify those they do not.
Developing and administering I attend and present at Showcase on teaching at the measures designed to assess beginning of each semester. I have used multiple evaluation student progress toward measures for my classes, including course evaluations, and identified learning goals course component evaluations. Seeking and using feedback I consult with other faculty teaching the courses I teach from one's peers, students, other (both at MSU and at other universities) in an attempt to constituencies in order to identify practices I am not using that have been successful. improve effectiveness I always attend sessions at SlOP for the teaching of
undergraduate IO classes. Providing pedagogical I work with some graduate teaching assistants and discuss consulting to peers through important issues in teaching (eg. FERPA, Blackboard, public or private advisement developing lectures, exams, and syllabi, and handling
academic integrity issues). In fact the TA that I supervised last year was awarded the Outstanding Graduate Teaching Assistant award. .
Shoptaugh, Carol
Research Matrix
For promotion to the rank of professor, evidence of at least an additional 6 quality indicators are required to meet departmental standards for attaining promotion. These indicators must be attained since promotion to the level of associate professor. At least 4 of these indicators must come from category A below, and at least one of these indicators must be attained within the three years prior to the application for
. promotion. I have 16.5 quality indicators since becoming a full professor, which exceeds departmental requirements for promotion to full professor:
• 6 products in Category A (one as frrst author) = 6.5 quality indicators,
• 18 products in Category B = 9 quality indicators
• 3 product in Category C = 1 quality indicators .
Category Indicator Supporting Material (note: bold, italicized names were student contributors)
Category A Due to the variety of publication outlets in psychology, the TC is to use the following quality indicators in determining the strength of the applicant's research and scholarly activity. (Category A indicators each counts as 1 quality indicator, if frrst author counts as 1.5 quality indicators)
An article accepted for publication in Hudson.D, Whisenhunt, B., Shoptaugh, C., Rost, A. & Fondren-Happel, R. (2014). a refereed print or electronic journaL
Redesigning a large enrollment course: the impact on academic performance, course completion and student perceptions in Introductory Psychology. Psychology Learning and Teaching, 13(2), 107-119.
Drab-Hudson, D., Whisenhunt, B., Shoptaugh, C., Newman, M., Rost, A., & Fondren-Happel, R. (2012). Transforming Introductory Psychology: A Systematic Approach to Course Redesign. Psychology, Learning and Teaching: International Conference on the Teaching of Psychology Special Edition, 11 (2), 146-157.
Shoptaugh, C., Visio, M. & Phelps, J. (2012). Chapter 11: When Sending Flowers is Not Enough: The Eldercare Dilemma in the Workplace. In Work and Quality of Life: Ethical Practices in Organizations. Eds Reilly, N.P, Sirgy, J. & Gorman, A. p 203 - -216. (This is a book in the Springer International Handbooks of Quality of Life Research Series).
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CategoryB Any combination oftwo of the indicators in this category are considered a single quality indicator:
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Miller, A.T., Shoptaugh, C, & Wooldridge, J. (2011). Reasons Not to Cheat, Academic-Integrity Responsibility, and Frequency of Cheating. The Journal of Experimental Education, 79(2), 169-184.
Masuda, A., Kane, T.D., Shoptaugh, C.F ., & Minor, KA. (201 0). The Role of a Vivid and Challenging Personal Vision in Goal Hierarchies. The Journal of Psychology, 144(3), 221 -242.
Miller, A.T., Shoptaugh, C, Parkerson, A, (2008). Underreporting of cheating in research using volunteer college students. College Student Journal. College Student Journal, 42, 326-339.
Cathey, C., Whisenhunt, B., Hudson, D., Rost, A., Visio, M., Nicholson, S., & Shoptaugh, C. (2014). Enhancing student learning in Introductory Psychology with undergraduate-led study sessions. Poster presented at the 36th Annual National Institute on the Teaching of Psychology Conference, St. Pete Beach, FL.
Whisenhunt, B. L., Hudson, D. L., Shoptaugh, C.F., Rost, A.D., & Fondren-Happel, R.N. (January, 2014). Student engagement with online course materials: The impact on exam performance in intr{)ductory psychology. National Institute on the Teaching ofPsycho1ogy (NITOP) 35th Annual Conference ..
Drab-Hudson, D. L., Whisenhunt, B. L., Shoptaugh, C., Rost, A., Happel, R. (July, 2013 ). Transforming Introductory Psychology: The Efficacy of a 2-Year Course Redesign Project. Presentation at the 4th Vancouver International Conference on the Teaching of Psychology, Vancouver, Canada.
Wooldridge, J.D. & Shoptaugh, C.F. {April, 2012). The Effect of Learning Environment on Student Effort and Peiformance. Poster presented at the 27" Annual Meeting of the Society for Industrial & Organizational Psychology. San Diego, CA.
Drab-Hudson, D. L., & Whisenhunt, B. L., Shoptaugh, C., Newman, M. C., Rost, A., Happel, R. (August, 2011 ). Dropping DFW rates: Systematic development of a blended course. Poster presented at the 3rd International Conference on the Teaching of Psychology, Vancouver, Canada.
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Wooldridge, J. & Shoptaugh, C.F., (November, 2011). Student Success and Retention. Poster presented Joint Conference of the Council of Applied Master's Programs in Psychology and the North American Association of Master's in Psychology. San Diego, CA
Shoptaugh, C.F. (November, 2011 ). A Roundtable Examination of Competency Guidelines for Masters Level Practitioners. Roundtable lead at the Joint Conference of the Council of Applied Master's Programs in Psychology and the North American Association of Master's in Psychology. San Diego, CA.
Shoptaugh, C. F., Lauer, C., & Wooldridge, J.D. (April2010). A Decision Tree Approach to the Analysis of Accidents. Poster presented at the 25th Annual Meeting of the Society for Industrial & Organizational Psychology. Atlanta, GA.
Young, A. Wooldridge, J. Hagg, T. Jones, D., Howland, N., Levesque, C., Shoptaugh, C., Williams, A., Bender, T. (2009). hnpact of teaching techniques and student self-determination. Second Annual Conference of the Society for the Study of Motivation, San Francisco, CA.
Miller, A.T., Shoptaugh, C, Wooldridge, J., FitzWilliam, S., & Knipp, A. (April, 2009). Reasons not to cheat, academic integrity responsibility, and frequency of cheating. Poster presented at the meeting of the Southwestern Psychological Association, San Antonio, TX.
Vincent, R., Shoptaugh, C., & Miller, A. (April, 2008} Personality, Motivational and Behavioral Antecedents to Counterproductive Work Behaivors. Poster presented at the 23"' Annual Conference of the Society for Industrial and Organizational Psychology, San Francisco, CA.
Cuny, S.,Shoptaugh, C. & Levesque, C. (March, 2008). The Effect ofTrainer Support for Autonomy on Transfer of Training. Presented at the Annual Meeting of Southwestern Psychological Association, Kansas City, MO.
Vincent, R., Shoptaugh, C, & Miller, A, (April, 2008). Personality, Motivational, and Behavioral Antecedents to Counterproductive Work Behavior. Paper presented at the meeting of the Society for Industrial & Organizational Psychology, San Fransisco.
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Shoptaugh, C. (October, 2007). Distance Learning Programs in Industrial and Organizational Psychology. Presentation at the National Conference of the Counsel of Applied Master's Programs in Psychology, Charlotte, NC).
Shoptaugh, C. (October, 2007). A Survey of Applied Experiences Requirement of Two Year fudustrial and Organizational PSYchology Programs. Presentation at the National Conference of the Counsel of Applied Master's Programs in Psychology, Charlotte, NC.
Miller, A.T., Shoptaugh, C, Parkerson, A, Brunworth, N, & Miller, W. (April, 2006) Perceptions of Students who Report Cheating and Students who Cheat. Paper presented at the meeting of the Southwestern PSYchological Association.
Henning, J., Leiva, P.L, Shoptaugh, C. & Kane, T. (May, 2006). Goal Orientation and Responses to Negative and Descriptive Feedback. Poster presented at the 21st annual conference of Society for fudustrial and Organizational Psychology, Dallas, Texas.
Pulley. J., Kane, T., Barber, L., & Shoptaugh, C. (May, 2006). Framing Effects of Distal Goals on Proximal Goal Processes. Poster presented at the 21st annual conference of Society for fudustrial and Organizational Psychology, Dallas, Texas.
CategoryC A combination of three indicators Shoptaugh, C., Anderson, S., Visio, M., Jones, R. (2014). fufluence offudividual in this category are· considered a
single quality indicator: Differences on Sustainable Behavior Commitment and Engagement. Poster accept for Society offudustrial and Organizational PSYchology, Philadelphia, PA. April, 2015.
Wooldridge, J., Shoptaugh, C., Nigam, J., Harvey, V., Krauss, A. (2014). Taking Total Worker Health to the Streets. Panel accepted for Society offudustrial and Organizational Psychology, Philadelphia, PA. April, 2015.
Shoptaugh, C., Hudson.D, Whisenhunt, B., Shoptaugh, C., Rost, A., Visio, M. Cathey, C. (2014). Personality and Motivation as Predictors of Academic Outcomes in Blended Classes. Panel Presentation Submitted for Presentation at the 5th Vancouver futernational Conference on the Teaching of Psychology, Vancouver, Canada.
Shoptaugh, Carol
Service Matrix
Criterion Sub-criterion Carol Shopta~ Activities The applicant for tenure and • I attended faculty meetings regularly and am actively engaged in promotion to associate rank is departmental governance. I have missed meetings when expected to participate in presenting/attending conferences and once because my father had departmental governance by surgery). attending faculty member • Departmental committees are listed on the Service Vita and a short meetings and demonstrating a description of my role is included. willingness to serve on departmental committees. Beyond participation in Serving as a member of University level service: departmental governance, the departmental, college, Search committee for Vice President for Student Affairs, (2011-2012) successful candidate also must and/ or university
Work included multiple meetings, review of candidate folders, phone provide at least 3 quality committees indicators of service. The interviews with candidates and references, campus interviews, attending
following list contains candidate presentations.
examples of such indicators Equal Opportunity Advisory Committee, (2003- present).
and is not intended to be a Work includes: Meetings, Revision of University policies, Complaint complete list. Applicants may Hearings when necessary, developing a long range plan, other university present evidence of additional diversity initiatives. quality indicators of service Pepsi-Cola Public Affairs Scholarship Sub-committee, (member) (1995-that are not on this list, as well present). as a rationale for such indicators. Responsibilities include: screening applicants and meeting with the
selection committee. Number ofapplicants is typically above 60.
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Student Community Action Team Advisory Committee, member 1993-2012)
Our charge is work with SCAT program coordinators to provide guidance on issues (meets once or twice a semester).
Leadership Priorities and Assessment Committee Provost Committee, Tom Kane chair (2006- 2007)
Working committee. We meet at least twice a month, developed criteria and measures for Administrative assessment. Included work outside of committee meetings.
Scholarship Committee, Art Spisak Chair (2005 - 2009)
As a committee we met monthly, reviewed changes to the scholarship program based upon funding, and made determinations on student requests for reinstating scholarships
This conunittee developed the compensation system that is used for yearly faculty reviews and merit awards. This committee was time intensive, meeting over the summer and fall during the development phase. We also presented information sessions for each college after the system was developed and ready for implementation.
After development and implementation, we met monthly to discuss issues with implementations and modifY the system.
Living Learning Community Faculty Advisor (2007-2012) I worked with a different floor and Residence Hall each year of my participation in the program. I visited each of my floors at least once a month (typically bringing cookies or a treat), had dinner with them on average twice a month, I presented at least two program on each floor each semester. These programs were designed to help students adjust to university life, expectations, and activities around campus. I also presented one program offered to all LLCs. Each semester we took at least one field trip to make pottery, go to a Haunted House, and we always ended the semester with a BBQ or dinner.
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Shoptaugh, Carol
Departmental level service:
Gerontology Tenure track Assistant Professor Search Committee, David Lutz, Chair (2014).
Tenure and Pronwtion committee (Chair) 2014.
Scholarship Committee (added to committee Fall2013) Each member reviews applications for departmental scholarships, meets and determines the recipients.
Tenure and Pronwtion Committee (member) 2013 Each member reviews promotion materials; we meet and discuss the merits of each applicant. Each member was assigned an applicant to write the committee recommendation. All members required to review all letters and provide comments, edits and recommendations for additions.
PSYI21 Tenure track Assistant Professor/PSYI21 Coordinator Search Committee, Robert Jones, Chair (2013) Assisted in: determination of selection criteria, development of position announcement, screened applications, met with committee and determined applicants for interview, made reference check phone calls, active during candidate campus interviews.
PSY121 Coordinator Search Committee, Robert Jones Chair, failed search2012
Assisted in: determination of selection criteria, development of position announcement, screened applications, met with committee and determined that the applicant pool was insufficient to fill the position
Space Committee, Erin Buchanan, Chair
Departmental Assessment Committee (2006-present)
Honor's College Advisor (1996-Current) I advise students in the honor's program who are psychology majors.
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Serving as an officer or chair of departmental, college, and/or university committees
Participation in college or university governance activities
Membership in professional organizations and attendance of meetings of
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those organizations
Serving as an officer in a professional organization Serving as a faculty member advisor for a student organization
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Occupational Therapy Advisor
··.._,) Shoptaugh, Carol
I advise students who major in psychology and wish to go to graduate school in OT.
Joseph Boyce/New York Times Award Committee, Chair (1995-present)
Working committee, responsibilities include: Announcement of award; screening applicants; organizing selection committee, coordinating with fmancial aid and providing information so award can be given at New Student Convocation. (anywhere from 40 to 60 applicants each year)
Merit Evaluation Committee, chair (2008 and 2009)
Requested merit materials from all faculty, reviewed and rated all faculty merit materials, organized committee to review, rate and meet to discuss all merit ratings. Wrote summary report for department head, j)l'Ovided faculty with feedback on their ratings.
1 year, completed Tom Kane's term, 2 years served as department elected representative). Attended monthly meetings, reported back to faculty, during this period the Faculty Handbook was revised.
Reviewer for SlOP's Annual Meeting (2000-present) Reviewer for Council of Applied Masters Programs Conference (2006-present) APSMember SlOP member
Executive Board member of Council of Applied Masters Programs
Faculty Advisor of Gamma Sigma Sigma- a National Service Organization (1990-present)
As faculty advisor I meet weekly with the president and vice-presidents of service, attend weekly meetings of the membership, conduct a leadership development workshop each semester for executive board and standinl]; committee members, liaison with student
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Organizing a conference for a professional meeting or community organization
Scholarly presentations at community organizations Submitting a grant for community service activities or community organizations Obtaining a grant for community service activities or community .
tions 0
Service to individual faculty members and administrators, including such activities as assisting with the use of technology, statistical analysis, pedagogical decision-making Community service activities related to the faculty members member's discipline, or extensive community service outside of the discipline
.'-' '-' Shoptaugh, Carol
activities and others concerning organization issues and problems, and meet with the national organization visiting members at least one weekend each semester. Additionally, I engage in service projects side-by-side with members.
I assisted in the organization of two national conferences for the Council of Applied Masters Programs in Psychology (2007, 2011) I am currently assisting with the organization of the 2015 conference j
of Council of Applied Masters Programs in Psychology n!a; not required
n!a;notrequired
As an executive board member I worked on grants that funded the Community Alliance for Compassionate Care program development - for nurses and doctors treating tenninally ill patients.
I substitute for other faculty when needed. I was officially assigned as mentor to Dr. Brooke Whisenhunt who earned the rank of full professor last year. I consult with my colleagues on issues within the department.
Community Alliance for Compassionate Care at the end of Life 2000-2011
• Workplace Taskforce Chair: Work has included the development of 5 brochures (see supplemental materials) that are given to local business; Orientation Training Program for HR directors and managers; and survey of business attitudes concerning end of life issues (involved the development, analysis and technical report
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Promoting student involvement in community activities
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v ·._; Shoptaugh, Carol
writing of a survey of200 local organizations). Additionally, I give workshops and speak to local clubs, organizations and businesses about the convergence of end-of-life issues and the workplace. (2000 -2011)
• Pet Grief Brochure (2011). Worked with Dr. Bradley Fisher to develop and produce brochure for the organization.
• Circles of Care Leader. A circle of Care is a program that has been introduced to local churches and businesses as a means of providing support to persons with a terminal illness and their families. As a care team leader I train forming Care teams in the principles and practices of the program and then serve as a contact source when questions, issues or problems arise. (2003- 2011)
• Executive Board Member: This is a working executive board that involves monthly meetings. Our work has included vision and strategic planning and fund-raising initiatives. (2002- 2006)
• Advanced Directives Electronic Depository Committee (Co-chaired w/ Bradley Fisher). Our charge was to work with Cox and St. John's hospital to develop a computerized means for storing and disseminating Patient Advanced Directives to local and distant hospitals, emergency rooms and physicians. (2004-2005)
Prior to Promotion to full professor
• Bylaws Subcommittee. As a not-for-profit organization the development of bylaws was critical in the approval of our not-for-profit status. We developed worl,(ing bylaws that were accepted by the organization and the state. (2000- 2003)
Through Gamma Sigma Sigma I support students who are providing service to the community.
I serve as the liaison between community nonprofits needing volunteers and our members.
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Supervision of students in community service activities.
Maintaining or providing other departmental services, such as maintaining program Web pages, coordinating budget requests, supporting grant writing within the department, etc.
Attendance of official departmental functions.
' '-' '-' Shoptaugh, Carol
Through Gamma Sigma Sigma I support students who are providing service to the community.
I regularly participate in these activities and am responsible for confirming each members service hours.
Program Coordinator, Industrial and Organizational Track of the Master of Science Program in Psychology (2002 -current)
I have served as the 1/0 coordinator since spring 2002. In this position I work with four other 1/0 psychologists to assure that the MS program produces qualified, ethical professionals in the area. We work as a cohesive team to accomplish student selection, student semester performance evaluations, development of comprehensive exams, and periodic curriculum review. I conducted the alumni survey every two to three years) and produce a technical report (data is analyzed and report is in revision stage). Additionally, I am responsible for the revision of the program's information brochure, mailing poster, and internet web update.
I regularly attend faculty meetings, as described above. I attend fundraiser nights for Psi Chi, Experimental students and IO
club. I attend the senior banquet and awards ceremony at the end of each
semester I attend other opportunities when available (such as Psi Chi
