PsychSessions: Conversations about Teaching N' Stuff

Retirement doesn't mean slowing down. In this Re-Release episode, we talk with retired University of Arizona faculty member Beatrice Krause about dispelling retirement myths, staying active in academia, and pursuing an eclectic mix of passions - from harp and tango to poetry.
A thoughtful conversation about reinvention, curiosity, and life after academia. 🎧
[Note: Portions of the show notes were generated by Descript AI.]

In this episode Garth interviewed Kendra Thomas from Hope College in Holland, MI. Kendra discusses her applied developmental and educational psychology research in under-resourced public schools in Brazil and with the iThemba Projects nonprofit in South Africa. She explains the challenges of collecting valid cross-cultural data, emphasizing short, context-appropriate measures built with practitioners and designed to provide immediate value (e.g., school safety, home-visit frequency, HIV misconceptions). She discusses defining and measuring "hope" across contexts, including building measures simultaneously in English, Zulu, and Portuguese, and notes how imported measures can fail (e.g., social responsibility reading as compliance). Kendra also describes becoming Kathleen Berger's textbook co-author via chapter reviews, managing time with leave and reduced load, and teaching a "developmental imagination" through five maxims. She shares her Brazil-to-U.S. educational path and teaching-focused career trajectory.
[Note. Portions of the show notes were generated by Descript AI.]

🎧 AskPsychSessions Re-Release!
When, if ever, should students complete work that doesn't receive feedback? Jane Halonen from the University of West Florida tackles this listener question in a lively conversation about assignments, feedback, and learning.
Plus, there's a bonus discussion on grading presentations through peer review and faculty input.
Tune in for practical insights and a thought-provoking conversation! 📚🎙️
[Note: Portions of the show notes were generated by Descript AI.]

In this Part 2 episode Eric interviews Chris Hakala from Springfield College in Springfield, MA. Chris discusses his evolving role as executive director of the Center for Excellence in Teaching, Learning and Scholarship, which provides faculty development (workshops, consultations, observations) and also manages online courses, instructional design, LMS/ed tech support, and growing online graduate programs. He discusses gaining tenure and retreat rights, pandemic-driven support for reluctant online instructors, and institutional pressures such as enrollment declines, faculty reductions, and "right-sizing," including pausing a PhD program amid capacity and political challenges. He describes teaching multiple psychology courses, heavy service and leadership work, and deep involvement in POD, STP, and NITOP. Much of the conversation centers on AI, cognitive offloading, and the need to redesign assessments to emphasize clear expectations and learning processes rather than polished products, while acknowledging faculty and student resistance and workload strain.
[Note. Portions of the show notes were generated by Descript AI.]

Dr. Andrew Smiler's book Clinical Work with Men: Understanding Masculinity in Psychotherapy was recently released by the American Psychological Association. Andy shared his professional journey from five years in community mental health working with teenage boys, through a PhD in Developmental Psychology, academic work, and eventually into full-time private practice. He traced his entry into men's psychology to a pivotal graduate course on the psychology of gender and formative moments at APA conventions where he encountered Jim Mahalik discussing the CMNI and connected with Fred Rabinowitz from Division 51. The conversation then turned to his book's motivation: with ~80% of mental health professionals female and growing, and existing clinical books on men dating back 20–30 years, he wrote to translate research into practice for clinicians working with male clients. The book is structured with a cultural competence argument, an introduction to his Multifaceted Masculinity Framework (MFMF), and seven composite case studies. Andy then walked through the four facets of the MFMF. Throughout, he challenged the false stereotype that men are simple, emphasizing instead the full complexity of male psychology and inner life.