Lori Gresham, Ph.D.
Ph.D., Experimental Psychology, University of Cincinnati
M.A., Psychology, University of Cincinnati
B.A., Psychology, University of Cincinnati
I am an Oklahoma native and recent transplant from Ohio, where I earned my Ph.D.. in Experimental Psychology at the University of Cincinnati. My areas of specialization are Cognition and Development with a focus on the role of attention in performance on problem solving tasks.
I have spent the last five years teaching at the University of Connecticut-Stamford and became an adjunct at the University of New Haven in 2015. I have had the opportunity to teach a wide range of both introductory and upper-level courses, including: Adolescent Development, Cognitive Psychology, Advanced Statistics, Developmental Psychology, Psychology of Women, Life-span Development and Theories of Personality.
In August 2017, I joined the Psychology Department as a Practitioner in Residence. My approach to teaching centers on helping students bring concepts off the written page and put them to use in tangible and meaningful ways.
UNIVERSITY OF NEW HAVEN , DEPARTMENT OF PSYCHOLOGY 2015 - PRESENT
Cognitive Psychology Spring 2016 & Spring 2017
Introduction to Psychology Fall 2015-present
Adolescent Development Spring 2015
Theories of Personality Spring 2015
UNIVERSITY OF CONNECTICUT - STAMFORD, DEPARTMENT OF PSYCHOLOGY 2012- PRESENT
Introduction to Psychology Fall 2012-present
Developmental Psychology Spring 2014, Fall 2014, Summer 2015, Spring 2016
Psychology of Women Summer 2013, Fall 2014, Summer 2015, Summer 2016, Summer 2017
Industrial-Organizational Psychology Spring 2017, Summer 2017
- Developed a working syllabus around Student Learning Outcomes (SLOs).
- Created activities that help reinforce and scaffold student learning and knowledge retention.
- Utilized technology and social networking, including online tutorials and blogging to expose students to current events in the field of Psychology
UNIVERSITY OF CINCINNATI, DEPARTMENT OF PSYCHOLOGY 2005 – 2012
Cognitive Development (Hybrid), Spring 2012
- Developed the first hybrid, upper-level undergraduate course for the Psychology Department.
- Used Backward Design (BD) to create course content and materials to ensure that each assignment scaffolded the assessment of the Student Learning Outcomes (SLOs).
- Facilitated activities using technology and social networking, including online tutorials and blogging on current events in Cognitive Science.
Assigned students a research project that required them to:
- Design an experiment;
- Collect data;
- Create an academic poster;
- Write a scientific paper detailing the project and results.
Cognitive Development, Fall 2009 – Fall 2011
- Applied pedagogical approaches, such as team-based and active learning, to teach upper-level undergraduate course.
- Provided an overview of Cognition across development.
- Exposed students to current research in the fields of Cognition and Development.
- Challenged students to think more critically about the concept of ‘mind.’
Advanced Statistics, Spring 2009
- Instructed upper-level undergraduate course aimed at increasing students’ comfort with statistics.
- Taught mainstream statistical tests and data analysis methods.
- Introduced statistical computer package SPSS.
- Trained students to write about experimental results using APA style writing techniques.
Gresham, L.J., Wallot, S., Kloos, H. & Van Orden, G.C. (2011) A Developmental Trend in the Structure of Time-Estimation Performance. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA: Cognitive Science Society.
Gresham, L.J. & Kloos, H. (2009) Toddlers Problem Solving: The Importance of Spatial Integration. In N.A.Taatgen & H. van Rijn (Eds.), Proceedings of the 31th Annual Conference of the Cognitive Science Society. Amsterdam, NL: Cognitive Science Society.
Presentations & Posters
Gresham, L. (2017). The "Goodwives" of 2017: The Post-Colonial Female Experience. Guest lecture for the League of Women Voters at the Fairfield Museum Center. Fairfield, CT.
Gresham, L. (2010). Toddlers’ Problem Solving: The Importance of Integrating Relevant Information. CAP (Cognition, Action and Performance) conference. Poster Presentation at the University of Cincinnati, Cincinnati, OH.
Gresham, L. (2009). Toddlers’ Problem Solving: The Importance of Spatial Integration. GSGA Graduate Student Poster Forum. Poster Presentation at the University of Cincinnati, Cincinnati, OH.
Keifer, A., Gresham, L.J., Kloos, H., Riley, M.A., Shockley, K. & Van Orden, G.C. (2009). The dynamics of temporal estimation in children. Paper presented at the Cognition Learning and Development Seminar, Cincinnati, OH.
Kloos, H., Kiefer, A.W., Gresham, L., Shockley, K., Riley, M.A. & Van Orden, G.C. (2009). Response time dynamics of children and adults. Talk presented at the 15th International Conference on Perception and Action, Minneapolis.
Honors & Awards
Adjunct Instructor of the Year, UConn-Stamford 2014, 2015 & 2017
Club Advisor of the year, UConn-Stamford 2014
Graduate Student of the Year, University of Cincinnati 2012
Graduate Award for Exemplary Initiative, University of Cincinnati 2012
Outstanding Presentation Award, CAP conference May 2010
Phi Beta Kappa Honor Society, Delta Chapter 2007
Dean’s List, University of Cincinnati 2004 – 2007