Nancy Darling was awarded an honorary doctorate by Orebro University in Sweden. The ceremony included being crowned with laurels to the firing of a cannon, being wedding to science with a doctoral ring, and the awarding of a diploma. A five hour banquet followed the ceremony. Professor Darling was nominated for the award by past president of the European Association for Research in Adolescence for her international work on parenting. http://www.oru.se/Nyheter/Nyhet/14-nya-professorer-vid-Orebro-universitet/
The Source: Oberlin on Campus 10/11/2012
Professor of Psychology Nancy Darling participated in a roundtable discussion at the Amsterdam Privacy Conference on the balance between responsible parenting and adolescent privacy. This discussion featured other leading experts in the field from the United States and the Netherlands. The Amsterdam Privacy Conference is put on by the University of Amsterdam and focuses on legal and ethical issues in privacy. It brings together scholars from computer science, law, philosophy, medicine, and the social sciences. Darling also spoke at Orebro University's psychology department, presenting “It’s a matter of privacy: Understanding the role of parents in the development of adolescents’ privacy domain,” to an audience of predominantly clinical psychologists. She discussed her work on the decisions of adolescents in the United States, Chile, and Sweden to share information with their parents. Her work includes observational research of 5th through 7th graders and their mothers, which Darling conducted with her Oberlin College students.
September 24, 2012
Psychology professor Nancy Darling was feaured on CNN Radio's September 24 installment, “Experts: Watch your kids' screen time.” Darling said that while touch-screen devices can be fun to play with, they're far from the perfect learning tool: “It's a cool toy but it's a very impoverished environment. It doesn't smell. It doesn't have textures. It only moves in very specific, predictable ways. So it's actually a much less rich environment than other kinds of toys that they have." Listen to the full program on CNN Radio's Soundwaves website.
The Source: Oberlin OnCampus September 26, 2012
March 21, 2012
Professors David W. Orr, Cindy Frantz, and John Petersen '88 spoke about the Oberlin Project at the Garrison Institute's third annual Climate, Mind, and Behavior (CBM) symposium in February.
March 08, 2012
Three faculty members have been appointed Teagle Teaching Fellows by the Great Lakes Colleges Association (GLCA). Patricia deWinstanley (psychology), Laurie McMillin (rhetoric), and Steven Volk (history) will have key roles in a pilot project that explores different modes of teaching to improve student learning and achievement.
The three are among 20 fellows who were chosen through a selective process of nomination and application. They are distinguished not just by their knowledge of research on human learning and teaching techniques, but also by their strong interest in working with faculty colleagues within and across GLCA member colleges to strengthen liberal arts teaching and learning.
The project, called the GLCA Lattice for Pedagogical Research and Practice, will engage faculty on their own campuses and other GLCA schools, helping to generate interest in new approaches that hold promise for improved learning in the liberal arts. Teagle fellows will participate in a series of campus, regional, and consortium-wide events targeting pedagogical research and practice. In face-to-face as well as follow-up digital exchanges, Teagle fellows will serve as resources and sounding boards to help other faculty members consider potential approaches to enhance teaching, and in some cases to support formal projects to implement alternative teaching methods.
Teagle fellow Steven Volk, professor of history, says colleges tend to be insular; the advantage of being an active part of the GLCA consortium is that faculty among all the campuses will benefit from faculty visits supported by the Teagle Fellowship Program. Volk, who is director of the Center for Teaching Innovation and Excellence at Oberlin, received the 2011 Outstanding Baccalaureate Colleges U.S. Professor of the Year award.
“The program will give us the opportunity to explore the teaching and learning occurring in a number of campuses, and thereby to inform our own programs,” says Volk. “It will allow us to share our own experience with the campuses we visit, and it will encourages us, in preparation for our own visits, to take stock of and assess the varied teaching styles and approaches practiced by our own faculty. The insights generated at the Teagle Pedagogy Fellows meetings will continue to prove valuable in programmatic terms and in thinking about issues that we, as teachers in liberal arts settings, all face.”
One of the challenges students face at a liberal arts college such as Oberlin is that they are asked to write for a wide variety of purposes for diverse fields, says Laurie McMillin, professor of rhetoric and composition.
“It's hard for students to do this well without some instruction and assistance from faculty,” McMillin says. “Part of my job is to work with faculty to help them figure out how to integrate writing into their classes to accomplish their learning goals. As I see it, writing is not a "skill" that can be mastered once and for all; rather, it's something that can be a key part of learning, discovery, and reflection. Through the GLCA project, I want to find out more about how students learn, and how writing can be part of that process.”
Basic research on human memory when applied to classroom learning can improve course design, presentations, and student outcomes, says psychology professor Patty deWinstanley.
“One of the goals of my own research has been the application of basic memory principles to enhance student learning from lectures, effective note-taking, and study techniques,” she says. As a result, I have had the pleasure of working with groups of faculty both at Oberlin and at some of our peer institutions,” she says. “In the dozens of workshops that I have attended or helped to organize, I have gained significantly from my participation, always leaving a workshop with several new ideas that I then attempt to either incorporate into my research program or to try out in one of my classes. I believe that the Teagle Pedagogy Fellows program will provide the opportunity for more discussion about the application of the scholarship of teaching and learning.”
Founded in 1962, the GLCA is a nonprofit organization governed by 13 selective liberal arts colleges in the Midwest: Albion, Allegheny, Antioch, DePauw, Denison, Earlham, Hope, Kalamazoo, Kenyon, Oberlin, Ohio Wesleyan, Wabash, and Wooster. Its purpose is to strengthen and extend education in the tradition of the liberal arts and sciences.
Jan. 10, 2012
Psychology professor Nancy Darling is an international collaborator on the grant: "Interacción entre prácticas, estilos parentales y características de los hijos sobre indicadores de bienestar en adolescentes." The research, funded by FondeCYF—the Chilean equivalent of the National Science Foundation—continues Darling's longtime collaboration with Patricio Cumsille and Loreto Martinez of the Universidad Católica de Chile in Santiago. This project grows out of her second five-year longitudinal study of adolescent development in the context of family, school, and peers and includes more than 3,000 youth and families. This ongoing line of research are the first longitudinal studies of adolescents in South America.
Sept. 23, 2011
Professor of Psychology Nancy Darling presented her research on reciprocal processes of parent-adolescent socialization at an invitational meeting at the National Cancer Institute. The institute convened a small group of researchers from around the country to discuss family and contextual influences on obesity, exercise, and other childhood risk factors for cancer. Researchers from the fields of nutrition, pediatrics, prevention science, social work, and developmental psychology identified key research needs and areas of consensus across disciplines.
Sept. 7, 2011
Senior Grace Handley and Associate Professor of Psychology Cindy Frantz recently traveled to Seattle to present two invited talks to the American Fisheries Society's (AFS) editorial boards. Accusations of gender bias in the review process of this traditionally male-dominated field led AFS officials to commission a study of their peer review data base. Handley, under the supervision of Frantz, extracted a rich data set containing information about authors' gender, reviewers' gender, reviewer and editor evaluations, and the number of revisions. Results suggested that men have a publication advantage, but not because they receive more positive reviews or editorial decisions. Handley will test several potential explanations for the gender gap in her honors thesis during the coming year.
Aug. 10, 2011
Assistant Professor of Psychology Joy Hanna attended the 33rd Annual Conference of the Cognitive Science Society held July 20 to 23 in Boston, with 2011 honors graduate Caleb Strait. Hanna presented her most recent work on the extent to which a listener in face-to-face conversation can integrate a speaker's eye gaze and head orientation with linguistic information when comprehending an utterance. Strait, who will begin pursuing graduate studies in brain and cognitive science at the University of Rochester this fall, presented a poster. Coauthored with Hanna and psychology professor Patty deWinstanley, Strait's work explored the degree to which people's cognitive style (in particular, their level of field dependence) affects how much they can learn from, and prefer, task instructions with varying levels of detail.
Aug. 4, 2011
Psychology professor Nancy Darling is the keynote speaker at the Brazilian Symposium on Family and Human Development. Her address, Adolescent Development in Cultural Context, takes place August 5. The symposium is sponsored by the Brazilian Pediatric Society and the Pediatricians Society of the State of Paraná. She also will speak at Irati University. Earlier this summer, Darling spoke with a reporter from the Washington Post and was quoted in the resulting article, "Don’t Overschedule Kids in the Summer."
April 27, 2011
During spring break, Professor of Psychology Nancy Darling and third-year students Rose Wesche and Gizem Iskenderoglu attended the Society for Research in Child Development biennial meeting in Montreal. Wesche and Iskenderoglu are coauthors with Darling, Wesche on a poster and Iskenderoglu on a paper that they presented at the meeting. Wesche’s research, “Affectionate and Sexual Behavior in Adolescent Dyads: A Pattern Approach,” examines affectionate and genital sexual behaviors in adolescent romantic couples. It is based on work she completed as an Oberlin Research Scholar. Iskenderoglu’s paper, “Desire for Privacy at the Cusp of Adolescence,” is an observational study of mother-child interactions during the transition from elementary to middle school. Darling wrote about the research in her Psychology Today blog, Thinking About Kids, in her April 27 entry, “Want Your Tween to Open Up? Listen!”
Feb. 11, 2011
Professor of Psychology **Nancy Darling has a blog, Thinking About Kids, with Psychology Today. Her discussion of Tiger Moms, Flinching From the Tiger Mom, was one of the most read posts for the month of January 2011.