Robert L. Williams, PhD

Professor

Research

• Critical Thinking
• Sociopolitical Values
• Cooperative Learning
• Instructor Feedback
• Quality of Class Discussion

Education

• PhD, Educational Psychology, George Peabody College, 1965
• MA, Counseling and Guidance, George Peabody College, 1962
• BA, Speech, David Lipscomb College, 1959
• Download CV

Publications

Jaquett, C. M., VanMaaren, V. G., & Williams, R. L. (2017). Course factors that motivate students to submit end-of-course evaluations. Innovative Higher Education.

Carstens, B. A., Ciancio, D. J. Crabtree, K. E., Hart, L. A., Best, T. L., Trant, E. C., Jaquett, C. M., Adair, S. L., & Williams, R. L. (2016). The effects of voluntary versus called-on participation on response rate in class discussion and performance on course exams. Scholarship of Teaching and Learning in Psychology.

Jaquett, C. M., VanMaaren, V. G., & Williams, R. L. (2016). The effect of extra-credit incentives on student submission of end-of-course evaluations. Scholarship of Teaching and Learning in Psychology. Advance online publication. http://dx.doi.org/10.1037/st10000052

Wright, J. M., Henze, E. E. C., Coles, J. T., Miller, N. A., & Williams, R. L. (2016). Healthcare knowledge as an issue in teacher education. Issues in Teacher Education, 25(1), 107-124.

VanMaaren, V. G., Jaquett, C. M., & Williams, R. L. (2016). Factors most likely to contribute to positive course evaluations. Innovative Higher Education. doi:10.1007/s10755-016-9360-0

Galyon, C. E., Blondin, C. A., & Williams, R. L. (2015). A historical analysis of the relationship between critical thinking and exam performance. Inquiry: Critical Thinking across the Disciplines, 30(1), 24-39. doi:10.5840/inquirtyct20153015

Galyon, C. E., Heaton, E. C. T., Best, T. L, & Williams, R. L. (2015). Comparison of group cohesion, class participation, and exam performance. Social Psychology of Education, September, 1-16. doi:10.1007/s1218-015-9321-y

Carstens, B. A., Watson, T. L., & Williams, R. L. (2015). Unstructured laptop use in a highly structured entry-level college course. Scholarship of Teaching and Learning in Psychology, 1(2), 137-149.

Blondin, C. A., Voils, K., Galyon, C. E., & Williams, R. L. (2015). Selected application of Response-to-Intervention principles in college courses: possibilities and limitations. Journal of Excellence in College Teaching, 26(2), 61-83.

Trant, E. C., Crabtree, E. C., Ciancio, D. J., Hart, L. A., Watson, T. B.. & Williams, R. L. (2015). Why some HOPE scholarship recipients retain the scholarship and others lose it. Innovative Higher Education, 40, 201-214. doi:10.1007/s10755-014-9360-3.

Coles, J. T., Carstens, B. A., Wright, J. M., & Williams, R. L. (2015). Political incongruity between students’ ideological identity and stance on specific public policies in a predominantly white southeastern state institution. Innovative Higher Education, 40, 5-18. doi:10.1007/s107s5-014-92996-1.

Galyon C. E., Voils, K. L., Blondin, C. A., & Williams, R. L. (2015). The effect of randomized homework contingencies on college students’ daily homework and unit exam performance. Innovative Higher Education, 40, 63-77. doi:10.1007/s107s5-014-92996-1.

Presentations

Hauck, K., Mingo, M., & Williams, R. (2016). An analysis of the relationship between selected item-sequences and post-course exam performance. Poster session presented at the American Psychological Association Annual Convention, Denver, CO.

VanMaaren, V. G., Jaquett, C. M., & Williams, R. L. (2016). Factors most likely to contribute to positive course evaluation. Poster session presented at the Annual Convention of the American Psychological Association, Denver, CO.

Jaquett, C. M., VanMaaren, V. G., & Williams, R. L. (2015, August). Evaluation of course characteristics that motivate students to submit end of course evaluations. Poster presented at the annual meeting of the American Psychological Associate, Toronto, ON, Canada.

Jaquett, C. M., VanMaaren, V. G., & Williams, R. L. (2015, August). The effect of extra-credit incentives on student submission of end-of-course evaluations. In Recent Developments in Behavior Analysis. Symposium conducted at the meeting of the American Psychological Association, Toronto, ON, Canada.