ࡱ> JLI]  1bjbj 8Px-\x-\ )ZZ<"DrlfffffAAA$BAAAAAff,   Aff A   f@}jwGR B0r p   AAA AAArAAAAAAAAAAAAAZ> : Preston R. Bost, Ph.D Director of Institutional Research Professor of Psychology 91˶Ƶ Office of the Dean of the College 91˶Ƶ P.O. Box 352 Crawfordsville, IN 47933 765-376-6288 email: bostp@wabash.edu Education: Ph.D. in Cognitive Psychology, Vanderbilt University, December 1998. M.A. in Cognitive Psychology, Vanderbilt University, May 1997. B.A. in Psychology with distinction in the major, Yale University, May 1993. College teaching experience: Professor of Psychology, 91˶Ƶ, 2014-present Associate Professor of Psychology, 91˶Ƶ, 2006-2014 (Dept. Chair, 2007-2013) BKT Assistant Professor of Psychology, 91˶Ƶ, 2000-2006. Lecturer, Vanderbilt University Department of Psychology (A&S), 1998-2000. Courses taught at 91˶Ƶ Introduction to Psychology (freshmen-only section and mixed-class section) Cognition Research in Cognitive Psychology Psychology and the Legal System (intermediate special topics course) Repressed Memory and Eyewitness Testimony (advanced seminar) Social Psychology Abnormal Psychology Psycholinguistics (with Tom Campbell) Research Methods and Statistics, parts 1 and 2 Literature Review Intermediate Independent Study Advanced Independent Study Senior Seminar (old version) and Senior Capstone (current version) Cultures and Traditions (all-college sophomore course) Enduring Questions (all-college freshman colloquium) Freshman Tutorial: Design Freshman Tutorial: The Automobile and American Culture The Baroque (Immersion course with Stephen Morillo, Dan Rogers and Isabel Jaen-Portillo) Other teaching experience: Co-instructor, Vanderbilt University Medical Center, 1999. Regularly team-taught a six-hour seminar for medical students on interpersonal interaction and medical malpractice. Publications (bold denotes undergraduate co-author) Bost, P.R. (2015). Crazy beliefs, sane believers: Toward a cognitive psychology of conspiracy ideation. Skeptical Inquirer, 39(1), 44-49 Bost, P.R., & Prunier, S.G. (2013). Rationality in conspiracy beliefs: The role of perceived motive. Psychological Reports: Sociocultural Issues in Psychology, 113, 1130-1140. King, D., & Bost, P.R. (2012) Sex role orientation at single-sex and coeducational colleges. Modern Psychological Studies, 17, 77-81. Bost, P.R, Prunier, S.G., & Piper, A.J. (2010) Relations of familiarity with reasoning strategies in conspiracy beliefs. Psychological Reports, 107, 593-602. Holbrook, J.B., Bost, P.R. & Cave, C.B. (2003). The effects of study task relevance on perceptual repetition priming. Memory & Cognition, 31, 380-392. Hickson, G.B., Pichert, J.W., Federspiel, C.F., Miller, C.S., Gauld-Jaeger, J., & Bost, P. (2002) Patient complaints as predictors of malpractice claims experience. Journal of the American Medical Association, 287, 2951-2957. Cave, C.B., Bost, P.R., & Cobb, R.E. (1996). Effects of color and pattern on implicit and explicit picture memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 639-653. Posters and Presentations at Professional Conferences (Note: to date, thirteen of my seniors have given talks at the annual Mid-American Undergraduate Psychology Research Conference. I am not listing those individually here.) Bost, P.R. Where do we go from here? Some thoughts on establishing connections across the research on conspiracy ideation. Invited paper presented at the 2015 University of Miami Conspiracy Theory Conference, March 2015. Gunther, K.L., Bost, P., Horton, R.S., Olofson, E., & Schmitzer-Torbert, N. An integrated scaffolded research experience for psychology majors. Council on Undergraduate Research Workshop, International Society for the Scholarship of Teaching and Learning, Raleigh, N.C., October 2013. Bost, P.R., & Schmitzer-Torbert, N. Reinvigorating the departmental review process. Idea Exchange at the annual meeting of the National Institute for the Teaching of Psychology, St. Petersburg, FL, January 2008. Bost, P.R. Early and often: Using research experiences in introductory psychology to prepare students for the research methods course. Midwestern Psychological Society Annual Meeting, Chicago, IL, May 2005. Bost, P.R., & Horton, R.S. Using data collection to teach research methods in introductory psychology. Annual Meeting of the Society for the Teaching of Psychology, Atlanta, GA, October 2004. Bost, P.R, & Bankart, B. A modular (inquiry-based) learning approach to introductory psychology. Annual Meeting of the American Psychological Society/Society for the Teaching of Psychology Teaching Institute, New Orleans, LA, June 2002. Bost, P.R, & Bankart, B. A modular (inquiry-based) learning approach to introductory psychology. Midwestern Psychological Society Annual Meeting, Chicago, IL, May 2002. Bost, P.R., & Cave, C.B. Repetition priming for objects from scenes. Psychonomic Society Annual Meeting, Dallas, TX, November 1998. Cave, C.B., Bost, P.R., & Holbrook, J.B. Repetition priming between vision and touch. Psychonomic Society Annual Meeting, Philadelphia, PA, November 1997. Cave, C.B., Holbrook, J.B., & Bost, P.R. Effects of instruction on the occurrence of repetition priming. Psychonomic Society Annual Meeting, Chicago, IL, November 1996. Bost, P.R., & Cave, C.B. Study task modulation of repetition priming. Psychonomic Society Annual Meeting, Los Angeles, CA, November 1995. Cave, C.B., Bost, P.R., & Cobb, R.E. Effects of color and texture on implicit and explicit memory for pictures. Psychonomic Society Annual Meeting, St. Louis, MO, November, 1994. Interview appearances Rationally Speaking Podcast, Episode 126. Topic: The cognitive psychology of conspiracy beliefs. Posted January 15, 2015. Other presentations The cognitive psychology of conspiracy theories. Montgomery County League of Women Voters, March 2015. Traffic safety: designing roads for the human mind. Wally at the Wheel Alumni/Faculty Symposium, February 2012. The 91˶Ƶ Mission Annual Indianapolis Guidance Counselor Breakfast, September 2010. Barbeque: Perspectives on male friendship. 91˶Ƶ Chapel Series, October 2009. Why conspiracy theories are rational. 91˶Ƶ Psychology Colloquium Series, September 2009. Assessing communication of course goals. Annual Ides of August meeting at 91˶Ƶ, August 2009. Immersion trips 2008-2009. With Peter Mikek and Stephen Morillo. 91˶Ƶ Social Science Colloquium, March 2009. The cognitive psychology of conspiracy theories. 91˶Ƶ Social Science Colloquium, September 2008. The still, small voice. 91˶Ƶ Chapel Series, October 2007. A new format for departmental self-study. Annual Ides of August meeting at 91˶Ƶ, August 2009. Athletics and admissions: The interest profiles of 91˶Ƶ applicants. 91˶Ƶ Social Science Colloquium, September 2005. Being an athlete (or not) at 91˶Ƶ: Results of a student survey. With Michele Pittard. Annual Ides of August meeting at 91˶Ƶ, August 2005. Memory alive. Invited presentation to the Crawfordsville Kiwanis Club, June 2005. Memory without awareness: The puzzle of repetition priming. 91˶Ƶ Social Science Colloquium, March 2005. Teaching introductory psychology with modules. Invited presentation for Family Day at 91˶Ƶ, November 2003. Assessing the modular approach to teaching psychology. Annual Ides of August Meeting at 91˶Ƶ, August 2003. "Psycholinguistics: language and the brain." With Thomas Campbell. 91˶Ƶ on the Road, Grand Rapids, MI, April 2002. "The politics of memory: repression, false memory, and ownership of the past." 91˶Ƶ Division III Colloquium, 91˶Ƶ, January 2002. "Teaching psychology with modules." Annual Ides of August meeting at 91˶Ƶ, August 2001. Grants GLCA New Directions Grant to support professional development in institutional research, spring 2013. 91˶Ƶ Know Indiana grant for the support of Freshman Tutorial course in the Automobile and American Culture, fall 2010. Center of Inquiry in the Liberal Arts grant to study and improve retention at 91˶Ƶ ($68,300; with Retention Committee), fall 2009 Center of Inquiry in the Liberal Arts grant to fund immersion trip to Spain for a course on The Baroque (with Stephen Morillo, Dan Rogers, and Isabel Jaen-Portillo), spring 2008 Center of Inquiry in the Liberal Arts summer mini-grant to fund course and curriculum development in Psychology, spring 2008. Center of Inquiry in the Liberal Arts grant to support year-long self-study of the 91˶Ƶ Psychology Department ($52,000), spring 2006. Center of Inquiry in the Liberal Arts Summer Grant (with Michele Pittard) for the support of student survey on athletics at 91˶Ƶ, summer 2005. 91˶Ƶ Know Indiana grant for the support of Freshman Tutorial course in Design, spring 2005. 91˶Ƶ Faculty/Student Grant for Original Scholarship and Creative Work ($2400), April 2002. Regional Scholarship of Teaching and Learning grant (jointly with Brenda Bankart) from the Kaneb Center at Notre Dame, supported by the Carnegie Foundation for the Advancement of Teaching and Learning, ($700) February 2001. 91˶Ƶ Faculty/Student Grant for Original Scholarship and Creative Work ($2400), January 2001. Service (all at 91˶Ƶ) Retention Programming Committee, 2014-present Enrollment Management Committee, 2014-present Institutional Research Committee (chair), 2014-present Committee for Institutional Improvement, 2013-present Lilly Scholarship Committee, 2015 Chair, Psychology Department, 2007-2013 Chair of Department Chairs, 2011- 2013 Freshman Advisor: 2012, 2010, 2005 Ad Hoc Committee on Retention, 2009-2014 New Faculty Mentor, 2012-2013 Ad Hoc Working Group on Grievance Procedures, 2012 Chair, Ad Hoc Committee on Child Care, 2010-2012 Presenter, New Faculty Orientation Syllabus Workshop, 2008-2012 Financial Aid Committee, fall 2011-spring 2013 Undergraduate Research Committee, fall 2011-spring 2013 Academic Policy Committee, fall 2010-spring 2012 Faculty Quality of Life Committee, 2008-2010 Multicultural Concerns Committee, 2009-2011 Fringe Benefits Committee, 2008-2011 Admissions committee, 2007-2009 Faculty Athletic Committee, 2004-2006 Committee on Committees, 2003-2006 Pre-Health Professions Committee, 2002-2006 Professional Memberships: Society for the Teaching of Psychology Association for Psychological Science PQ_` - e i k q }   - . 8 L G f g y EǼߴߴ߬wowho0OJQJh>XOJQJhpjOJQJh >OJQJhS2OJQJhx5OJQJh8h85OJQJh8OJQJh, OJQJh\pPhuetOJQJhuetOJQJhxOJQJh(?OJQJh\pPhxOJQJhuet5OJQJh\pPhx5OJQJ(9Q`aG , -   gd#$a$gd(? - . y & 8 L r 0 g FGHIJefgdo ^`gd8EFGJdLM>wy|ɶukcWcKc?chCh :;6OJQJh :;h :;6OJQJh :;h :;5OJQJh :;OJQJh1OJQJaJhih16OJQJaJhf:Lh16OJQJaJh1OJQJhoOJQJh\pPho5OJQJh#5OJQJh(?hxOJQJhxOJQJh\pPhxOJQJh\pPhx5OJQJh(?5OJQJh\pPh85OJQJh8h>XOJQJLMIJ././,gd}X 0^`0gdo`gdogdo)-8(>"./>ޣ随~ume[uh}XOJQJaJh}XOJQJh, OJQJh, 5OJQJhY 5OJQJhY OJQJhY hY OJQJho5OJQJh\pPhY OJQJhhoOJQJhOJQJh6OJQJh\pPho6OJQJh :;OJQJh\pPhoOJQJh\pPho5OJQJh\pPh :;OJQJ#M@B"#,-:zrzg_TITITIThxvhqOJQJhxvhxOJQJhM sOJQJh\pPh OJQJh/OJQJh OJQJh h 5OJQJhoOJQJhOoOJQJh\pPhoOJQJh\pPho5OJQJh\pPhOo5OJQJhOohOo5OJQJaJhOJQJaJh3 OJQJaJhOohOo6OJQJ]aJhOohOoOJQJaJHI78lm  FG``gdOo= > !!w!x!!!$"%""" # # 0^`0gdo 0^`0gdx:;@A   ' - / 6 < !!!I!P!^!k!u!v!x!y!!!!!!!!!!!!""#"Q""""">$_$&&&0'y'''''',(-(((])^)k)))**̸װ̰װװװ̰̰h :;OJQJh\pPho5OJQJh0s0v0000 1h\pPho5OJQJh\pPhuOJQJh\pPhoOJQJhoOJQJ 6P/ =!8"8#$% Dps666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666866666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p(8HX`~8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@OJQJ_HmH nH sH tH <`< NormalCJ_HmH sH tH PP  Heading 1$0@&^`0 5OJQJDA D Default Paragraph FontZiZ  Table Normal :V 4 l4a _H(k (No List 88 Palatino OJQJkH'TC@T Body Text Indent0^`0OJQJPRP Body Text Indent 2 `OJQJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VvnB`2ǃ,!"E3p#9GQd; H xuv 0F[,F᚜K sO'3w #vfSVbsؠyX p5veuw 1z@ l,i!b I jZ2|9L$Z15xl.(zm${d:\@'23œln$^-@^i?D&|#td!6lġB"&63yy@t!HjpU*yeXry3~{s:FXI O5Y[Y!}S˪.7bd|n]671. tn/w/+[t6}PsںsL. 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