Reflecting on the Context of a Teaching Philosophy

Teaching experience is only valuable when we reflect on our practices as professors. This reflection should expand our realization of the challenges we face in the classroom.As faculty, we have an obligation to our students and to ourselves to participate in continued assessment of our teaching philosophy.Not only is it important to do so from a pedagogical perspective, it reminds us of our responsibility to inform our students through evidence-based practices and the science of our respective disciplines

From Obsession to Confession: A False Confession Paradigm in the Murder of Jon Benet Ramsey

In this study, we used a fact pattern similar to the John Mark Karr scenario to examine perceptions of DNA and confession evidence. Specifically, we hypothesized that DNA evidence, confessor level of psychopathology, and presence or absence of Miranda protections would affect participants’ perceptions of guilt and attitudes towards the interrogation process. One hundred nine undergraduates read a two-page summary based on John Mark Karr’s confession. Summaries varied based on psychopathology of confessor, the presence or absence of DNA evidence, and the provision of Miranda warnings prior to confession. The DNA manipulation explained participants’ attitudes towards specific aspects of the interrogation process. The importance of perceptions of forensic type evidence, specifically DNA, in our legal system is discusse

Media Exposure, Juror Decision-Making, and the Availability Heuristic

Although much of the research regarding media exposure has centered on the harmful effects of pretrial publicity in criminal cases, it has been argued that civil cases may be more vulnerable to its effects compared to criminal cases (Bornstein, Whisenhunt, Nemeth, & Dunaway, 2002). In large part this appears to be due to the potential influence of media depiction of high-profile lawsuits and atypical verdict awards on judgments of liability and damages (Robbennolt & Studebaker, 2003). In our study we examined the effect of exposure to a news article (relating a verdict award in a product liability case) on juror decision-making in a conceptually similar case. We varied the amount of damages awarded by the jury in the news article as well as the amount of time between reading the article and the case summary. Our goal wasto investigate whether and to what extent jurors use available information when awarding damages. In addition, we were interested in the influence of media exposure on perceptions of the plaintiff and defendan

Evaluating Evidence of Childhood Abuse as a Function of Expert Testimony, Judge’s Instructions, and Sentence Recommendation

In the current study we examined how jurors utilize evidence of childhood abuse as a function of expert testimony and sentence recommendation. We also varied the specificity of instructional language in the context of mitigating circumstances. We predicted jurors who impose a life sentence would rate evidence of childhood abuse as significantly more important in determining sentence compared to jurors who impose the death penalty. Furthermore, we expected this effect to be moderated by expert testimony. Testimony of childhood abuse increased importance ratings of non-statutory mitigating circumstances. This effect was more evident for jurors who imposed a life sentence compared to those who imposed the death penalty. In addition, specific instructional language influenced how jurors considered circumstances related to the defendant’s life

The Role of Media-Induced Secondary Traumatic Stress on Perceptions of Distress

The occurrence of Secondary Traumatic Stress (STS) is well documented among helping professionals working with trauma clients. These individuals, such as nurses, social workers, rescue workers and mental health counselors, are at risk to succumb to STS after repeatedly hearing or learning of others’ traumas. The primary risk factor for STS is exposure to others’ traumas. Empirical studies have confirmed the presence of STS in the helping professions. However, few researchers have examined whether STS can also occur in laypersons exposed to secondary trauma by media coverage. In the current study, we used a modified version of the Secondary Traumatic Stress Scale (STSS) to address this question. Our results suggest that media-induced secondary trauma predicts participant expectations of imminent distress

The Moderating Effect of Judge’s Instructions on Victim Impact Testimony in Capital Cases

In this study, we addressed whether victim impact instructions served as a legal safeguard in a capital case involving victim impact testimony. We hypothesized that specific victim impact instructions would moderate the relation between victim impact testimony and death penalty recommendations. One hundred sixty-six participants viewed a simulated videotaped trial in which a victim impact statement was delivered in different emotional conditions. Judge’s instructions were varied as either general instructions or with the addition of specific victim impact instructions. Participant-jurors who heard specific victim impact instructions were less likely to recommend death compared to participants who heard general jury instructions. The value of victim impact instructions as a legal safeguard in capital trials is discussed

Instructions as a Safeguard Against Prosecutorial Misconduct

Prosecutorial misconduct in the form of improper closing argument has been identified as a leading cause of unfairness in capital trials. The U.S. Supreme Court has indicated that arguments with the potential to unduly influence the jury should be clarified by a specific judicial instruction. The present study investigated the effectiveness of varying instructions on sentence recommendations and perceptions of improper prosecutor argument. Results indicated that the inclusion of a specific, cautionary instruction led to significantly less death penalty recommendations compared to a brief, general instruction. In addition, instructions minimized the importance of the misconduct statements on participants’ sentence recommendations. Findings provide support for the validity of judicial instructions as a legal safeguard against prosecutorial misconduct in capital sentencing

Attitudes Towards Internationalism Through the Lens of Cognitive Effort, Global Mindset, and Cultural Intelligence

In the current study we examine attitudes towards internationalism through the lens of a specific set of constructs necessary in defining an effective global leader. One hundred fifty-nine undergraduates responded to items measuring need for cognition, cultural intelligence,and a set of items measuring the correlates of global mindset. In addition, they provided their attitudes on items measuring internationalism. A series of linear regression analyses revealed cultural intelligence,need for cognition and traveling abroad predicted students’ preference for working full-time in a foreign country. In addition, underclassmen were more likely to endorse the notion that the US culture is superior to other cultures compared to upperclassmen. Results support the importance of exposure to a diverse curriculum in shaping undergraduate students’ global mindset

Giving in to Group Pressure: The Impact of Socialization and Risk on Perceived Outcomes

The current study applies the perspective of decision theory to understanding how choices are made in an in-group setting involving social pressure and risk. Two hundred sixty-one undergraduate students provided assessments of consequences associated with illegally consuming alcohol in different environments with differing degrees of risk. In addition, size of the social group was varied as three, four, or nine. In order to determine the moderating effects, if any, of susceptibility to social influence, a measure of socialization was included. Results provide strong support for socialization as an explanation for how individuals interpret risk-related social situations

Grading Changes after a Writing Faculty Workshop

After a workshop on student outcomes for the first-year writing course, the 28 faculty participants discussed the implications of “Development” for critical thinking. This case study of one college’s participatory exercise in improving writing found that although the RWU faculty lacked consensus on the definition, simply discussing topic of “Development” may have had the unintended effect of fewer A grades in the following semester. Unfortunately, the percentage of A grades ascended in the subsequent semesters to suggest that without reinforcement, faculty returned to grade inflation