Dr. Andrea Follmer Greenhoot, Ph.D.

Research Centers - Psychology
Professor
Gautt Teaching Scholar
Director, Center for Teaching Excellence
Primary office:
785-864-4193
Budig Hall
Room 135
University of Kansas
1455 Jayhawk Boulevard
Lawrence, KS 66045-7556
Second office:
785-864-4193
Fraser Hall
Room 529



Summary

Andrea Follmer Greenhoot is Professor of Psychology, Director of the Center for Teaching Excellence and Gautt Teaching Scholar at the University of Kansas. Her research in psychology focuses on cognitive development with a special focus on memory development. Most of her research looks at how children and adults come to remember both good and bad experiences in their lives, and how these memories are related to well-being. In addition to her memory research, she studies the applications of cognitive and developmental science to questions about teaching and learning in higher education. She received her doctorate in Developmental Psychology at the University of North Carolina at Chapel Hill and completed a postdoctoral fellowship at the University of Arizona before joining the faculty at the University of Kansas in 1999.

Teaching

Currently my teaching responsibility is one course per year. I teach courses at a wide range of sizes and levels for the Department of Psychology, from a very large (250+) Child Development course to an upper-level undergraduate course on Memory and Eyewitness Testimony in Children, to graduate service courses and graduate seminars in my specialty areas. One theme that underlies all of my teaching is that it is "student-learning-driven." I continuously collect formal and informal "data" on what my students can do well and not-so-well, adapt my teaching to target areas of student difficulty, and evaluate the effect of these enhancements on student learning to inform further change. This strategy produces iterative improvement and also enables me to identify and respond to changes over time in my students and their preparation. To accomplish this, I have developed activities, assignments, and rubrics that quickly and clearly reveal which student skills or concepts need further support. I use in-class learning activities to gather immediate and meaningful feedback for adaptive changes as a class period unfolds, pre-class assignments to help students process the readings and help me plan the next class period, and analyses of students' mastery of the component skills in major assignments to guide design of the subsequent course offering. In the last few years, I have been experimenting with several broad strategies to enhance learning in my courses, all of which have been shown to help students achieve deep understanding and sophisticated thinking skills: 1) progressive assignments that provide multiple opportunities for feedback and revision, 2) situating students' coursework in applied, meaningful contexts that help reveal "what the facts are for," 3) shifting the simple delivery of information to out-of class-time so that we can spend in-class time on learning activities that support more difficult tasks like analysis, evaluation, and synthesis, and 4) inductive and problem-oriented teaching, which begins with real world applications to get students to engage with the ideas and questions, then introduced research findings as solutions to issues they have already grappled with, rather than a collection of facts for use at a later time. These changes are clearly moving student learning in the upward direction, which is always my goal. Active student participation in my classes is up and student performance on exams and assignments is showing deeper understanding of complex issues than I have previously documented. The major challenge for me right now is to identify the right balance of these newer approaches and those that to which students are more accustomed, so that I will continue to see gains in learning while increasing student buy-in.

Teaching Interests

  • Developmental/Child psychology
  • Child development
  • Cognitive development
  • Learning
  • Memory
  • Developmental theory
  • Memory development
  • Children's testimony
  • Traumatic memory

Research

My research in psychology focuses on cognitive development with a special focus on memory development. My research team and I examine how children, adolescents, and adults come to remember both good and bad experiences, and how the qualities of their memories are related to emotional well-being. In our current work we have been looking at a variety of factors that may drive changes in personal recollections over time, including the development of basic cognitive and emotion regulation abilities, social processes, and the immediate social and emotional context. Our work is designed to contribute to a fundamental understanding of memory development. At the same time, it is relevant to a number of pressing real-world issues, such as how to help people of different ages reflect on and remember emotional events in ways that promote well-being.

In addition to my memory research, I study the applications of cognitive and developmental science to questions about teaching and learning in higher education. My work in this area has examined strategies for enhancing learning and skill development in large courses, for assessing learning, and for using the evidence to improve education. I am currently leading a multi-institutional project funded by the National Science Foundation, to test the efficacy of a model of improving undergraduate STEM education at research universities. The "TRESTLE" (Transforming Education, Stimulating Teaching and Learning Excellence) project tests collaborative course transformation and community building as mechanisms for advancing teaching and improving student learning at a network of seven research universities that have been brought together through the Bay View Alliance.

Research Interests

  • Memory Development
  • Reconstructive memory
  • Traumatic memory
  • Stress and memory
  • Eyewitness memory
  • Cognitive development
  • Learning
  • Teaching
  • Institutional change

Selected Publications

Bunnell, S. L., & Greenhoot, A. F. (2018). Do Overgeneral Memories Make Us Feel Better? An Experimental Examination. Memory, 26(1), 74-88.

Dennin, M. Feig, A. Finklestein, N. Greenhoot, A. F., Hildreth, M. Leibovich, A. Martin, J. Miller, E. Moldwin, M. O'Dowd, D. Posey, L. Schultz, Z. & Smith, T. L. (2017). Aligning Practices to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities. CBE-Life Sciences Education, 16(4), es5. DOI: 10.1187 cbe.17-02-0032

McLean, K. C., Pasupathi, M. Greenhoot, A. F., & Fivush, R. (2017). Does within person variability in narration matter and for what? Journal of Research in Personality, 69, 55-66.

Hambrick, E. P., Vernberg, E. M., Greenhoot, A. F., & Hendrickson, M. (2017). Recalling a devastating tornado: Qualities of child recollections and associations with mental health symptoms
. Journal of Child and Adolescent Trauma. DOI://doi.org/10.1007

Dennin, M. Feig, A. Finklestein, N. Greenhoot, A. F., Hildreth, M. Leibovich, A. Martin, J. Miller, E. Moldwin, M. O'Dowd, D. Posey, L. Schultz, Z. & Smith, T. L. (2017). Aligning Practices to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities. Association of American Universities/Research Corporation for Scientific Advancement. https://www.aau.edu/sites/default/files/AAU-Files/STEM-Education-Initiative/Aligning-Practice-To-Policies-Digital.pdf

McLean, K. C., Syed, M. Yoder, A. & Greenhoot, A. F. (2016). Identity Integration: The Importance of Domain Content in Linking Narrative and Status Approaches to Identity Development. Journal of Research in Adolescence, 26, 60-75. DOI:10.1111

Sun, S. Greenhoot, A. F., & Kelton, R. (2016). When Parents Know Little about What Happened: Parent-Guided Conversations, Stress, and Young ChildrenΓÇÖs Eyewitness Memory . Behavioral Sciences & the Law , 34(1), 10-29. DOI: 10.1002/bsl.2231

Legerski, J. P., Greenhoot, A. F., Vernberg, E. LaGreca, A. & Silverman, W. (2015). Longitudinal Analysis of ChildrenΓÇÖs Internal States Language and Posttraumatic Stress Symptoms Following a Natural Disaster. Applied Cognitive Psychology, 29, 91-103. DOI:10.1002

Legerski, J. P., Biggs, B. Greenhoot, A. F., & Sampilo, M. (2015). Emotion Talk and Friend Responses Among Early Adolescent Same-Sex Friend Dyads. Social Development, 24(1), 20-38. DOI:10.1111

Principe, G. F., Greenhoot, A. F., & Ceci, S. (2014). Children as Witnesses. In T. Perfect & S. Lindsay (Eds.), Handbook of Applied Memory (pp. 633-653). London: Sage.

Greenhoot, A. F. (2014). Using Scaffolding and Metacognitive Processes to Improve Critical Thinking in the Disciplines. In R. J. Thompson (Ed.), Changing the Conversation about Higher Education (pp. 39-52). Lanham, Maryland: R&L Education.

Greenhoot, A. F., Beyer, A. M., & Curtis, J. (2014). More than pretty pictures? How illustrations affect parent-child story reading and childrenΓÇÖs story recall. Frontiers in Psychology: An Open Book: What and How Young Children Learn From Picture and Story Books, 5(Article 738).

Bernstein, D. & Greenhoot, A. F. (2014). Team-Designed Improvement of Writing and Critical Thinking in Large Undergraduate Courses. Teaching and Learning Inquiry, 2(1), 39-61.

Greenhoot, A. F., & Sun, S. (2013). Trauma and Memory. In P. Bauer & R. Fivush (Eds.), Handbook on the Development of ChildrenΓÇÖs Memory (pp. 774-803). West Sussex, UK: Wiley-Blackwell.

Greenhoot, A. F., & Mclean, K. (2013). Introduction to this Special Issue: Meaning in Personal Memories: Is More Always Better? Memory, 21(1), 2-9.

Greenhoot, A. F., Sun, S. Bunnell, S. L., & Lindboe, K. (2013). Making sense of childhood trauma: Memory qualities and psychological symptoms in emerging adults with and without abuse histories. Memory, 21(1), 125ΓÇô142.

Greenhoot, A. F. & Mclean, K. (Eds.). (2013). Special Issue of Memory: The Costs and Benefits of Finding Meaning in the Past.

Greenhoot, A. F., & Dowsett, C. (2012). Secondary Data Analysis: An Important Tool for Addressing Developmental Questions. Journal of Cognition and Development, 13, 2-18.

Bunnell, S. L., & Greenhoot, A. F. (2012). When and Why Does Abuse Predict Reduced Autobiographical Memory Specificity? Memory, 20, 121-137.

Greenhoot, A. F. (2011). Retrospective methods in developmental science. In B. Laursen, T. Little, & N. Card (Eds.), Handbook of Developmental Research Methods (pp. 196ΓÇô210). New York, NY: Guilford Press.

Greenhoot, A. F., & Bernstein, D. (2011). Using the VALUE rubrics as a tool in evaluating a teaching innovation. Peer Review, Fall 2011/Winter 2012, 22-26.

Greenhoot, A. F., Johnson, R. Legerski, J. P., & McCloskey, L. (2009). Chronic stress and autobiographical memory functioning. In R. Fivush & J. Quas (Eds.), Stress and Memory in Development: Biological, Social, and Emotional Considerations (pp. 86-117). Oxford: Oxford University Press.

Greenhoot, A. F., & Bunnell, S. L. (2009). Trauma and memory. In B. L. Bottoms, G. S. Goodman, & C. J. Najdowski (Eds.), Child Victims, Child Offenders: Psychology and Law. Guilford Press.

Greenhoot, A. F., & Tsethlikai, M. (2008). Repressed and recovered memories during childhood and adolescence. In K. Kuehnle & M. Connell (Eds.), Child Sexual Abuse: Research, Evaluation, and Testimony for the Courts. John Wiley.

Greenhoot, A. F., Bunnell, S. Curtis, J. & Beyer, A. M. (2008). Trauma and autobiographical memory functioning: Conclusions from a longitudinal study of family violence. In M. Howe, G. Goodman, & D. Cicchetti (Eds.), Stress, Trauma, and ChildrenΓÇÖs Memory Development: Neurobiological, Cognitive, Clinical, and Legal Perspectives (pp. 139-170). Oxford: Oxford University Press.

Greenhoot, A. F., & Semb, P. (2008). Do illustrations enhance preschoolersΓÇÖ memories for stories? Age related change in the picture-facilitation Effect. Journal of Experimental Child Psychology, 99, 271-287.

Greenhoot, A. F. (2008). The Evolution of a Term Project: Iterative Course Redesign to Enhance Student Learning . Public teaching portfolio. http://cte.ku.edu/portfolios/greenhoot

Vernberg, E. Greenhoot, A. F., & Gamm, B. (2006). Intercommunity relocation and adolescent friendships: Who struggles and why. Journal of Consulting and Clinical Psychology, 74, 511-523.

Tsethlikai, M. & Greenhoot, A. F. (2006). The influence of anotherΓÇÖs perspective on childrenΓÇÖs recall of previously misconstrued events. Developmental Psychology, 42, 732-745.

Greenhoot, A. F., Tsethlikai, M. & Wagner, B. (2006). The relations between childrenΓÇÖs past experiences, social knowledge, and memories for social situations. Journal of Cognition and Development, 7, 313-340.

Greenhoot, A. F., McCloskey, L. M., & Glisky, E. (2005). A longitudinal study of adolescentsΓÇÖ recollections of family violence. Applied Cognitive Psychology, 19, 719-743.

Greenhoot, A. F., Johnson, R. H., & McCloskey, L. (2005). Internal states language in the childhood recollections of adolescents with and without abuse histories. Journal of Cognition and Development, 6, 547-570.

Johnson, R. H., Greenhoot, A. F., McCloskey, L. & Glisky, E. (2005). The relations among abuse, depression, and adolescentsΓÇÖ autobiographical memory. Journal of Clinical Child and Adolescent Psychology, 34, 235-247.

Greenhoot, A. F., Semb, G. Colombo, J. & Schreiber, T. (2004). Prior beliefs and methodological concepts in scientific reasoning. Applied Cognitive Psychology, 18, 203-221.

Greenhoot, A. F. (2003). Design and analysis of experimental and quasi-experimental studies. In M. Roberts & S. Ilardi (Eds.), Methods of Research in Clinical Psychology: A Handbook. Malden, MA: Blackwell.

Miller, A. A., & Greenhoot, A. F. (2003). Memory development. In T. Ollendick & C. Schroeder (Eds.), Encyclopedia of Pediatric and Child Psychology (pp. 365-367). New York, NY: Kluwer Academic/Plenum Publishers.

Colombo, J. Richman, W. A., Shaddy, D. J., & Greenhoot, A. F. (2001). Heart Rate-defined phases of attention, look duration, and infant performance in the paired-comparison paradigm. Child Development, 72, 1605-1616.

Ornstein, P. A., & Greenhoot, A. F. (2000). Remembering the distant past: Implications of research on childrenΓÇÖs memory for the recovered memory debate. In D. F. Bjorklund (Ed.), False memory creation in children and adults: Theory, research, and implications (pp. 193-233). Mahwah, NJ: Lawrence Erlbaum Associates.

Greenhoot, A. F. (2000). Remembering and understanding: The effects of changes in underlying knowledge on childrenΓÇÖs recollections. Child Development, 71, 1309-1328.

Greenhoot, A. F., Ornstein, P. A., Gordon, B. N., & Baker-Ward, L. (1999). Acting Out the Details of a Pediatric Check-up: The impact of interview condition and behavioral style on children's memory reports. Child Development, 70, 363-380.

Ornstein, P. A., Shapiro, L. R., Clubb, P. A., Follmer, A. & Baker-Ward, L. (1997). The influence of prior knowledge on children's memory for salient medical experiences. In N. Stein, P. A. Ornstein, B. Tversky, & C. J. Brainerd (Eds.), Memory for everyday and emotional events (pp. 83-112). Hillsdale, NJ: Lawrence Erlbaum Associates.

Burchinal, M. R., Follmer, A. & Bryant, D. (1996). The relations of maternal social support with maternal responsiveness and child outcomes among African-American families. Developmental Psychology, 32, 1073-1083.

Baker-Ward, L. Ornstein, P. A., Gordon, B. N., Follmer, A. & Clubb, P. A. (1995). How shall a thing be coded?: Implications of the use of alternative procedures for scoring children's verbal reports. In M. S. Zaragoza, J. R. Graham, G. Hall, R. Hirschman, & Y. S. Ben-Porath (Eds.), Memory and testimony in the child witness (pp. 61-85). Thousand Oaks, CA: Sage.

Gordon, B. N., & Follmer, A. (1994). Developmental issues in judging the credibility of children's testimony. Journal of Clinical Child Psychology, 23, 283-294.

Gordon, B. N., Ornstein, P. A., Nida, R. Follmer, A. Crenshaw, M. C., & Albert, G. (1993). Does the use of dolls facilitate children's memory of visits to the doctor? Applied Cognitive Psychology, 7, 459-474.

Selected Grants

Greenhoot, Andrea, (Principal), Ward, Douglas, (Co-Principal), Collaborative Research: Transforming the Evaluation of Teaching: A Study of Institutional Change to Advance STEM Undergraduate Education, National Science Foundation, $614,237, Submitted 01/11/2017 (08/15/2017 - 08/14/2022). Federal. Status: Funded.

Greenhoot, Andrea Follmer, (Principal), Bennett, Caroline, (Co-Investigator), Mort, Mark, (Co-Investigator), Collaborative Research: Deep Roots: Wide-Spread Implementation of Community-Driven Evidence-Based Pedagogy, NSF, $2,053,615 ({ }), Submitted 01/13/2015 (09/16/2015 - 09/15/2020). Federal. Status: Funded.

Greenhoot, Andrea F, (Principal), Bennett, Caroline, (Co-Investigator), Mort, Mark, (Co-Investigator), Burns-Wallace, DeAngela, (Co-Investigator), Ward, Doug, (Co-Investigator), KU STEM Analytics Program: Using Institutional Data to Advance Student Success., Association of American Universities (AAU) and the Northrop Grumman Foundation., $20,000, Submitted 12/14/2016 (02/02/2017 - 02/01/2019). Not-for-Profit (not Foundation). Status: Funded.


One of 34 U.S. public institutions in the prestigious Association of American Universities
44 nationally ranked graduate programs.
—U.S. News & World Report
Top 50 nationwide for size of library collection.
—ALA
5th nationwide for service to veterans —"Best for Vets: Colleges," Military Times
KU Today