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Eric Landrum



Eric Landrum



My research interests are broad, but most center around the educational conditions in which students can experience success and faculty members can be effective leveraging active learning strategies.  At heart, I am a scientist-educator.

This site is designed to be a compilation of resources concerning the professional, academic, and educational issues for which I am passionate. 

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No matter what the destination, our students are ultimately successful if they are able to make the college-to-career transition.

Knowledge and skills are both necessary and sufficient for success in the world.  I tend to focus of the development and measurement of skills, because I believe that when we can accurately measure the skills that our students possess, students are able to tell their story better after graduation, and faculty members (and departments) can tell their success stories with more veracity to external constituencies, including accreditation agencies.


The essence of assessment is the ability to use current data to make helpful predictions about the future.

I may have a different definition of assessment compared to the rest of the world.  For me, grading is about providing information to students so that they can improve their future performance. However, for me, assessment is about gathering information/data about my teaching so that I can improve my own performance.  When carefully collected, grade data with rubrics can provide assessment data with opportunities for continuous improvement.


I believe that the primary role of a college teacher is no long content delivery, but to serve as a designer of student experiences.

The study of teaching and learning from an academic, scholarly perspective has yielded important information about active learning and how to design classroom experiences so that students can retain information better and attain and hone the requisite skills for success.  I am proud to be one of the inaugural co-editors of the APA journal Scholarship of Teaching and Learning in Psychology.


Spring 2017 semester

PSYC 120 Introduction to the Psychology Major (Sections 001, 002, 003)

PSYC 120 INTRODUCTION TO THE PSYCHOLOGY MAJOR (2-0-2)(F,S). This course is designed to orient the prospective psychology major to the field of psychology and to inform the student about academic requirements, expectations, opportunities, career options and limitations. (Pass/Fail.) PREREQ: PSYC 101.

PSYC 487 Capstone Perspectives: History & Systems (Section 001)

PSYC 487 CAPSTONE PERSPECTIVES: HISTORY AND SYSTEMS (3-0-3)(F/S)(FF). A detailed account of the history of psychology encompassing the philosophical antecedents of modern psychology as well as the influential pioneers. Topics include history of psychology as a field of scientific inquiry, overview of development of schools of thought, prominent figures and key theories. PREREQ: PSYC 321, senior standing


Fall 2016 semester

PSYC 321 Research Methods (Section 003)

PSYC 321 RESEARCH METHODS (3-1-4)(F,S)(CID). The application of scientific methodology to the study of behavior. Design of experiments, methods of analysis, and interpretation of data; reporting of behavioral research. PREREQ: PSYC 120, PSYC 295, upper-division standing.

PSYC 120 Introduction to the Psychology Major (Sections 001, 002, 003)

PSYC 120 INTRODUCTION TO THE PSYCHOLOGY MAJOR (2-0-2)(F,S). This course is designed to orient the prospective psychology major to the field of psychology and to inform the student about academic requirements, expectations, opportunities, career options and limitations. (Pass/Fail.) PREREQ: PSYC 101.

ARTSCI 397 Transdisciplinary Research Methods (Section 001)

This course introduces students to diverse research methods, and requires them to practice those methods in academic and community settings. As a result of this exposure, students will (a) develop their own research skills, (b) attain a better understanding of the challenges faced by researchers in other fields, and (c) be better equipped to work trandisciplinarily in the future.  

HONORS 392 Skills: Educational Traditions & Workforce Needs

Throughout this course we examine the tensions and alignments between the goals of higher education and the needs of the workforce, from the perspectives of college graduate success and business/industry satisfaction.  Students will explore the importance of skills, self-reflect on their current skills, and concentrate on how they will demonstrate their own skills in their college-to-career transition.




Publications (Journal Articles and Book Chapters)

— Click on any title to view/download the PDF —

A multisite study of learning in introductory psychology courses (Gurung, Daniel, & Landrum, 2012)
Alumni perceptions of workforce readiness (Landrum, Hettich, & Wilner, 2010)
An Anglocentric view of undergraduate education in psychology (Landrum, 2003)
An information course for the beginning psychology major (Dillinger & Landrum, 2003)
Are there instructional differences between fulltime and parttime faculty (Landrum, 2009)
Assessing students' library skills and knowledge The Library Research Strategies Questionnaire (Landrum & Muench, 1994)
Assessment of cultural diversity at metropolitan universities (Landrum, Dillinger, & Vandernoot, 2000)
Assessments of textbook usage and the relationship to student course rerformance (Landrum, Gurung, & Spann, 2012)

Bottleneck concepts in psychology_Exploratory first steps (Gurung & Landrum, 2013)

Caffeine Consumption Questionnaire (1992)
Caffeine Consumption Questionnaire_A standardized measure for caffeine consumption in undergraduate students (Shohet & Landrum, 2001)
Caffeine effects Interaction of drug and wheelrunning experience (Meliska, Landrum, & Loke, 1985)
Career development courses_Preparing psychology majors for the workplace (Landrum, 2014)
College students' study time Course level, time of semester, and grade earned (Landrum, Turrisi, & Brandel, 2006)
College student's thoughts about leaving the university The impact of faculty attitudes and behaviors (Lundquist, Spalding, & Landrum, 2002)
College students' use of caffeine and its relationship to personality (Landrum, 1992)
Comparing student perceptions of textbooks_Does liking influence learning (Gurung & Landrum, 2012)
Core terms in undergraduate statistics (Landrum, 2005)
Cultural diversity on campus_Perceptions of faculty, staff, and students (Dillinger & Landrum, 2002)

Degree of cognitive impairment and the dissociation of implicit and explicit memory (Landrum & Radtke, 1990)
Demonstrating tutoring effectiveness within a one-semester course (Landrum & Chastain, 1998)
Departmental search committees and the evaluation of faculty applicants (Landrum & Clump, 2004)
Development and description of the Incivility in Nursing Education (INE) survey (Clark, Farnsworth, & Landrum, 2009)
Development and description of the Organizational Civility Scale (OCS) (Clark, Landrum, & Nguyen, 2013)
Development and initial validation of the Caffeine Consumption Questionnaire-Revised (Irons, Bassett, Prendergast, Landrum, & Heinz, 2016)
Dispositional Humility Scale PDF

Effects of caffeine and task experience on task performance (Landrum, Meliska, & Loke, 1988)
Evaluating the undergraduate research assistantship experience (Landrum, 2008)
Experiment spot checks A method for assessing the educational value of undergraduate participation in research (Landrum & Chastain, 1995)

Faculty perceptions concerning the frequency and appropriateness of student behaviors (Landrum, 2011)
Faculty perceptions of undergraduate students' participation in regional psychology conferences (Haines & Landrum, 2008)
Family dynamics and attitudes toward marriage (Muench & Landrum, 1994)
Fifty-plus years as a student-centered teacher An interview with Wilbert J. McKeachie (Landrum, 1999)
Fostering student professional development [Book Chapter] (Landrum, 2006)

Grading without points_Does it hurt student performance (Landrum & Dietz, 2006)
Graduate admissions criteria in psychology_An update (Landrum & Clark, 2005)
Graduate admissions in psychology_Transcripts and the effect of withdrawals (Landrum, 2003)

Ideas for teaching history and systems (Landrum, 1992)
Identifying core concepts in introductory psychology (Landrum, 1993)
I'm getting my bachelor's degree in psychology_What can I do with it (Landrum, 2001)
Implicit memory effects using pictures with children and adults Hypermnesia too (Landrum, 1997)
Important topics in an 'Introduction to the Psychology Major course (Landrum, Shoemaker, & Davis, 2003)
Individual and family characteristics of juvenile sexual offenders (Plager & Landrum, 1997)
Intent to apply to graduate school_Perceptions of senior year psychology majors (Landrum, 2010)
Introductory psychology student performance_Weekly quizzes followed by a cumulative final exam (Landrum, 2007)
Is latency to test deadline a predictor of student test performance (Landrum & Gurung, 2013)

Maier's (1931) two-string problem revisited Evidence for spontaneous transfer (Landrum, 1990)
Maximizing undergraduate opportunities The value of research and other experiences (Landrum, 2002)
Measuring dispositional humility_A first approximation (Landrum, 2011)
More evidence in favor of three-option multiple-choice tests (Landrum, Cashin, & Theis, 1993)
Motivational differences among traditional and nontraditional students enrolled in metropolitan universities (Landrum, McAdams, & Hood, 2000)

New odds for graduate admissions in psychology (Landrum, 2004)

Psychology seminar_Careers and graduate study in psychology (Dodson, Chastain, & Landrum, 1996)

Retention Questionnaire (2002)

Satisfaction with college by traditional and nontraditional college students (Landrum, Hood, & McAdams, 2001)
Scaling issues in faculty evaluations (Landrum, 1999)
Sensitivity of implicit memory to input processing and the Zeigarnik effect (Landrum, 1993)
Skills for undergraduate psychology majors (Landrum, 2010)
Student evaluation of classroom debates (Landrum, 1991)
Student expectations of grade inflation (Landrum, 1999)
Student perceptions of grading practices Does 'average' class performance equal a 'C' grade (Landrum & Dillinger, 2000)
Student perceptions of textbook outlines (Landrum & Clark, 2006)
Student perceptions of the effects of test delays (Landrum, 1992)

Teacher-ready research review_Clickers (Landrum, 2015)
Textbook selection_Balance between the pedagogy, the publisher, and the student (Landrum & Hormel, 2002)
Textbook use and learning_A North American perspective (Gurung, Landrum, & Daniel, 2012)
The curriculum vita_A student's guide to preparation (Landrum, 2005)
The decision-making processes of graduate admissions committees in psychology (Landrum, Jeglum, & Cashin, 1994)
The effect of decreasing response options on students' evaluation of instruction (Landrum & Braitman, 2008)
The encyclopedic nature of introductory psychology Two examples (Landrum, 2000)
The graduate school application process_What our students report they know (Sanders & Landrum, 2012)
The memorability of introductory psychology revisited (Landrum & Gurung, 2013)
The postbaccalaureate perceptions of psychology alumni (Landrum & Elison-Bowers, 2009)
The production of negative transfer in a problem-solving task (Landrum, 2005)
The relationship between student performance and instructor evaluations revisited (Landrum & Dillinger, 2004)
The relationship between time to complete a test and test performance (Landrum, Carlson, & Manwaring, 2009)
The reliability of student ratings of master teacher behaviors (Landrum & Stowell, 2013)
The responsibility for retention_Perceptions of students and university personnel (Landrum, 2001)
The ubiquitous clicker_SoTL applications for scientist educators (Landrum, 2013)
The undergraduate research assistantship An analysis of the benefits (Landrum & Nelsen, 2002)
Tips for doing well in psychology courses (Landrum, 2002)
Tolerance and sensitization to oral caffeine_Effects on wheelrunning in rats (Meliska, Landrum, & Landrum, 1990)
Undergraduate students' perceptions of graduate admissions criteria in psychology (Cashin & Landrum, 1991)

University image_The benefits of assessment and modeling (Landrum, Turrisi, & Harless, 1998)
Use of alumni perceptions to evaluate instructional and departmental quality (Landrum & Lisenbe, 2008)
Use of pre- and postcourse surveys to predict student outcomes (Landrum & Mulcock, 2007)
Using the scholarship of teaching and learning to improve learning outcomes [Book Chapter] (Gurung & Landrum, 2012)

Video clips of elements of master teaching (Stowell & Landrum, 2013)

What employers want from psychology graduates (Landrum & Harrold, 2003)
Writing in APA style_Faculty perspectives of competence and importance (Landrum, 2013)
Writing letters of recommendation [Book Chapter] (Landrum, 2006)





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