Ronald Whiteman

Ronald Charles Whiteman

Lecturer Doc Sch

Weissman School of Arts and Sciences

Department: Psychology

Areas of expertise: Teaching of Psychology: Cognition, Research Methodology

Email Address: ron.whiteman@baruch.cuny.edu

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Ron Whiteman earned his PhD in Psychology, with a special focus in Cognitive Neuroscience, from the CUNY Graduate Center in New York, NY. His doctoral research used both eye tracking and electroencephalography (EEG) measures to assess how the repetitive and self-reflective cognitive style of thinking known as “rumination” might influence (for better or for worse) students’ attention to errors in a challenging academic environment, as well as their ability to rebound from failure.

More recent research of Dr. Whiteman’s has focused on assessing instructors’ pedagogical styles in the college classroom and promoting greater understanding of successful teaching approaches, as informed by theory and research, and as defined by the American Psychological Association. This work has guided Dr. Whiteman’s efforts the Graduate Student Teacher Association (GSTA) and Baruch College’s Center for Teaching and Learning (CTL), where he has helped develop teaching strategies and resources for college instructors as they aim to facilitate deeper and more meaningful learning experiences for their students.

As a Lecturer in the Psychology Department at Baruch College, Dr. Whiteman teaches about human cognition, as well as the usefulness of asking good social science questions using sound research methodology. In the realm of Cognitive Psychology, specifically, Dr. Whiteman is curious about the areas of attention, memory, emotion, judgment, and decision making. He also enjoys mentoring students in these areas, particularly since learning more about these facets of our mind can help us take better care of ourselves and become agents of change for the better in our communities.

Education

Ph.D., Psychology, CUNY Graduate Center New York United States

B.A., Psychology, Gordon College Wenham United States

SemesterCourse PrefixCourse NumberCourse Name
Spring 2024PSY3001Research Methods in Psychology
Spring 2024PSY3001Research Methods in Psychology
Fall 2023PSY3001Research Methods in Psychology
Fall 2023PSY3081Cognitive Psychology
Fall 2022PSY3081Cognitive Psychology
Fall 2022PSY3001Research Methods in Psychology
Spring 2022PSY3001Research Methods in Psychology
Spring 2022PSY3081Cognitive Psychology
Fall 2021PSY3001Research Methods in Psychology
Fall 2021PSY3081Cognitive Psychology
Spring 2021PSY3081Cognitive Psychology
Spring 2021PSY3081Cognitive Psychology
Fall 2020PSY3081Cognitive Psychology
Fall 2020PSY3001Research Methods in Psychology
Spring 2020PSY3081Cognitive Psychology
Spring 2020PSY3081Cognitive Psychology
Fall 2019PSY3081Cognitive Psychology
Fall 2019PSY3001Research Methods in Psychology
Fall 2019PSY3081Cognitive Psychology
Spring 2019PSY3081Cognitive Psychology
Spring 2019PSY3001Research Methods in Psychology
Fall 2018PSY3081Cognitive Psychology
Fall 2018PSY3001Research Methods in Psychology
Fall 2018PSY3001Research Methods in Psychology
Spring 2018PSY3001Research Methods in Psychology
Spring 2018PSY3081Cognitive Psychology
Fall 2017PSY3001Research Methods in Psychology
Fall 2017PSY3081Cognitive Psychology
Spring 2017PSY3001Research Methods in Psychology
Spring 2017PSY3081Cognitive Psychology
Fall 2016PSY3001Research Methods in Psychology
Fall 2016PSY3081Cognitive Psychology
Summer 2016PSY3081Cognitive Psychology
Spring 2016PSY3001Research Methods in Psychology
Fall 2015PSY3001Research Methods in Psychology
Spring 2015PSY3081Cognitive Psychology
Fall 2014PSY3001Research Methods in Psychology
Summer 2014PSY3081Cognitive Psychology
Spring 2014PSY3081Cognitive Psychology
Spring 2014PSY3001Research Methods in Psychology
Spring 2014PSY3001Research Methods in Psychology
Fall 2013PSY5020Experimental Psychology
Summer 2013PSY3081Cognitive Psychology
Spring 2013PSY5020Experimental Psychology
Fall 2012PSY5020Experimental Psychology
Spring 2012PSY5020Experimental Psychology

Journal Articles

(2023). How do graduate students approach college teaching? Influences of professional development, teaching assistantships, and Big Five personality traits. Frontiers in Education, 8, 982998. https://doi.org/10.3389/feduc.2023.982998.

Schwartz, A. M., Saltzman, E. S., Whiteman, R. C., & Brooks, P. J. (2022). Do graduate students’ teaching values align with their approaches to teaching and teaching practices? Scholarship of Teaching and Learning in Psychology, 8(3), 206-224. https://doi.org/10.1037/stl0000228.

(2022). Morphological Biomarkers in the Amygdala and Hippocampus of Children and Adults at High Familial Risk for Depression. Diagnostics, 12(5). https://doi.org/10.3390/diagnostics12051218.

Che, E. S., Brooks, P. J., Whiteman, R. C., Schwartz, A. M., & Saltzman, E. S. (2021). Do graduate students aim to teach undergraduates employable skills? Scholarship of Teaching and Learning in Psychology, Advance online publication. https://doi.org/10.1037/stl0000301.

(2020). State and trait rumination effects on overt attention to reminders of errors in a challenging general knowledge retrieval task. Frontiers in Psychology, 11, 2094. https://doi.org/10.3389/fpsyg.2020.02094.

(2016). Rumination and rebound from failure as a function of gender and time on task [Special Issue]. Brain Sciences, 6(1), 7. https://doi.org/10.3390/brainsci6010007.

(2012). Emotion blocks the path to learning under stereotype threat. Social, Cognitive, and Affective Neuroscience, 7(2), 230-241. https://doi.org/10.1093/scan/nsq100.

(2008). Correlates of intellectual ability with morphology of the amygdala and hippocampus in healthy adults. Brain & Cognition, 66(2), 105-114. https://doi.org/10.1016/j.bandc.2007.05.009.

(2007). Morphologic features of the amygdala and hippocampus in children and adults with Tourette Syndrome. Archives in General Psychiatry, 64(11), 1281-1291. doi:10.1001/archpsyc.64.11.1281.

(2006). Cortisol Levels and Hippocampus Volumes in Healthy Preadolescent Children. Biological Psychiatry, 60(8), 856-861. https://doi.org/10.1016/j.biopsych.2006.02.011.

(2006). Hippocampus and amygdala morphology in attention-deficit/hyperactivity disorder. Archives in General Psychiatry, 63(7), 795-807. doi:10.1001/archpsyc.63.7.795.

(2005). ROC-based assessments of 3D cortical surface-matching algorithms. Neuroimage, 24, 150-162. https://doi.org/10.1016/j.neuroimage.2004.08.054. NeuroImage,

(2003). Amygdala and hippocampus volumes in adolescents and adults with Bipolar Disorder. Archives in General Psychiatry, 60, 1201-1208. doi:10.1001/archpsyc.60.12.1201.

Book Chapters

Whiteman, R. C., & Ochakovskaya, Y. (2017). Using a Mastery Goal Structure in the Classroom: Three Actionable Areas to Motivate Your Students to Learn. In R. Obeid, A. Schartz, C. Shane- Simpson, & P. J. Brooks (Eds.) How We Teach Now: The GSTA Guide to Student-Centered Teaching. Retrieved from the Society for the Teaching of Psychology web site: https://teachpsych.org/ebooks/howweteachnow.

Presentations

Whiteman, R. C. Is it important for graduate-student teachers to be aware of the goals and motivations of their students? In P. J. Brooks (Chair), The teaching attitudes and behaviors of novice college instructors. Symposium conducted at the 2020 virtual meeting of the Eastern Psychological Association (EPA). Boston, MA

Whiteman, R. C., Schwartz, A. M., Saltzman, E. S., & Brooks, P. J. Using TAGS to Characterize Approaches to Teaching in Graduate Student Instructors. Teaching Institute Poster session presented at the annual conference for the Association for Psychological Science (APS). Boston, MA

Whiteman, R. C. Using classroom goal structure and feedback to promote growth mindset. In A. E. Schwartz (Chair), Promoting Student-Centered Teaching through the Graduate Student Teaching Association. Symposium conducted at the meeting of the American Psychological Association (APA). Denver, CO

Whiteman, R. C. Developing a growth mindset. In A. E. Schwartz (Chair), Teaching of psychology: Graduate student instructors. Symposium conducted at the meeting of the Eastern Psychological Association (EPA). New York, NY

Whiteman, R. C., & Mangels, J. Ruminative brooding predicts sustained attention to errors and hinders females’ ability to learn from their mistakes. In J. A. Mangels (Chair), How threat and the ways students cope with it can compromise learning. Symposium conducted at the annual meeting of the Association for Psychological Science (APS). New York, NY

Whiteman, R. C., Shusterman, A., & Mangels, J. A. Brooding predicts sustained attention to errors and hinders females’ rebound from failure over time. Poster session presented at the annual conference for the Social and Affective Neuroscience Society (SANS). San Francisco, CA

Whiteman, R. C., & Mangels, J. A. Brooding hinders but reflection facilitates females’ rebound from failure over time. Data Blitz presented during the Emotion Pre-Conference at the annual meeting for the Society for Personality and Social Psychology (SPSP). New Orleans, LA

Whiteman, R. C., & Mangels, J. A. Brooding hinders but reflection facilitates females’ rebound from failure over time. Poster session presented at the annual conference for the Society for Personality & Social Psychology (SPSP). New Orleans, LA

Whiteman, R. C., & Mangels, J. A. Rumination and rebound from failure. Data Blitz presented at the third annual All-Psychology Research Day, The Graduate Center at the City University of New York (CUNY). New York, NY

Whiteman, R. C., Good, C., Dweck, C., & Mangels, J. A. Affective reappraisal of negative feedback reduces the adverse effects of stereotype threat on learning. Poster session presented at the annual conference for the Social and Affective Neuroscience Society (SANS). New York, NY

Whiteman, R. C., Good, C., Dweck, C., & Mangels, J. A. Emotion regulation and cognitive control preserve learning under stereotype threat. Poster session presented at the annual conference for The Neuroscience of Emotion, Tufts University. Medford, MA

Whiteman, R. C., Altschuler, T., Maniscalco, B., Good, C., Dweck, C., & Mangels, J. A. Capturing the Moment Before: Anticipatory Attention and Learning Under Stereotype Threat. Poster session presented at the annual conference for the Association for Psychological Science (APS). Chicago, IL

Whiteman, R. C., Amat, J. A., Royal, J., Bansal, R., & Peterson, B. S. Smaller hippocampal volumes are associated with enhanced overall intelligence in healthy adults. Poster session presented at the annual conference for the Association for Psychological Science (APS). Washington, DC

Whiteman, R. C., Westerveld, M., Stoddard, K. R., Sass, K. J., & Spencer, D. D. Right speech dominance and memory outcome following left temporal lobectomy. Data presented at the annual meeting for the American Psychological Association (APA). Washington, DC

Whiteman, R. C., & Cook, K. V. Gender differences in college preparedness and career aspirations among college-aged students. Data presented at the annual Assessment Conference for the Council for Christian Colleges and Universities (CCCU), Lee University. Chattanooga, TN

Honor / AwardOrganization SponsorDate ReceivedDescription
Nominee: CUNY Presidential Excellence Award for Distinguished Teaching CUNY2022-03-01
Nominee: CUNY Presidential Excellence Award for Distinguished Teaching CUNY2020-02-01
Nominee: CUNY Presidential Excellence Award for Distinguished Teaching CUNY2015-02-01
CUNY Doctoral Student Science Fellow The CUNY Graduate Center2007-09-01

College

Committee NamePosition RoleStart DateEnd Date
Psychology Department Curriculum CommitteeCommittee MemberPresent
Faculty MentorshipFaculty Mentor12/11/2023
Research Methods AssessmentCoordinator1/31/2020

Professional

OrganizationPosition RoleOrganization StateOrganization CountryStart DateEnd DateAudience
Graduate Student Teacher Association (GSTA)MemberNew YorkUnited States10/20/20158/20/2018National