Frank Hassebrock

Frank Hassebrock

Professor Emeritus
Position Type
Faculty
Service
- Present
Biography

Dr. Hassebrock came to Denison in 1983 and teaches courses in Cognitive Psychology, Adult Development and Aging, Research Methods in Psychology, and Introduction to Psychology and seminars on The Seven Sins of Memory: The Psychology of Remembering and Forgetting, and Autobiographical Memory and the Remembering Self.

In 2011, Dr. Hassebrock was named to be a Teagle Pedagogy Fellow by the Great Lakes College Association. Teagle Pedagogy Fellow have key roles in the development and implementation of a new consortial program, called the GLCA Lattice for Pedagogical Research and Practice, created with funding from the Teagle Foundation. These Fellows engage with interested faculty members on their own campuses and at other GLCA colleges, helping to generate heightened interest and momentum in exploring different modes of pedagogy to enhance student learning and achievement.

More recently, Dr. Hassebrock has continued his role as a GLCA/Teagle Pedagogy Fellow by contributing to the development of a new faculty development program and website called the GLCA Consortium for Teaching and Learning. This new website seeks to enhance the community of faculty members working to strengthen liberal arts teaching and learning – in their own classrooms and institutions, and across the GLCA’s member colleges, through dialogue and collegial engagement. Dr. Hassebrock serves as a member of the CTL Steering Committee. The consortium and website will be a source of convergence, featuring thinking and information from faculty members of multiple disciplines and colleges. It invites contributions in several forms from faculty and staff members with practical and research experience in teaching and learning, as well as those who want to discuss with others topics of interest to teachers in higher education. Beyond serving as an online resources for articles a nd recommendations on teaching and learning, the GLCA CTL is a venue where faculty and staff can become acquainted with an extended community of colleagues across multiple campuses who share an interest in teaching and learning.

Dr. Hassebrock was selected in 2013 to be Denison’s first Faculty Fellow for Learning and Teaching and in 2015 he was appointed to be the inaugural director of Denison’s new Center for Learning and Teaching located in the Denison Library. In this role, he collaborates with Denison’s faculty members, at all career stages, on learning and teaching-related issues in order to:

  • (a) provide individual support and consultation with Denison faculty,
  • (b) develop and lead faculty development programs that provide opportunities, information, and resources to support faculty and their use of innovative and effective pedagogies,
  • (c) promote access to and application of scholarship and research on learning and teaching,
  • (d) coordinate relevant learning and teaching activities, programs, and resources across a wide range of campus groups, organizations, and offices,
  • (e) support a shared culture of collaboration, reflection, and experimentation among faculty on learning and teaching at Denison.

At Denison’s Honors Convocation in April 2013, Dr. Hassebrock received the Charles and Nancy Brickman Distinguished Service Chair, 2013-2016.

Degree(s)
B.A., University of Illinois; M.A., California State University, Long Beach; Ph.D., University of Minnesota

Learning & Teaching

Academic Positions

Director, Center for Learning and Teaching, Associate Professor

Research

Cognitive psychology; episodic and autobiographical memory; age and gender differences in remembering experiences and life events; identity and life narratives associated with keepsakes and mementos; Scholarship of Teaching and Learning (SoTL).
Details

My recent research projects have explored the cognitive psychology of autobiographical memory including age and gender differences in remembering meaningful personal experiences and significant life events. Another direction of this research has compared the different types of memory functions (e.g., self, social, emotional, and motivational) that guide how adults of different ages recall autobiographical memories associated with consumer objects versus keepsake objects including mementos and souvenirs.

Works

Publications

Selected Publications and Conference Presentations

  • Reczek, J., & Hassebrock, F. (2016). A fully integrated theme-based inquiry of Introductory Chemistry. Presentation to a session on Evidence-Based Practices in Undergraduate STEM Education, Ohio Project Kaleidoscope (AAC&U), Columbus, OH.
  • Ludwig, L., & Hassebrock, F. (2015). Student beliefs on mathematics ability and sense of belonging to a mathematics community. Presentation to a session on Scholarship of Teaching and Learning in Mathematics, MAA MathFest, Washington DC.
  • Reder, M., Hassebrock, F., and 10 others (November 2014). “Best” Program Showcase: Transferable Ideas for Busy Faculty Developers. Annual meeting of the Professional and Organizational Development Network in Higher Education (POD), Dallas.
  • Volk, S., Cunningham, K., Hassebrock, F., Knupsky, A., & Thompson, C. (2014). Towards a Consortial Teaching and Learning Commons: Collaborating across Campuses to Address Faculty Needs. Symposium presented at the Annual meeting of the Association of American Colleges and Universities (AAC&U), Washington, DC.
  • Kennedy, S., & Hassebrock, F. (2012). Developing a team-taught capstone course in neuroscience. The Journal of Undergraduate Neuroscience Education, 11(1), A12-A16.
  • Hassebrock, F., & Boyle, B. (2009). Memory and narrative: Reading ‘The Things They Carried’ for psyche and persona. Across the Disciplines: Interdisciplinary Perspectives on Language, Learning, and Academic Writing.
  • Hassebrock, F., & Snyder, R. (1997). Applications of a computer algebra system for teaching bivariate relationships in statistics courses. Behavior Research Methods, Instruments, & Computers, 29, 246-249.
  • Hassebrock, F. (1995). Memory of patients past: Contextual and temporal characteristics. J. Stewman (Ed.), Proceedings of the 8th Florida AI Research Symposium (p. 102-106).
  • Hassebrock, F. (1995). Tracing the cognitive revolution through a literature search. In M. Ware & D. Johnson (Eds.), Handbook of Demonstrations and Activities in Teaching of Psychology. Mahwah, NJ: Erlbaum.
  • Hassebrock, F., Johnson, P. E., Bullemer, P., Fox, P., & Moller, J. (1993). When less is more: Representation and selective memory in expert problem solving. American Journal of Psychology, 106, 155-189.
  • Hassebrock, F., & Prietula, M. (1992). A protocol-based coding scheme for the analysis of medical reasoning. International Journal of Man/Machine Studies, 37, 613-652.

Service

Professional Memberships

GLCA/Teagle Pedagogy Fellow; Great Lakes College Association (GLCA) Consortium for Teaching and Learning.

Other

Honors & Awards

At Denison’s Honors Convocation in April 2013, Dr. Hassebrock received the Charles and Nancy Brickman Distinguished Service Chair, 2013-2017.

Student Collaborations

Selected Student Research Collaborations

  • Hassebrock, F., & Shelton, O. (2014). Today’s and tomorrow’s things: Age differences in future episodic thinking about keepsakes versus consumer objects. Research poster, Annual meeting of the Association for Psychological Science, San Francisco.
  • Hassebrock, F., & Gaines, M. (2012). Functions of autobiographical memories cued by keepsakes and consumer objects. Research poster, Annual meeting of the Midwestern Psychological Association, Chicago.
  • Hassebrock, F., & Fox, M. (2010). Emotional priming effects on retrieving autobiographical memories. Research poster, Annual meeting of the Midwestern Psychological Association, Chicago.
  • Hassebrock, F., Goans, C., & Bassett, L. (2009) Perceptual modality and emotional valence of autobiographical memory retrieval cues. Research poster, Annual meeting of the Association of Psychological Science, San Francisco.
  • Fox, C., & Hassebrock, F. (2009). The effect of positive and negative emotional pictures on the autobiographical memory of younger and older adults. Research poster, Annual meeting of the Eastern Psychological Association, Pittsburgh.
  • Goans, C., & Hassebrock, F. (2009). Autobiographical memory retrieval following auditory, pictorial, and word cues. Research poster, Annual meeting of the Eastern Psychological Association, Pittsburgh.
  • Nowell, M., & Hassebrock, F. (2009). The effect of emotional auditory cues on autobiographical memory retrieval. Research poster, Annual meeting of the Eastern Psychological Association, Pittsburgh.
  • Moellenberg, S., & Hassebrock, F. (2008). Specificity of autobiographical memory for positive and negative academic experiences in college students with learning disabilities. Research Poster, Annual Meeting of the Midwestern Psychological Association, Chicago.
  • Saffell, T., & Hassebrock, F. (2007). Misinformation effects produced by life memories and time delay. Research Poster, Annual Meeting of the Midwestern Psychological Association, Chicago.
  • Moellenberg, S., & Hassebrock, F. (2006). Perceived stress, political participation, and autobiographical memory in relation to the 2004 presidential election. Research poster, Annual Meeting of the Midwestern Psychological Association, Chicago.
  • Yeager, L., & Hassebrock, F. (2005). The effects of recall mode and cognitive interview mnemonics on eyewitness memory. Research poster. Annual Meeting of the Midwestern Psychological Association, Chicago.

Mentions