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Jerry Rudmann
Associate Faculty
Phone: (714) 241-6338
Email: jrudmann@ivc.edu |
Jerry Rudmann, Ph.D.
Professor of Psychology
Phone: 714-241-6338
Email: jrudmann@ivc.edu
Education
Ph.D., Educational Psychology, minor in Special Education,
University of Southern California, 1985
M.A., Experimental Psychology, California State University Los Angeles
B.A., Psychology, California State University Fullerton
A.A., Mt. San Antonio Community College
Professional Memberships and Affiliations
American Psychological Association (APA) - Full Member since 1978
Psychology Teachers at the Community College (PT@CC) - Executive Committee 2002-2005
Research & Planning Group - Board Member & VP 2004-2006
Society for the Teaching of Psychology (STP) - Member
Western Psychological Association (WPA) - Fellow
Honors
Administrator's Award for Faculty Excellence - Irvine Valley College 2004
Community College Psychology Teacher of the Year - Society for the Teaching of Psychology 1998
Psi Beta National President 1997-1998
Research Interests
The Scholarship of Teaching and Learning. While this may sound somewhat lofty or abstract, it really concerns the most fundamental aspects of teaching. Here are a few studies that address this interest. 1. What are the characteristics of students who are at risk of failure in online classes? My recent study (unpublished) successfully profiled “at risk” students. The findings have been incorporated into a student success course at a nearby college. 2. What should a student know and be able to do when he/she completes a course, program, or degree in psychology? Several years ago, I had the honor of serving on a task force formed by the American Psychological Association to identify the knowledge and skills students should have when they complete a BA in psychology. In July 2005 I’ll be serving on a second task force whose charge is to identify the desired learning outcomes for students transitioning from lower division to upper division psychology. As a consequence of the IVC Psychology Department’s interest in this area, we have been studying student learning for several years now. We have used our findings to make important improvements. For example, we recently reinstituted a Psychology Careers course. We have also created two new courses to better assist students in acquiring the desired knowledge and skills in psychology. These courses will be offered in 2005-06 for the first time: Lifespan Development, and the Psychology of Critical Thinking. 3. What can psychology offer to improve student learning in higher education? Our department has reviewed the educational literature on learning. We are about to use our findings to create a course designed to teach students to become “expert learners for life.” While many colleges, including IVC, offer study skills courses to help new students survive, we aim to provide instruction on how to apply the most powerful findings from the psychology of learning and cognition. Rather than remedial instruction, this class will be appropriate for continuing students, already successful students, including students in upper division and/or graduate school. Our research activity will involve seeking reliable evidence that the course truly does change students into expert learners.
Other Research Interests
Psychology includes many topics of interest to me. The psychology of humor is one of my favorites. There are a myriad of research questions here. Are there, for example, reliable gender differences in the production and appreciation of humor? If so, what are these differences, and why do they exist? Do really funny people have anything in common? Do they have similar childhood experiences, personality or other characteristics? Can teachers use humor to facilitate student learning? If so, what types of learning and what are the physiological and cognitive components, if any, responsible for improved learning due to humor? Can unfunny teachers learn to be funny? Is there evidence of age-related differences in humor? If so what are these differences and how can they be verified? The list of possible research questions about humor goes on and on.
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