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Gwendolyn Mettetal, Ph.D.

Gwynn Mettatal

Professor of Educational Psychology, Professor of Psychology
Secondary & Foundations
Office: EA 2249
Phone: (574) 520-4507
Fax: (574) 520-4550
Email: gmetteta@iusb.edu
Website: http://mypage.iusb.edu/~gmetteta/

Gwynn Mettetal earned a PhD in Developmental Psychology from the University of Illinois in 1982. She joined the SOE faculty in 1991 and has taught courses there in child psychology, personal demands of teaching, research methods, classroom management, and graduate exit projects. From 1998-2001, she was the founding director of the University Center for Excellence in Teaching. Mettetal served as Interim Dean of Education from 2001-2003. She has a joint appointment in Psychology, where she teaches child psychology and chaired the department. Past research interests included developmental issues such as friendship, temperament, and multiple intelligences. Current research focuses on faculty development issues, particularly the scholarship of teaching and support for tenure.

Educational Background

1982 Ph.D. University of Illinois; Developmental Psychology
1976 M.A. East Tennessee State Univ.; Psychology
1974 B.A. East Tennessee State Univ.; Psychology and Sociology

Classes Taught

Currently:
Psych P316 Child and Adolescent Psychology
Educ P515 Child Development
Educ P510 Psychology of Teaching

Prior classes taught (IUSB, U of I, Purdue, Rutgers):

Education:
Introduction to Teaching
Educational Psychology
Experiencing the Personal Demands of Teaching
Infant Learning Environments
Classroom Management
Research Methods
Action Research I and II
Research Project in Elementary/Secondary

Psychology:
Lifespan Development
Infant and Toddler Development
Psychology of Marriage and Family
Social Psychology

Interpersonal Communication:
Family Communication
Nonverbal Communication
Interpersonal Communication
Development of Nonverbal Communication
Special Topics in Nonverbal Communication
The Communication of Intimates

Research Interest

Current research focuses on faculty development issues, particularly the scholarship of teaching and support for tenure. Past research interests include developmental issues such as friendship, temperament, and multiple intelligences.

Campus/Community Service

Current service includes:
Chair, Education Promotion and Tenure Committee
Chair, Search committee for Dean of Schurz Library
Co-Chair, Senate Academic Affairs Committee
Cp-mentor, UCET PTR dosser preparation Group
Member, Ad hoc committee on PTR policy
Member, Senate Budget Committee

Former administrative service:
Founding Director of University Center for Excellence in Teaching
Interim Dean of School of Education
Chair of Psychology Department

Recent Publications

Publications:

Mettetal, G. & Sage, S. (2005). Teaching and evaluating dispositions in a preservice education course. In Smith, R.L., Hurst, J., and Smith, D., editors, The Passion of teaching: Dispositions in the school.(pp. 123-134). Lanham, MD: ScarecrowEducation.

Mettetal, G. (2003). Improving teaching through classroom action research, in V. Lee (Ed.) Essays on Teaching Excellence, Fort Collins, CO: Professional and Organizational Network in Higher Education.

Mettetal, G. (2001), The What, Why and How of Classroom Action Research.. Journal of the Scholarship of Teaching and Learning, 2(1), 6-13. Retrieved 8/25/01 from http://www.iusb.edu/~josotl/Vol2No1/mettetal_v2_n1.pdf

Presentations:

Schult, C., Talcott, L., Ritchie, K., & Mettetal, G. (2009) Virtual parenting: Engagement and Learning. Presented at the 2009 SRCD Developmental Science Teaching Institute. Denver, CO.

Mettetal, G. & Chen, L. (2008). Group mentoring for tenure. Presented at the 2008 Professional and Organizational Network (POD) Conference. Reno, NV.

Mettetal, G., McGuire, G., Chen, L., & Lucal, B. (2008). Institutional support for pre-tenure faculty: Preliminary Analyses. Presented at the Ninth Annual Midwest Conference on the Scholarship of Teaching and Learning, Indiana University South Bend.

Mettetal, G., Anderson, G., & Sage, S. (2008). Mentoring Faculty during preparation of the tenure dossier. Presented at the Ninth Annual Midwest Conference on the Scholarship of Teaching and Learning, Indiana University South Bend.