Before joining the faculty at Cedar Crest, Dr. Scepansky taught for one year at Whitman College in Walla Walla, Washington, and for six years at Longwood University in Virginia. Dr. Scepansky has also served as an Adjunct Faculty Member at Hampden-Sydney College in Virginia.
Dr. Scepansky teaches several classes, including General Psychology, Experimental Design and Statistics, Cognitive Psychology, Social Psychology, Cross-Cultural Psychology, as well as the capstone experience, Psychology Research (Thesis I and II).
Research interests are eclectic, and include impression formation, motivated skepticism, attitudes and persuasion, and social memory. Dr. Scepansky welcomes the opportunity to work with students on research projects in their own areas of interest.
Industry Expertise (5)
Areas of Expertise (4)
Kent State University: Ph.D., Experimental Psychology
Kent State University: M.A., Experimental Psychology
Shippensburg University of Pennsylvania: B.A., Psychology
- Eastern Psychological Association Teaching of Psychology (APA Division 2)
PSY 335 Cross-Cultural Psychology - 3 credits
An introduction to the field of cross-cultural psychology. Readings will be selected to demonstrate how psychologists are examining the many ways in which behavior, thoughts and feelings are influenced by an individual’s culture. Emphasis will be placed on the methods by which psychologists study cultural differences. This course may include a study-abroad component.
Broad and Narrow Personality Traits of Women's College Student in Relation to Early Departure
Studies have demonstrated that students prefer PowerPoint and respond favorably to classes when it is used. Few studies have addressed the physical structure of PowerPoint. In this study, students enrolled in several psychology classes on two campuses completed a 36 item questionnaire regarding their preferences for the use of PowerPoint in the classroom. Students preferred the use of key phrase outlines, pictures and graphs, slides to be built line by line, sounds from popular media or that support the pictures or graphics on the slide, color backgrounds, and to have the lights dimmed. It is recommended that professors pay attention to the physical aspects of PowerPoint slides and handouts to further enhance students’ educational experience.
To investigate the benefits and perceived effectiveness of instructional technology, students enrolled in several courses were compared on student evaluations of instruction, grades and an attitudinal questionnaire. The instructors of the courses taught the same course across two successive semesters, using traditional “chalk-and-talk” methods the first semester, and PowerPoint the next; all other techniques (e.g., exams, lecture material) were held constant. Results suggest that organization and clarity, entertainment and interest, professor likeability, and good professor behaviors were enhanced with PowerPoint although final grades were not.