I consider my discipline, first and foremost, a science, with theories and data that are inherently meaningful and practically important because of their implications for improving the quality of people’s lives. Consequently, in any of the courses I teach, I stress methods of inquiry, the knowledge that is gained by utilization of scientific method, and relevant theoretical and applied implications. I believe that it is vitally important to provide students with opportunities for active learning, through Socratic dialogue, hands-on laboratory activities, debates, research projects, and presentations (oral, written, poster). Because I subscribe to the teacher-scholar academic model, I see no necessary conflict between good teaching and good research. Rather, I believe that each can reinforce the other. I use my own research data, where appropriate, to vitalize and make real certain concepts presented in the classroom or in lab. And, I have transformed problems encountered in the classroom or lab into opportunities for research. I also involve interested students in my research activities, providing them with a variety of learning opportunities they would otherwise be denied. Involving students in research has also allowed us to explore in depth a wide variety of topics and, in some cases, to forge lasting friendships. In the early stages of my career, I considered myself a “dispenser” of knowledge. Somewhere along the way I realized that, at best, I was a “facilitator” of learning: I provide the motivational props, point students in a potentially fruitful direction, and provide feedback so that they might maintain a steady course. They do the rest.

Education
Ph.D., Psychology, U. of North Carolina, Chapel Hill (1974)
M.Sc., Psychology, U. of Calgary (1972)
B.A., Psychology, Seattle University

Courses
Statistics 232
Statistics 232 Lab
Statistics 242
Statistics 242 Lab

Research
Over the course of my career, my research has spanned three areas: cognitive development, human performance, and suicide. Although these represent distinct lines of investigation, cognition and development are central concerns in all three. I have also had a long-standing interest in the evolutionary basis of human behavior. The evolutionary perspective informs the work I have done on sex differences in human performance, and is the starting point for my current research on suicide. Evolution and development also provide an integrative framework for the introductory psychology textbook I coauthored with the biologist, Paul Cook (Brown & Cook, 1986). This was the first introductory psychology text to incorporate evolutionary and developmental perspectives.

Contact Information
   office phone: (253) 535-7294 (sec'y)
   email: brownrm@plu.edu

Department of Psychology Pacific Lutheran University Tacoma, WA 98447    (253) 535-7294

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