Brooke Spangler-Cropenbaker

Education

• Ph.D. University of Montana- Missoula 2008
• M.A. University of Montana- Missoula 2006

Teaching Interests

My primary teaching interests include Developmental Psychology, focusing closely on middle childhood, and issues relating to promoting positive youth development.

• PSY 231 | Lifespan Development
• PSY 242 | Abnormal Psychology
• PSY 332 | Child Development
• PSY 345 | Child Psychopathology
• PSY 410 | Capstone: Play
• PSY 410 | Capstone: Evolutionary Developmental Psychology
• PSY 430 | Seminar: Children's Literature
• PSY 430 | Seminar: Attachment

Research Interests

My research interests center around pedagogical practices and the student outcomes related to differences within the classroom. Currently examining: pedagogical differences in teaching developmental psychology and introduction to psychology. Past research projects include a residential treatment outcome assessment for Reactive Attachment Disorder; examining the connection between social competence and attachment during middle childhood.

Professional Recognition

• 2020, 2019, 2018, 2015, 2011 “Professor of the Year” Psi Chi, Psychology Department, Miami University
• 2010-2020 "Top 100 Faculty" Miami University
• 2010-2020 Letter of Commendation, Center for Teaching Excellence, Miami University
• 2019, 2018 Philip E. Knox Teaching Award Finalist
• 2019 Outstanding Professor Award "Top 25" Professor
• 2015 Distinguished Teaching Award Finalist
• 2013 "Unsung Heroes - Emerging Leader Award" Oxford United Way
• 2013 Faculty Appreciation Award, Panhellenic Association, Miami University
• 2011 "Positive Impact Professor" Office of Second Year Programs, Miami University

Selected Publications

• Spangler Cropenbaker, B.R. (2021). Real life/fantasy dress up clothes and materials. In D. Bergen (Ed.), The ultimate handbook of developmentally appropriate toys (pp. 175-184). Rowman & Littlefield.
• Walker, R., Spangler, B.R., Lloyd, E.P., Walker, B.L., Wessels, P.M. & Summerville, A. (2018). Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance. Australasian Journal of Educational Technology, 34(3), 74-87.
• Luebee, A.M., Mancini, K.J., Kiel, E.J., Spangler, B.R., Semlak, J.L., & Fussner, L.M. (2018) Dimensionality of helicopter parents and relations to emotional, decision-making, and academic functioning in emerging adults. Assessment, 25, 841-857.
• Spangler, B.R. & Kiel, E.J. (2015). Topical versus chronological organization of lifespan development: Does it make a difference in student retention and understanding? Teaching of Psychology, 42(1), 73-78.
• Grace, L., & Spangler, B.R. (2014). The psychology of play: Understanding digital game evolution through developmental psychology. Proceedings from the 90th International Conference of the Foundations of Digital Games, April 2014.
• Spangler, B.R. & Kiel, E.J. (2012). Chronological or topical orientations to teaching developmental psychology: Is one approach better for student comprehension? Invited article for Society for Research in Child Development Newsletter, Developments, 55( 1), 7.

Grants

• 2012-2013, “Creating a Comprehensive Plan for Developing Students’ Writing Abilities in the Psychology Department’s Topic and Thematic Sequences.” Grants for Improving Students’ Writing Abilities, Miami University. Awarded $5000 Role: Co-PI (with P. Flaspohler, J. Green, Y. Harris, E. Kiel, A. Luebbe, & V. Raval)