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Dr. Chehalis Strapp

Professor/Behavioral Sciences Division Chair, Psychological Sciences Department

(503) 838-8316 | strappc@wou.edu | TODD 309

Education

 

Ph.D. Psychology 1996
University of Nevada Reno
Comprehensive areas: Psycholinguistics, Memory

M.A. Psychology 1993
University of Nevada Reno
Comprehensive areas: Conditioning & Learning, Memory & Cognition, Language, Human Development, Comparative Psychology, Physiology, Sensation & Perception

B.S. Psychology, Cum Laude 1989
Virginia Polytechnic Institute & State University
Senior project: Music & Performance

 

Teaching Focus Areas

 

Undergraduate Courses: General Psychology, Introduction to Research Methods, Quantitative Methods, Advanced Research Methods, Theories of Learning, Mentoring I and II, Language Development, Behavior Modification, Cognitive Neuroscience, Advanced Topics in Memory

Graduate Courses: Theories of Development, Theories of Learning, Learning and Memory for Instruction

 

Research Focus Areas

 

Language Development Research: My primary research interests are in the field of psycholinguistics. I have explored the relationship between environmental input and the development of irregular noun and verb forms in both children and adults. My work has documented developmental differences and current research is exploring the interaction between age and gender with respect to development of irregular forms.

Mentoring Research: As the faculty sponsor for the Western Oregon University Talmadge Middle School Mentoring Program I have explored how undergraduate students benefit from serving as mentors for at- risk middle school students. This longitudnal work considers changes in mentor efficacy and satisfaction across the mentoring relationship.

Undergraduate Psychology Student Satisfaction and Involvement: Traditionally psychology students are relatively satisfied with their undergraduate educational experience, however, they tend to be less satisfied about their preparation for entering the job market. As we annually assess graduating seniors and survey alumni every 5 years, we’ve been exploring the relationship between undergraduate student involvement (i.e., being a research assistant), satisfaction with experiences, and additional outcome measures (i.e., getting a job, acceptance to graduate school).

Career Paths for Psychology Alumni: Many psychology programs are developing approaches to facilitate student career exploration. Alumni are a valuable resource for providing information about jobs, graduate school, and for countering the myth that “you can’t get a job with a bachelor’s degree in psychology.” In this project, we are sampled WOU Psychology alumni following different career paths (i.e., graduate school or straight to work). Trained undergraduate research assistants conducted semi-structured interviews with alumni.  Interviews were audio-taped, transcribed, checked for reliability, and are currently being coded and analyzed using the consensual qualitative research (CQR) model (Hill, Thompson, Williams, 1997). We are exploring themes related to decision making specifically, how alumni chose to attend graduate school or get a job immediately following graduation.

 

Professional Experience

 

Chair,  Behavioral Sciences, Western Oregon University, 2015-present

Department Head, Psychological Sciences, Western Oregon University, 2013-2015

Professor, Psychological Sciences, Western Oregon University, 2009-present

Associate Professor, Psychology Department, Western Oregon University, 2003-2008

Assistant Professor, Psychology Department, Western Oregon University, 1998-2003

NTT Assistant Professor, Psychology Department, Western Oregon University, 1995-1998

Instructor, Department of Psychology, University of Nevada Reno, 1992-1994

Graduate Training Specialist, Graduate School Instructional Development Program University of Nevada Reno, 1992-1994                                             

Teaching Assistant, Department of Psychology, University of Nevada Reno, 1990-1993

 

Professional Memberships

 

  • Association for Psychological Science
  • Western Psychological Association
  • Oregon Academy of Sciences

 

Awards and Honors

 

  • Excellence in Teaching Award (2011). The National Society of Leadership and Success.
  • Western Oregon University Advisor of the Year Award Nominee (2003, 2005, 2007)
  • Office of Disability Services Certificate of Recognition (2005) for significant contributions to success of Students with Disabilities at WOU
  • Center for Teaching and Learning/Liberal Arts and Sciences Grant Recipient (2004) Received $1,000 award for faculty/student collaborative research
  • Phi Kappa Phi (May, 2002)
  • Who’s Who Among American Teachers (June, 2002)
  • Associated Students of Western Oregon University Outstanding Faculty Award (November, 2001)
  • WOU College of Arts and Sciences Faculty Award for Outstanding Contributions to Undergraduate Academic Research (June, 2001)
  • Psi Chi Regional Research Award (May, 2001)
  • Western Oregon University Faculty Development Summer Stipend Research Award (March, 2001)
  • Western Oregon University Faculty Development Work Load Reassignment Research Award (2005, 2008, 2014)
  • Western Oregon University Faculty Development Major Project Award (2003, 2004, 2013)
  • Western Oregon University Foundation Grant Recipient to support student research (2000, 2001, 2002, 2004)
  • Western Oregon University Foundation Grant Recipient to support Western Oregon University-Talmadge Middle School Mentor Program (2003, 2004, 2005, 2006, 2010, 2012, 2015,2016)
  • Western Oregon University Pastega Excellence in Teaching Award Nominee (1998, 2001, 2004, 2009, 2013 )
  • Western Oregon University Faculty Development Travel Awards (1998-2015)

 

 

Recent Publications/Presentations

 

* indicates Western Oregon University undergraduate co-authors.

 

*Strapp, C. M., Drapela, D. J., Henderson, C. I., Nasciemento, E., & Roscoe, L. J. (in press). Psychology students’ expectations regarding educational requirements and salary for desired careers. Accepted pending revision Teaching of Psychology. Selected for special issue on careers in psychology.  

*Hoover, S. M., Strapp, C. M., Ito, A., Foster, K., & Roth, K. (in press). Teaching qualitative research interviewer skills: A developmental framework for qualitative research teams. Qualitative Psychology,

Strapp, C. M. (2017).  Mentoring as service learning: Developing a school based mentoring program. Manuscript in preparation for Partnerships: Journal of Service Learning and Civic Engagement.

* Strapp, C. M., Gilles, A. W., Spalding, A. E., Hughes, C. T., Baldwin, A. M., Kunze, K. L., Papen, K. R., & Lamb, A. D. (2014). Changes in mentor efficacy and perceptions following participation in a youth mentoring program. Mentoring & Tutoring: Partnership in Learning, 22(3), 190-209.

.doi.org/10.1080/13611267.2014.927096

*Strapp, C. M., Helmick, A. L., Tonkovich, H. M., & Bleakney, D. M. (2011). Effects of negative and positive evidence on adult word learning. Language Learning, 61(2), 503-532. doi 10.1111/j.1467.9922.2010.00619x

*Strapp, C. M., & Farr, R. J. (2010). To get involved or not: The relation among extracurricular involvement, satisfaction, and academic achievement. Teaching of Psychology, 37, 50-54.

Roscoe, L. J., & Strapp, C. M. (2009). Increasing psychology students’ satisfaction with preparedness through a professional issues course. Teaching of Psychology, 36, 18-23.

*Strapp, C. M., Bleakney, D. M., Helmick, A. L., & Tonkovich, H. M (2008). Developmental differences in the effects of negative and positive evidence. First Language, 28(1), 35-53.

*Burnett, K. M., Solterbeck, L. A., & Strapp, C. M. (2004). The effects of scent on mood state following an anxiety provoking task. Psychological Reports, 95, 707-722.

*Wolcott, S. & Strapp, C. M. (2002) Dream recall frequency and dream detail as mediated by personality, behavior and attitude. Dreaming: Journal for the Association for the Study of Dreams, 12 (1), 27-44, 27

*Strapp, C. M., & Federico, A. (2000). Imitations and repetitions: What do children say following recasts? First Language, 20(3), 273-290.

Strapp, C. M. (1999). Mothers’, fathers’ and siblings’ responses to children’s language errors: Comparing sources of negative evidence. Journal of Child Language, 26 (2), 379-391.

*Bundy, K. A., Thompson, K. L., & Strapp, C. M. (1997). Parenting behaviors: A content analysis of situational comedies based on TV fictional families. Psychological Reports, 80, 1123-1137.

Crawford, H. J., & Strapp, C. M. (1994). Effects of vocal and instrumental music on visuospatial and verbal performance as moderated by studying preference and personality. Personality and Individual Differences, 16, 273-245.

 

Select Published Abstracts & Conference Presentations

* indicates Western Oregon University undergraduate co-authors.

 

* Strapp, C. M., Bredimus, K. N., Cochrane, R. R., Fields, E., Wright, T. (2017, April).
Decision making for psychology graduates: Getting a job or going to graduate school. Poster presented at annual meeting of Western Psychological Association, Sacramento, California.

*Drapela, D. J., Warren, M., Bredimus, K., Lanning, K.A., Wright, T., Flores,A., Henderson, C., I, Dryden, I., Strapp, C. M., & Hoover, S. M. (2016, February). Exploring qualitative research through transcription and analysis of alumni stories. Paper presented at annual meeting of Oregon Academy of Sciences, Forest Grove, OR.

*Drapela, D. J., Henderson, C., I, Strapp, C. M., & Roscoe, L. J. (2015). Do I really have to go to graduate school? Expectations about education and salary for careers in Psychology. Proceedings of Oregon Academy of Science, 54, 40.

*Foster, K. D., Roth, K. M., Strapp, C. M., Hoover, S. M., & Roscoe, L. J. (2015). Learning from alumni: Advice, experience, and encouragement. Proceedings of Oregon Academy of Science, 54, 40.

*Strapp, C. M., Drapela, D. J., Henderson, C. I., & Roscoe, L. J. (2015, April). Careers in Psychology: Students’ perceptions of required education and anticipated income. Poster presented at annual meeting of Western Psychological Association, Red Rock, Nevada.

*Strapp, C. M., Hoover, S. M., Ito, A., Foster, K. D., Roth, K. M., & Roscoe, L. J. (2015, April). Psychology alumni stories: The path from graduation to career. Poster presented at annual meeting of Western Psychological Association, Red Rock, Nevada.

*Strapp, C. M., Roscoe, L. J., Nascimento, E. A., Drapela, D. J., & Henderson, C. I. (2014, April). Perceptions of educational requirements and expected     earnings for careers in psychology. Poster presented at annual meeting of Western Psychological Association, Portland, Oregon.

*Strapp, C. M., Hoover, S. M., Roscoe, L.J., Nascimento, E. A. (2014, April). Connecting psychology undergraduates and alumni to facilitate career development.  Poster presented at annual meeting of Western Psychological Association, Portland, Oregon.

Strapp, C. M. (April, 2013). Mentoring middle school students: Opportunities for giving back and personal growth. Paper presented at Beyond the Classroom Symposium at the annual meeting of Western Psychological Association, Reno, NV

*Strapp, C. M., Granov, I. M., & Dixon, K. J. (2011). Psychology alumni reflect on involvement, satisfaction and academic achievement. Proceedings of the Oregon Academy of Science, 47, 52

*Strapp, C. M., Papen, K. K., Lamb, A.D., & Spalding, A. E. (2011). Mentor efficacy and beliefs: When are benefits perceived? Proceedings of the Oregon Academy of Science, 47, 53.

*Strapp, C. M., Kunze, K. L., Hughes, C. T., Spalding, A. E., & Gilles, A. W. (2010). Benefits and challenges of mentoring middle school students. Proceedings of the Oregon Academy of Sciences, 46, 47.

*Strapp, C. M., McMillan, A. M., Spalding, A. E., & Gilles, A. W. (2009). Assessment of school based mentoring program: Measuring mentor and mentee change. Proceedings of the Oregon Academy of Sciences, 45, 51.

*Strapp, C. M., & Silbernagel, R. M. (2008). Gender typed words and gestures: An assessment of the MacArthur Communicative Development Inventory. Proceedings of the Oregon Academy of Sciences, 44, 53.

*Strapp, C. M., Foster, D., Farr, R. (2007). What psychology students want: Graduating seniors evaluate their experiences. Proceedings of the Oregon Academy of Sciences, 43, 69.

*Foster, D., Strapp, C., Carone, L., Shumway, S., Stoller, W. (2006). The relationship among student involvement, satisfaction and performance. Proceedings of the Oregon Academy of Sciences, 42, 62.

* Strapp, C. M., Helmick, A., L., Bleakney, D. M., & Tonkovich, H. M. (2005). Here is a wug, now there are two….? Negative evidence and adult word learning. Proceedings of the Oregon Academy of Sciences, 41, 89.

*Strapp, C. M., Bleakney, D. M., Tonkovich, H. M., Helmick, A. L. (2005). Age moderates the effect of negative evidence in children’s word learning.  Proceedings of the Oregon Academy of Sciences, 41, 89-90.

*Strapp, C. M. Young, T. J., Tonkovich, H. M., Helmick, A. L., & Bleakney, D. M. (2004). This is a wug, now there are two weeg: Effects of feedback on learning irregular nouns and verbs. Proceedings of the Oregon Academy of Sciences, 40, 66-67.

*Strapp, C. M., Whetstine, K. E., Moss, T. L., Huntley, R. L. (2002). Repeating, clarifying, and adding information: the role of gestures in young children’s verbal interactions.  Proceedings of the Oregon Academy of Sciences, 39, 72. 

*Strapp, C. M., Adelhart, S., Garcia, Y., Whetstine, K., & Moss, T. (2001). Those are both dogs: Sibling use of taxonomic relations. Proceedings of the Oregon Academy of Sciences, 38, 74.

*Strapp, C. M., Whetstine, K., Moss, T., Garcia, Y., & Adelhart, S. (2001). Busy hands: Sibling gestures and category formation.  Proceedings of the Oregon Academy of Sciences, 38, 75

*Strapp, C. M., Schmunk, T. L., Balzer, K. L., Foster, A. J., Priddy, E. M., & Farrell, P. R. (2000). Worms, bees and a lot of these: The role of sibling input in category formation. Proceedings of the Oregon Academy of Sciences, 37, 65-66.

*Strapp, C., M., Priddy, E. M., Farrell, P. R., Schmunk, T. L., Balzer, K. L., & Foster, A. J. (2000). Turn the page: The role of sibling gestures in category formation. Proceedings of the Oregon Academy of Sciences, 37, 65.

*Federico, A., & Strapp, C. M. (1999). Children’s replies to corrective feedback. Proceedings of the Oregon Academy of Sciences, 36, 68.

 

Contact

Behavioral Science Division

(503) 838-8344 | or e-mail: kunzel@wou.edu  | Location: Todd 325