Brooke Spangler-Cropenbaker

Brooke Spangler Teaching Professor

122 Psychology Building
Miami University
Oxford, OH 45056
513-529-2421
spanglbr@MiamiOH.edu

Education

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

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.

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

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)