A knack for listening and problem solving, a love of children, and a desire to teach led me to the field I am in today. Growing up, I had always wanted to be either an elementary school teacher or a child psychologist. During my junior year of college, my advisor opened up a door to me I never knew existed – developmental psychology. It combined everything I liked to do in a way I had never before considered. I could combine psychology with my love of working with kids and teach at the same time. I had just never before considered teaching college students. What a wonderful discovery. I can’t imagine teaching any other population.
And in fact, what I love most about Lyndon are the students. I appreciate the small classes where I can get to know students individually and personally. It is a pleasure to not only follow my students’ success during their years at Lyndon, but to stay connected with them beyond graduation through their own professional careers. I especially enjoy working with a wide range of students, ranging from first in family students to non-traditional students taking care of their own families. I also love working with my department colleagues. They are all warm, competent, caring individuals who prioritize student success. What makes our department so special and unique is that we all get along extremely well and coordinate our various professional backgrounds and expertise to provide high quality instruction for our majors.
In my classes, students learn by doing. Preschoolers are invited to spend a day in my Human Growth and Development class, while in Child Development students help to design a local summer camp program. In Adolescent Development students write autobiographies of their own adolescent years, and they also have the opportunity to interact with international adolescents attending an area high school in order to gain a more global perspective on the adolescent experience. In Adulthood and Aging, students adopt a nursing home resident for the semester, visit a local day care center and have lunch at a senior meal site. My love of travel and interest in other culture cultures has allowed me to expand my teaching interests. In both my Lifespan Across Cultures course and in my Cross-Cultural Psychology Senior Seminar, students participate in a number of cultural activities and help run events at Lyndon’s Annual Cultural Festival, a campus-wide tradition I organize each year.
Human Growth and Development, Child Development, Adolescent Development, Adulthood and Aging, Lifespan Across Cultures, Senior Seminar: Cross-Cultural Psychology, History of Psychology, Freshman Seminar: Entering the Academic Community
Werdenschlag, L. B. (2008). Barnet School climate survey. Public report for the Barnet School District and Community.
Werdenschlag, L.B. (2006). Emerging physical and cognitive skills in middle childhood. In J. Belsky, Teaching Tips to Accompany Experiencing the Lifespan (pp.62-63). New York: Worth Publishers.
Werdenschlag, L. B., and Others. (1993). Characteristics of parent-child interactions: How do they affect children’s acquisition of metacognitive skills? (Report No. PS-021-422). New Orleans,LA: Biennial Meeting of the Society for Research in Child Development. (ERIC Document Reproduction Service No. ED 357 877)
Tomasello, M., Mannle, S., & Werdenschlag, L. (1988). The effect of previously learned words on the child’s acquisition of words for similar referents. Journal of Child Language,15, 505-515.
Werdenschlag, L.B. My so called life: An anonymous first person writing assignment in adolescence.. Paper presented at the Association for Psychological Science Teaching Institute, San Francisco, CA, May 2009.
Werdenschlag, L.B. Sitting with the seniors: Adding experiential learning to an aging course. Paper presented at the Association for Psychological Science Teaching Institute, Washington, DC, May 2007.
Kennison, A., Rossi, R., & Werdenschlag, L. B. Gender and cultural differences in touch. Paper presented at the Association for Psychological Science, Washington, DC, May 2007.
Werdenschlag, L.B. History of psychology with an alienist and a trip to Ellis Island. Paper presented at the meeting of the American Psychological Society Teaching Institute, Chicago, Illinois, May 2004.
Bushey, S., Rossi, R., & Werdenschlag, L. How contact and college major influences knowledge and attitudes towards the elderly. Paper presented at the meeting of the American Psychological Society, New Orleans, LA, June 2002
Werdenschlag, L. B. Sensory in jeopardy: A demonstration of age-related changes in sensorimotor functioning. Paper presented at the meeting of the American Psychological Society Teaching Institute, Toronto, Canada, June 2001
Conroy, T. P., Rossi, R. R., & Werdenschlag, L. B. Affectionate touch in the U.S. and India: A cross-cultural analysis. Paper presented at the meeting of the American Psychological Society,Toronto,Canada, June 2001
Ryan, P. M., Rossi, R. R., & Werdenschlag, L. B. Self-efficacy, anxiety, and mathematical ability in college students. Paper presented at the meeting of the American Psychological Society, Toronto, Canada, June 2001
Werdenschlag, L., Razzano, E., & Portner, R. General education at Lyndon State College. Paper presented at the meeting of the AAU’s General Education NAR Conference: Best Practices in General Education and Its Assessment, February 2001.
Obach, M. S., Fleming, S. P., Werdenschlag, L. B., & Moely, B. E. The relationships between metacognition and motivation in children’s school-related activities. Paper presented at the meeting of the American Psychological Society, San Diego, CA, June 1992.
Simmons, J. R., Werdenschlag, L., & Moely, B. E. Family conflict and quality of college students’ relationships with their parents. Paper presented at the meeting of the Southwestern Society for Research in Human Development, Tempe, AZ, March 1992.
Werdenschlag, L. B., Hernandez, K. M., & Moely, B. E. Characteristics of parent-child interactions: How do they affect children’s acquisition of metacognitive skills? Paper submitted to the biennial meeting of the Society for Research in Child Development, New Orleans, LA, March 1993.
Werdenschlag, L. B., & Moely, B. E. Family structure and its relation to students’ perceptions of their parents: A developmental study of college women and men. Paper presented at the meeting of the Southeastern Psychological Association, Knoxville, TN, March 1992.
Werdenschlag, L. B., Moely, B. E. Parent-child interactions: How they positively affect children’s acquisition of cognitive skills. Paper to be presented at the meeting of the American Psychological Society, San Diego, CA, June 1992.