Stephen L. Chew has been a professor and chair of psychology at Samford University in Birmingham, Alabama since 1993. Trained as a cognitive psychologist, one of his primary research areas is the cognitive basis of effective teaching and learning. His research interests include the use of examples in teaching, the impact of cognitive load on learning, and the tenacious misconceptions that students bring with them into the classroom. He is best known as the creator of a groundbreaking series of YouTube videos for students on how to study effectively in college based on cognitive research (www.samford.edu/how-to-study). The videos have received over a million views and are in use at educational institutions worldwide from high schools through professional schools.
Chew was selected as a Carnegie Scholar in 1998 as part of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). He was awarded the Buchanan Award for Classroom Teaching Excellence from Samford in 1999. In 2005, he received the Robert S. Daniel Teaching Excellence Award from the Society for the Teaching of Psychology as the outstanding teacher of psychology at four-year colleges and universities. He was named the 2011 Outstanding Master’s Universities and Colleges U.S. Professor of the Year by the Carnegie Foundation for the Advancement of Teaching. He is a Fellow of the American Psychological Association through the Society for the Teaching of Psychology. He regularly serves as a keynote speaker and workshop leader at conferences on teaching in general and on the teaching of psychology in particular.
Awards and Honors
- Carnegie Scholar, Carnegie Academy for the Scholarship of Teaching and Learning
- John H. Buchanan Award for Excellence in Classroom Teaching. Samford University
- Alabama Professor of the Year. The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE).
- Robert S. Daniel Excellence in Teaching Award. Society for the Teaching of Psychology, Division 2 of the American Psychological Association, 2005.
- Fellow of the American Psychological Association; Division 2: Society for the Teaching of Psychology.
- Cognition and Instruction
- Constructive and Reconstructive Memory
- Chew, S. L. (2004). Using ConcepTests for formative assessment. Psychology Teacher Network, 14(1), 10-12.
- Chew, S. L.. Student Misconceptions in the Psychology Classroom. In B. K. Saville, T. Zinn, & V. W. Hevern (Eds.). Essays from Excellence in Teaching (Volume 4). Society for the Teaching of Psychology. Society for the Teaching of Psychology. Available at http://www.teachpsych.org/resources/e-books/eit2004/eit2004.php
- Weseley, A., Fineburg, A., Chew, S. L. Daniel, J. McCarthy, M, Park, D., & Smith, R. A. (2005). Conducting psychological research for science fairs: A teachers guide and resource manual. Washington D.C.: American Psychological Association.
- Chew, S. L. (2005). Linking the psychology of learning to the learning of psychology. Psychology Teacher Network, 15, 1-2, 8.
- Dunn, D. S., & Chew, S. L. (Eds.) (2005). Best Practices in Teaching Introduction to Psychology. Mahwah, NJ: Erlbaum.
- Chew, S. L. (2005). Seldom in Doubt but Often Wrong: Addressing Tenacious Student Misconceptions. In Dunn, D. S., & Chew, S. L. (Eds.). Best Practices in Teaching General Psychology (pp. 211-223). Mahwah, NJ: Erlbaum.
- Chew, S. L., & Farber, C. (2006). Selecting an undergraduate psychology program: Suggestions for students. Psychology Teacher Network, 15 (4), 9-10.
- Chew, S. L. (2006). Teaching as a problem in Applied Psychology in Buskist, W. et al. (Eds.) The Teaching of Psychology in Autobiography: Perspectives from Exemplary Psychology Teachers, Volume 2. Society for the Teaching of Psychology. Available at http://www.teachpsych.org/resources/e-books/tia2006/tia2006.php.
- Chew, S. L. (2007). Study More! Study Harder! Students' and Teachers' Faulty Beliefs about How People Learn. In E-xcellence in Teaching. A monthly series of invited essays published on the PsychTeacher electronic discussion board by the Society for Teaching Psychology, June 2007. Reprinted in Fall 2007, in The General Psychologist, 42, 8-10.
- Chew, S. L. (2007). Designing Effective Examples and Problems for Teaching Statistics. In D. S. Dunn, R. A. Smith, B. Beins (Eds.), Best Practices for Teaching Statistics and Research Methods in the Behavioral Sciences (pp. 73-91), Mahwah, NJ: Erlbaum.
- Chew, S. L. (2008). How to Study Long and Hard and Still Fail... Or How to Get the Most Out of Your Studying. In D. Basinger & L. Bateman (Eds.), Foundations Handbook.
- Berry, J. W., & Chew, S. L., (2008). Improving Learning Through Interventions of Student-Generated Questions and Concept Maps. Teaching of Psychology, 35, 305-312.
- Chew S. L., Bartlett R., Dobbins, J., Hammer E. Y., Kite, M., Loop, T., McIntyre, J., Rose, K. A. (2009). Contextual Approach to Teaching: Bridging Goals and Outcomes. In D. Halpern (Ed.), Undergraduate Education in Psychology: Blueprint for the Discipline's Future. Washington, D.C.: APA.
- Chew, S. L. (2010). Improving Classroom Performance by Challenging Student Misconceptions about Learning, APS Observer, 23, 51-54.
- Chew, S. L. (2011). How to Get the Most Out of Studying. A video series available at www.samford.edu/how-to-study.
- Chew. S. L. (2012). Challenging Core Student Beliefs and Values during Teaching. In L. E. Landrum and M. A. McCarthy (Eds.). Teaching Ethically: Addressing the Ethical Challenges Facing Undergraduate Teachers of Psychology. Washington D.C.: APA.
- Daniel, D. B., & Chew, S. L. (2013). The Tribalism of Teaching and Learning. Teaching of Psychology 40, 363-367. doi: 10.1177/0098628313501034.
- Chew, S. L. (2014). Helping Students to Get the Most Out of Studying. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. Available at the Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/asle2014/index.php.