Psychology
Psychology / Emeritus Faculty

Emeritus Faculty

  • Professor Emerita

    Sue Koger

    Biography

    Professor Koger received her B.A. degree from Kean College (in New Jersey) and her Ph.D. in physiological psychology from the University of New Hampshire. She joined Willamette University in the fall of 1993, and teaches Biopsychology, Psychology of Learning, and Psychology for Sustainability, among other courses. Her scholarship focuses on the effects of toxicants such as pesticides on brain development and function, and the role of psychology in environmental studies. Sue is the coauthor of Psychology for Sustainability, 4th Edition, The Psychology of Environmental Problems (2010, Taylor and Francis), and Teaching Psychology for Sustainability: A Manual of Resources. In her spare time, she enjoys hiking with her family -- her partner Kris, her dogs Daphne, Peanut, and Kahlua, and contra dancing.

    Read Koger's articles:

    "Beyond the roots of human inaction: Fostering collective effort toward ecosystem conservation." Amel, et al. (2017), Science, 356(6335), 275-279. 

    "Teaching Psychology for Sustainability & The Why and How*" (from Psychology Teaching and Learning, Vol 15, No. 3, 2016)

    "Climate Change: Psychological Solutions and Strategies for Chanage" (from Mary Ann Liebert, Inc., Vol. 3, No. 4, December 2011)

    "Environmental Toxicants and Developmental Disabilities [PDF] (from American Psychologist, April 2005)

  • Professor Emeritus

    Jim Friedrich

    Biography

    Professor Friedrich received his B.A. degree from Oberlin College. He completed an M.Ed. in Counseling and a Ph.D. in Social Psychology at the University of Michigan. After teaching at Mount Saint Mary's College (MD) and the University of Puget Sound (WA), Professor Friedrich joined the faculty at Willamette University in 1992. His teaching interests include social psychology, personnel and industrial psychology, judgment and decision making, and statistics. His research, basic and applied in nature, concerns attitude formation and change, social inference, and decision making. Professor Friedrich occasionally misses the Midwest prairies that he called home for 20 years but finds the outdoor opportunities in Oregon's mountains, forests, and ocean beaches to be a "real slice of heaven."

    Recent Scholarship

    Peer-Reviewed Articles

    Friedrich, J. (in press). Naturalistic fallacy errors and behavioral science news: The effects of editorial content and cautions on readers' moral inferences and perceptions of contributors. Basic and Applied Social Psychology.

    Friedrich, J., & McGuire, A. (2010). Individual differences in reasoning style as a moderator of the Identifiable Victim Effect. Social Influence, 5, 182-201.

    Friedrich, J., & Dood, T.L. (2009). How many casualties are too many? Proportional reasoning in the valuation of military and civilian lives. Journal of Applied Social Psychology, 39, 2541-2569.

    Hermann, A.D., Lucas, G.M., & Friedrich, J. (2008). Individual differences in perceived esteem across cultures. Self and Identity, 7, 151-167.

    Friedrich, J., Lucas, G., & Hodell, E. (2005). Proportional reasoning, framing effects, and affirmative action: Is six of one really half a dozen of another in college admissions? Organizational Behavior and Human Decision Processes, 98, 195-215.

    Friedrich, J. (2005). Naturalistic fallacy errors in lay interpretations of psychological science: Data and reflections on the Rind, Tromovitch, and Bauserman (1998) controversy. Basic & Applied Social Psychology, 27, 59-70.

    Lucas, G.M., & Friedrich, J. (2005). Individual differences in workplace deviance and integrity as predictors of academic dishonesty. Ethics & Behavior, 15, 15-35.

    Friedrich, J., & Camac, M.K. (2003). Psychologist as scientist or intuitive judge?: Assessing student perceptions and associated reasoning strategies. Representative Research in Social Psychology, 27, 1-10.

    Friedrich, J., Buday, E., & Kerr, D. (2000). Statistical training in psychology: A national survey and commentary on undergraduate programs. Teaching of Psychology, 27, 248-257.