Invited Addresses: Research

Raymond P Perry has given invited addresses on his research program at leading universities in Canada such as the University of Calgary, Dalhousie University, Queen’s University, Simon Fraser University, University of British Columbia, University of Western Ontario, Waterloo University; the USA (e.g., Stanford University, UCLA, University of Michigan, Oregon State University, Pennsylvania State University); and Germany (e.g., Max Planck Institute, University of Munich, University of Nuremberg, University of Regensberg, UNESCO Institute of Education). Listed below is a selection of some of his research addresses and presentation topics.

• Gen1 AR treatment interventions: Conceptual framework. University of Munich, Germany (May 2017)
• Attributional thinking across the lifespan. Festschrift in honour of Bernard Weiner, UCLA (June 2014)
• Explanatory thinking across the lifespan. Psycho-gerontological Institute, University of Nuremberg, Germany (May 2013)
• Explanatory thinking and attributional retraining. University of Munich, Germany (May 2013)
• Bernard Weiner, Honorary Doctorate (PhD), University of Manitoba Convocation (Oct 2010)
• Lost in transition II: Changing attributional thinking. University of Munich, Munich, Germany (May 2010)
• Lost in transition: An Attributional Retraining perspective. University of Munich, Munich, Germany (May 2009)
• The Scholarship of teaching: An evidence-based perspective, Faculty of Pharmacy, University of British Columbia (Nov 2006)
• Introduction to the Knight Distinguished Lecture (Eugene Rice). Scholarship of Teaching and Learning International Conference, Winnipeg (April 3–5, 2006)
• Recruitment and retention of faculty members. President’s Office, Dalhousie University (Sept 2005)
• Teaching and learning in a research-intensive university. President’s Office, University of Calgary (July 2001)
• Academic control and action control: Nexus of attribution theory and self-regulation. Attribution research group, UCLA (Feb 2001)
• Enhancing mastery in students with effective teaching. Canadian Education Association, Quebec City (June 1998)
• Academic risk factors in college students. University of Regensburg, Regensburg, Germany (March 1997)
• Attributional retraining in the college classroom. Attribution research group, UCLA (January 1997)
• Perceived personal control: Implications for teaching and learning. Los Angeles College of Chiropractic, Los Angeles, CA (Oct 1996)
• Enhancing the experiences of junior faculty. American Association for Higher Education, Atlanta, GA (Jan 1996)
• Perceived control in the college classroom: Implications for teaching and learning. W. J. McKeachie Outstanding Career Award Invited Address, American Educational Research Association, New York (April 1996)
• Mastery and helplessness in college students. Centre for Teaching Processes, Concordia University, Montreal (June 1993)
• Development of College Faculty as Teachers conference. New Jersey Institute for Collegiate Teaching and Learning and the National Center on Postsecondary Teaching, Learning, and Assessment, Penn State University, Princeton, NJ (Feb 26–28, 1993)
• Helplessness and mastery in college students: The challenge for teaching. Conference on Enhancing the Quality of Teaching in Colleges and Universities. Penn State University, Charleston, SC (Feb 6–9, 1993)
• What (we think) we know about teaching in Higher Education. (Distinguished Research Award) Canadian Society for the Study of Higher Education, Charlottetown, PEI (June 1992)
• McKeachie Career Award Address (R. Menges): An Analysis. American Educational Research Association, San Francisco, CA (Apr 1992)
• Perceived control and instruction in the college classroom. Center for Teaching and Learning, Stanford University, Stanford, CA (Nov 1990)
• Perceived control in college students: Implications for instruction. Max Planck Institute, Munich, Germany (June 1990)
• Perceived control in the college classroom: Implications for academic achievement (Psychology). University of Western Ontario, London (Jan 1989)
• Perceived control in the college classroom: Some consequences for instruction. Faculty of Education, Queen’s University, Kingston, ON (March 1987)
• Social psychological approaches to research on teaching. Faculty of Education, UCLA (May 1986)
• Helplessness in the classroom: When good teaching is not enough! Faculty of Education, UCLA (May 1986)
• Expressiveness and instruction: A communication paradigm. Department of Communication, UCLA (April 1986)
• Perceived control and instruction. Department of Psychology, UCLA (Feb 1986)
• Learned helplessness in the college classroom: When effective teaching is not enough. Max Planck Institute, Munich, Germany (July 1985)
• Helplessness and rehabilitation. Perspectives in Rehabilitation Conference, Health Sciences Centre, Winnipeg (May 1984)
• Visible minorities and education: The importance of research (with R. Clifton & S. Hryniuk). Canadian hearings of the Parliamentary Commission on Visible Minorities (Oct 1983)
• Instructor expressiveness in college classrooms. Conference on Evaluation and Improvement of Postsecondary Instruction, Chateau Montebello, PQ (Nov 1983)
• Counselling in multicultural schools: Implications for teachers and students. International conference on Intercultural Counselling, Queen’s University, Kingston, ON (Oct 1983)
• Learned helplessness in the classroom: Teacher-student interaction effects. Centre for the Improvement of Teaching, University of British Columbia, Vancouver, BC (March 1981)
• Educational seduction: An experimental investigation into teaching effectiveness. Center for Teaching and Learning, Stanford University, Palo Alto, CA (Nov 1978)
• Videotaped instruction: The impact of teacher characteristics on student ratings and achievement. Experimental Research in Videotaped Instruction Conference. Memorial University of Newfoundland, St. John’s, NFL (Aug 1978)
• Dr. Fox effect and learned helplessness in the college classroom. Centennial Conference: Research on University Teaching. University of Western Ontario, London, ON (March 1978)
• Educational seduction: Learning versus entertainment. University of Michigan (Psychology) (Sept 1976)