Department of Psychology

Office Location:

Frost Building

Phone:

859-985-3031

Hours:

M–F, 8:00 a.m.–5:00 p.m.

Web Contact:

Wayne Messer

Home > Faculty and Staff

Dr. David B. Porter

Professor of Psychology

Office Information

Frost , Room 207
CPO 1995

Phone: 859-985-3414
Fax: 859-985-
E-Mail:

Office Hours:

By appointment only

Degrees

  • B.S., United States Air Force Academy, 1971
  • M.S., University of California at Los Angeles, 1973
  • D.Phil., Oxford University, 1986

Honors and Awards

  • Berea College, Outstanding Labor Supervisor of the Year (2008)
  • Berea College, Paul C. Hager Excellence in Advising Award (2007)
  • Three USAF Commendation Medals
  • Two Department of Defense Meritorious Service Medals
  • Department of Defense – Legion of Merit
  • Five Sikorksy "Winged S" Lifesaving Rescue Awards
  • USAF Academy Delegate to American Association of Higher Education's Forum on Exemplary Teaching (1990)
  • Military Airlift Command Nominee--Lance P. Sijan Leadership Award (1983)
  • Runner up--USAFA Outstanding Junior Officer of the Year (1980)
  • Company Grade Officer of the Quarter (6594th Test Group) (1978)
  • Distinguished Graduate, USAF Academy (1971)
  • National Honor Society; Life Member California Scholastic Society; Danforth Award for Leadership; Bank of America Award for Outstanding Student in Liberal Arts (1967)

Special Interests

Leadership in Learning Organizations; Creativity and Critical Thinking; Educational Outcomes Assessment

Affiliations

  • 2008 Emeritus Charter Member of the Association for Psychological Science
  • 2004: Southern Association of Schools and Colleges, Accreditation Site Visit: Lee University, TN.
  • 2002: Western Association of Schools and Colleges, Accreditation Site Visit,
    California State University, Long Beach (team chair)
  • 2001: Urban University Portfolio Project Site Evaluation – California State University, Sacramento
  • 2001: NCA Accreditation Site Visit, New Mexico Military Institute, NM
  • 2000: Western Association of Schools and Colleges, Accreditation Site Visit,
    California State University, Fullerton (team chair)
  • 2000: IRB Visit Indiana University, Purdue University Indianapolis (UUPP)
  • 2000: NCA, Mission Project Focus Group Retreat, participant
  • 1999: North Central Association (NCA), Accreditation Site Visit, Kemper
    Military Scool and Junior College, Booneville, MO.
  • 1999: IRB Visit Indiana University, Purdue University Indianapolis (UUPP)
  • 1998: Assessment Council Member; General Education Program Committee and Initial Accreditation Committee, Western Governors University
  • 1998-2001: Consultant-Advisor, Institutional Review Board (IRB) Member, Urban University Portfolio Project (UUPP), Co-sponsored by American Association of Higher Education and Pew Charitable Trusts.
  • 1998-2001: Consultant-Examiner, North Central Association of Schools and Colleges
  • 1997-1999: Co-Chair, USAFA, NCA Accreditation Self Study, Criterion 3 – “Is the institution accomplishing its educational and other purposes?”
  • 1996-1997: Chair, Colorado Higher Education Assessment Regional Conference
  • 1994-1995: Chair, Faculty Educational Outcomes Assessment Working Group
  • 1994-1995: USAFA Character Development Cadre Member
  • 1992-1995: Executive Board (founding mbr), Citizens' Project, Colorado Springs CO
  • 1991-1994: Faculty Committee on Faculty Development and Educational Technology
  • 1991-1995: Faculty Committee on Quality and Assessment
  • 1990-1992: Advisory and Program Committee, National Environmental Film Festival
  • 1990: Roundtable Leader, 32nd Air Force Academy Assembly
  • 1990: Symposium Chair, XII Biennial Psychology in the Department of Defense Symposium
  • 1988-1989 Program Chair, Professional Educators' Group, Human Factors Society 31st Annual Meeting
  • 1988-1990: President, All Souls Unitarian Church, Colorado Springs CO
  • 1988: Program Chair, XI Biennial Psychology in the Dept of Defense Symposium

Papers and Publications

  • Benson, M.J., & Porter, D.B. (1996) Correlates of course and faculty perceived effectiveness. Proceedings: Applied Behavioral Sciences Symposium USAF Academy CO: Department of Behavioral Sciences and Leadership.
  • Brickell, J.L.; Porter, D.B.; Reynolds, M.F.; & Cosgrove, R.D. (1993). Assigning students to
    groups for engineering design projects    . Continuing Education (the Journal of the American Society of Engineering Education).
  • Clover, W.H. & Porter, D.B. (1980). Cadet opinions of the best and worst aspects of the USAFA academic program. Proceedings: Psychology in the Department of Defense Seventh Symposium. USAFA-TR 80-12, 105-112.
  • Clover, W.H. & Porter, D.B. (1980). Comparison of male vs female opinions toward the Air Force Academy academic program. Proceedings: Psychology in the Department of Defense - Seventh Symposium. USAFA-TR 80-12, 205-212.
  • Darley, J. & Porter, D.B. (1997). Learner centered education. Chapter in Education in the Information Age. (Eds Pletsch, C. & Stiles, R.J.) USAF Academy Publication.
  • Fallon, G.A.; Porter, D.B.; & Jaeger, B.R. (1988). Computer contributions to classroom instruction. Proceedings: Psychology in the Department of Defense Eleventh Symposium. USAFA-TR88-1, 395-399.
  • Hanson, J.A., & Porter, D.B. (1996). Cadet attitudes about group work. Proceedings: Applied Behavioral Sciences Symposium USAF Academy, CO: Department of Behavioral Sciences and Leadership.
  • Koch, D.M.; Ziegler, T.J.; & Porter, D.B. (1988). Effects of verbalization on single and dual task performance. Proceedings: Psychology in the Department of Defense Eleventh Symposium. USAFA-TR 88-1, 261-265.
  • Kuras, M.C.; Janssen, R.M.; & Porter, D.B. (1988). The effects of schema on incidental learning and memory. Proceedings: Psychology in the Department of Defense - Eleventh Symposium. USAFA-TR 88-1, 281-285.
  • Light J. and Porter D.B. (1994). Institutional integrity and educational systems. Proceedings: Fifth Annual Conference on Ethics in America. Long Beach, CA: California State University at Long Beach.
  • McCoy, S. & Porter, D.B. (1998). Moral judgements: influences and effects. Proceedings: Sixteenth Applied Behavioral Sciences Symposium. USAFA-TR 98-1.
  • Micalizzi, J. & Porter, D.B. (1992). Applying total quality to a statistics and research design course: a case in point. Proceedings: Psychology in the Department of Defense Thirteenth Symposium. USAFA-TR 92-2, 16-20.
  • Moore, G.W. (Porter, D.B., Illustrator) (1983). Developing and Evaluating Research. Boston MA: Little, Brown, and Associates.
  • Moscovic, S.A. & Porter, D.B. (1994). A classroom exercise: the effects of group process and implicit processing on decision making. Proceeding Applied Behavioral Sciences Symposium. Colorado Springs, CO: USAF Academy.
  • Porter, D.B. (1980). Cadets and machiavellianism. Academic Call to Quarters, Vol II, 3, USAFARP 53-1, 8-9.
  • Porter, D.B. (1980). Hyper-Mellow. Academic Call to Quarters, Vol II, 4, USAFARP 52-1, 6-7.
  • Porter, D.B. (1981). In collaboration with Dittrich, J.E. and Zawacki, R.A. Instructor Manual to People and Organizations. Plano TX: Business Publication, Inc.
  • Porter, D.B. (1986). Different effects of memory load on the performance of substantively different aspects of a computer game. Proceedings: Psychology in the Department of Defense Tenth Symposium. USAFA-TR 86-1, 334-338.
  • Porter, D.B. (1986). Differential effects of articulatory suppression and randomization on the performance of different aspects of a computer game. Proceedings: Psychology in the Department of Defense Tenth Symposium. USAFA-TR 86-1, 349-353.
  • Porter, D.B. (1986). A functional examination of intermediate cognitive process. Unpublished doctoral thesis for Oxford University.
  • Porter, D.B. (1987). Classroom teaching, implicit learning, and the deleterious effects of inappropriate explication. Proceedings of the Human Factors Society 31st Annual Meeting. Santa Monica, CA: HFS, 289-292.
  • Porter, D.B. (1987). Similarities and differences in the implicit causal models of faculty and students. Proceedings of the Human Factors Society 31st Annual Meeting. Santa Monica, CA: HFS, 293-297.
  • Porter, D.B. (1988). Computer games and human performance. Proceedings: Psychology in the Department of Defense Eleventh Symposium. USAFA-TR 88-1, 251-255.
  • Porter, D.B. (1988). Course critiques: what students can tell us about educational efficacy. Proceedings of the Human Factors Society 32nd Annual Meeting. Santa Monica, CA: HFS, 473-477.
  • Porter, D.B. (1989). Educating from a group perspective; what, why, and how. (Invited address). Proceedings of the Human Factors Society 33rd Annual Meeting. Santa Monica, CA: HFS, 507-512.
  • Porter, D.B. (1991). Total quality education. Chapter in Lam, K.D., Watson, F.D., & Schmidt, S.R., Total Quality: A Textbook of Strategic Quality Leadership and Planning. Colorado Springs, CO: Air Academy Press. 11-1:11-29.
  • Porter, D.B. (1991). A perspective on college learning. Journal of College Reading and Learning, 24(1), 1-15.
  • Porter, D.B. (1991). Computer games and cognitive processes: two tasks, two modes, too much? British Journal of Psychology, 82. 343-357.
  • Porter, D.B. (1992). Student course critiques: a case study in total quality education. Proceedings: Psychology in the Department of Defense Thirteenth Symposium. USAFA-TR 92-2, 26-30.
  • Porter, D.B. (1992). The quintessence of quality. Proceedings: Psychology in the Department of Defense Thirteenth Symposium. USAFA-TR 92-2, 41-45.
  • Porter, D.B. (1992). Total quality transformations. 34th Mountain Plains Management
    Conference: Diversity and Complexity as Organizational Assets    . USAF Academy, CO: Dept of Management, 192-199.
  • Porter, D.B. (1993, Winter). Teaching portfolios and total quality. USAFA Educator. 1, 5.
  • Porter, D.B. (1993). Total quality education: implications and opportunities. Journal of
    College Reading and Learning     26(1), 16-27.
  • Porter, D.B. (1994). The costs and consequences of quality at the Air Force Academy: a professor’s perspective. Chapter in Seymour, D.T. (Ed.) Total Quality Management: Is it Worth Doing? (New Directions for Higher Education). San Francisco, CA: Jossey-Bass.
  • Porter, D.B. (1995). Computer games: paradigms of opportunity. Behavior Research Methods, Instruments, & Computers 27(2). 229-234.
  • Porter, D.B. (1995). United States Air Force Academy Educational Outcomes Assessment Working Group, Phase I, Initial Report. USAF Academy, CO.
  • Porter, D.B. (1995). United States Air Force Academy Educational Outcomes Assessment Working Group, Phase I, Final Report. USAF Academy, CO.
  • Porter, D.B. (1997). United States Air Force Academy Educational Outcomes Assessment Working Group, Phase II, Final Report. USAF Academy, CO.
  • Porter, D.B. (1998). Educational outcomes assessment: the good, the bad, and the ugly. Adult Assessment Forum; Journal of Quality Management in Adult Centered Education, 8(2).
  • Porter, D.B. (1998). The integrality of assessment. Indicators of Success in Postsecondary SMET Education: Shapes of the Future; Synthesis and Proceedings of the Third Annual NISE Forum. (S.B. Millar, Ed.) University of Wisconsin-Madison: National Institute for Science Education. 95-100. Reprinted (1999). Assessment and Accountability Forum 9(3). 16-18.
  • Porter, D.B. (1999). Assessment: Philosophy and Techniques Reconsidered. USAFA Educator 7(4). 3, 8-9.
  • Porter, D.B. & Ambre, L. (1990). Interactive video discs: using technology to improve human relations skills. Proceedings: Psychology in the Department of Defense Twelfth Symposium. USAFA-TR 90-1, 191-195.
  • Porter, D. & Angelo, T. (2001) Learning Organizations as a model for successful self-studies. Collected Papers, Chicago, IL: North Central Association of Schools and Colleges.
  • Porter, D.B. & Babson, J.I.R. (1982). Effects of "hyper" descriptor and cadets' second order self perception on their ratings of a hypothetical cadet. Proceedings: Psychology in the Department of Defense Eighth Symposium. USAFA-TR 82-12, 158-165.
  • Porter, D.; Bagnoli, J.; Blythe, J.B.; Hudson, D.; & Sergel, D. (2007). Organizing Student Services for Learning. In Fostering Student Success in the Campus Community. (G. Kramer, Ed.) San Francisco: Jossey-Bass. pp 262-301.
  • Porter, D.B. & Benson, M.J.(1996). Correlates of course and faculty perceived effectiveness. U.S. Air Force Academy Educational Outcomes Assessment Working Group, Phase 1, Final Report. USAF Academy, CO: Dean of the Faculty. 50-58
  • Porter, D.B.; Bird, M.; & Wunder, A. (1990). Competition, cooperation, and the performance of complex tasks. Proceedings: Psychology in the Department of Defense Twelfth Symposium. USAFA-TR 90-1, 42-46.
  • Porter, D.B.; Bird, M.; & Wunder, A. (1991). Competition, cooperation, satisfaction, and the performance of complex tasks among Air Force cadets. Current Psychology Research and Reviews, 9(4), 347-354.
  • Porter, D.B.; Burtley, B.M.; & Guerrero, J.C. (1990). Human relations skills and interactive video disc: using student groups to enhance educational outcomes. Proceedings of the Eighth Annual Conference on Technology and Innovations in Training and Education. Colorado Springs, CO: Technology and Innovations in Training and Education. 553-567.
  • Porter, D.B. & Eisenhut, S.M. (1996). Educational outcomes assessment: an integrated approach. A collection of papers on self study and institutional improvement. Chicago, IL: North Central Association of Colleges and Schools Commission on Institutions of Higher Education.
  • Porter, D.B. & Eisenhut, S.M. (1996). An integrated approach to educational outcomes assessment. Journal of Adult Assessment, Volume VI, Number 2, (Summer, 1996). Reprinted (1998) The Best of Adult Assessment Forum 1991-1997. Phoenix, AZ: The Phoenix Institute.
  • Porter, D.B. & Guerrero, J.C. (1989). Interactive video disc: process description and initial evaluation. Proceedings of the Annual Meeting of the Southwest Academy of Management. Dallas, TX: South West Academy of Management. 125-129.
  • Porter D.B. & Kahn, S. (1999). Reflections on Accreditation, Assessment and Accountability. Assessment and Accountability Forum, 9(3). 3-4, 15, 19.
  • Porter, D.B. & Light, J. (1994). The Institutional Integrity of Educational Systems. Selected for Commission by American Association of Higher Education and published for their 9th Annual Conference on Quality and Assessment in Higher Education. Also published in Proceedings: Applied Behavioral Science Symposium. Colorado Springs, CO: USAF Academy.
  • Porter, D.B. & Porter, S.J. (1982). Job satisfaction among U.S. Air Force Academy homemaker. Proceedings: Psychology in the Department of Defense Eighth Symposium. USAFA-TR 82-12, 270-276.
  • Porter, D.B. & Sergel, D.G. (1998). Institutional assessment: the indispensability of diversity. Proceedings: Sixteenth Applied Behavioral Sciences Symposium. USAFA-TR 98-1.
  • Porter, D.B. & Williams M.R. (1994). Similarities and differences in workers' concepts of quality. Proceedings: Applied Behavioral Science Symposium. Colorado Springs, CO: USAF Academy.
  • Revak, M. & Porter, D.B. (2000). The Toothless Bathing Beauty and the t-test. The British Journal of Teaching Statistics.
  • Roffey, A.E. & Porter, D.B. (1992). Moral decision making and nontoleration of honor code offenses. Counseling and Values, 36-(2), 135-149.
  • Preston, K., & Porter, D.B. (1996). Indicators of reflective thinking in college faculty. Proceedings: Applied Behavioral Sciences Symposium USAF Academy, CO. Department of Behavioral Sciences and Leadership.
  • Tattersal, A.J.; Broadbent, D.E.; & Porter, D.B. (1986). Effects of stimulus quality and priority manipulations in dual-task performance. Proceedings: Psychology in the Department of Defense Tenth Symposium. USAFA-TR 86-1, 524-528.
  • Thurber, B.J. & Porter, D.B. (1990). Prediction of vocal performance using a complex computer game. Proceedings: Psychology in the Department of Defense Twelfth Symposium. USAFA-TR 90-1, 132-136.
  • Thurber, B.J.; Porter, D.B.; & Parker, A.C. (1992). Gender and attitudes as predictors of video game performance and satisfaction. Proceedings: Psychology in the Department of Defense Thirteenth Symposium. USAFA-TR 92-2, 61-65.
  • Wood, F.R. & Porter, D.B. (1980). Personal and professional identity. Proceedings: Psychology in the Department of Defense Seventh Symposium. USAFA-TR 80-12, 99-104.

Biography

Dave Porter retired from the Air Force to come to Berea as Academic Vice President and Provost in the summer of 2001. He was born in Berea, Kentucky and spent his first three years there while his father completed his bachelor’s degree at Berea College in 1952. In his role as Academic Vice President, Dave was responsible for the Academic Division, which includes faculty and other academic programs, systems, and services designed to help the College accomplish its distinctive mission of educating and inspiring service-oriented leaders for Appalachia and beyond.  During his four years as provost, the college’s retention rate rose above 80% and its graduation rate rose above 60% for only the 4th time in the College’s 150 year history and has maintained this level for the past several years.  After a sabbatical in 2005-6, Dave joined the Psychology Department as a full time faculty member.

Dave’s time in the military was spent as a rescue helicopter pilot, aircraft maintenance officer, and at the Air Force Academy where he served as Permanent Professor and Head of the Department of Behavioral Sciences and Leadership. His interest and involvement with education and, later, accreditation began with his interest in faculty development and the implementation of progressive, student-centered pedagogies such as collaborative and experiential learning. He was instrumental in the Air Force Academy’s incorporation of total quality principles and outcomes assessment into their educational programs.

Dave has served as a consultant examiner for the North Central Association of Schools and Colleges, the Southern Association of Schools and Colleges and the Western Association of Schools and Colleges where he has led teams conducting site visits at two California State University campuses using an “academic audit” model. He was an Institutional Review Board member for the Urban University Portfolio Project, (a joint AAHE and Pew Project that explored the possibility of campus websites providing public evidence concerning institutional capacity and educational effectiveness). He has served on the Assessment Council, General Education Committee, and Accreditation Committee of Western Governors University and is a charter member of the Consortium for Assessment and Planning Support (CAPS) as well as the Association for Psychological Science.

Dave holds a doctorate in experimental cognitive psychology from Oxford University, a master’s degree in industrial relations from the University of California at Los Angeles and a bachelor’s degree in engineering management from the Air Force Academy. Dave has published over 30 journal articles and provided numerous presentations and workshops on cognitive science, leadership, faculty development, educational assessment and institutional accreditation.  He currently teaches general studies in composition and critical thinking and an introduction to the behavioral sciences.  He also teaches psychology courses in senior research, industrial/organizational psychology and cross-cultural psychology.