Education and Behavioral Sciences
Ph.D. - Colorado State University
M.S. - Colorado State University
B.S. - Colorado State University
William Douglas Woody, Ph.D. joined the faculty at the University of Northern Colorado in 2002, when he arrived from his faculty position at the University of Wisconsin – Eau Claire. He teaches and conducts research in psychology and law, history of psychology, and the teaching of psychology, and he became a Fellow in the American Psychological Association in 2014. In addition to other awards, he has received Early Career Achievement Awards from the Society for the History of Psychology, the Society for the Teaching of Psychology, and the Rocky Mountain Psychological Association. At the University of Northern Colorado, he has received numerous College and University teaching and scholarship awards, including the College of Education and Behavioral Sciences Teaching award (2005, 2009, 2013), the University of Northern Colorado Academic Excellence Award for Teaching Excellence in Undergraduate Education, and the Sears Helgoth Distinguished Teaching Award, of which he was the first recipient. In addition to other scholarly recognitions, he has received the A.M. and Jo Winchester Distinguished Scholar Award from the University of Northern Colorado. Professor Woody also Co-Chaired the University of Northern Colorado Campus Climate Assessment and engages in other service roles at University of Northern Colorado, in the Rocky Mountain Region as the Portenier-Wertheimer Convention Coordinator for the Rocky Mountain Psychological Association, and nationally through the Society for the Teaching of Psychology (APA Division Two).
Professor Woody teaches a wide range of undergraduate and graduate classes, including Psychology and the Law (PSY365), History and Systems of Psychology (PSY590), Psychology of Prejudice (PSY467), Psychology of Religion (PSY495), and Social Psychology (PSY265 and PSY664). He has recently developed a unique course in psychology and law, the Seminar in the Psychology of Interrogation and Confession (PSY495).
Professor Woody’s scholarship reaches across psychology and law, history of psychology, and teaching of psychology. His primary program of research in psychology and law evaluates potential criminal and civil jurors’ perceptions of confession evidence. He combines his psychology and law interests in his historical scholarship, which, among other topics, explores the emergence of the Cold War body of interrogation scholarship that would guide the later actions of psychologists who served as Department of Defence interrogators at Guantanamo Bay, as described in the Hoffman Report (2015). Additionally, he engages in scholarship of teaching and learning at UNC and in collaboration with scholars across the nation.
Woody, W. D., & Viney, W. (2017). A History of Psychology: The Emergence of Science and Applications (6th ed.). New York, NY: Taylor & Francis.
Viney, W., & Woody, W. D. (2017). Neglected Perspectives on Science and Religion: Historical and Contemporary Relations. New York, NY: Taylor & Francis.
Woody, W. D., Miller, R. L., & Wozniak, W. (Eds.). (2016). Enriching the Classroom Experience with History: Psychological Specialties in Context. Electronic book: Society for the Teaching of Psychology. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/
Woody, W. D. (in press). Lowering the Bar and Raising Expectations: Recent Legal Decisions in Light of the Scientific Study of Interrogation and Confession. Wyoming Law Review, 17(2).
Greene, E., Duke, L., & Woody, W. D. (2017). Stereotypes influence beliefs about transfer and sentencing for juvenile offenders. Psychology, Crime, and Law, 23, 841-858.
Woody, W. D., Forrest, K. D., & Yendra, S. (2013). Comparing the Effects of Explicit and Implicit False-Evidence Ploys on Mock Jurors’ Verdicts, Sentencing Recommendations, and Perceptions of Police Interrogation. Psychology, Crime and Law, 20, 603-617.
Daniel, D., & Woody, W. D. (2013). E-Textbooks at What Cost? Performance and Use of Electronic v. Print Texts. Computers & Education, 62, 18-23.