William T. Farrar

Profile image of William.Farrar
Title: 
Psychology Faculty
Manages: Center for Teaching & Learning
 Phone: 623.935.8478
 Location: MAR 113
Monday: 10:00 am-11:00 pm
Wednesday: 10:00 am-11:00 pm
Friday: 10:00 am-11:00 pm
Office Hours Additional Information 
My office hours may be subject to change, but email me and we'll set up a meeting!

William.Farrar

Education 
Ph. D. in Experimental Psychology
University of California, Santa Cruz
M.S. in Experimental Psychology
University of California, Santa Cruz
B.A. in Psychology
Rutgers University
Biography 

Dr. Farrar has been teaching psychology at Estrella Mountain Community College since 1999.  During that time, he was also the Faculty Director for Teaching and Learning from 2012-2017. He  understands the community college experience from the student perspective, because he was once a community college student himself! He has taught almost every psychology class offered at EMCC, but  he specializes in research methods, statistics, psychobiology and the psychology of religion. Students in his research methods and honors students participate in actual research projects they design themselves.  He is committed to helping all students succeed, but particularly focuses on helping students who have chosen psychology to master the elements of psychological research by exposing them to the research and data analysis skills they will need to succeed if they go on to get their higher degrees.  

When he isn't teaching, helping out with leading the Center for Teach and Learning, Dr. Farrar may be found hiking; browsing libraries and bookstores; reading philosophy, poetry, or history; painting; doing some sort of data analysis; or writing on some topic or other.  Feel free to stop by and visit him whenever you like.  He enjoys visitors and good conversation!

Academic Interests 
Psychology of Language, Cognitive Psychology, Biopsychology, Statistics, Research Methods, Continental Philosophy
College Service 
2012-present, Faculty Director of the Center for Teaching and Learning
2002-2003; 2012- present, Leadership Advisory Council
2002-2003; 2012- present, Academic Issues Team
2004-2009; 2012-present, Center for Teaching and Learning Advisory
2008-present, Institutional Research Board Campus Research Review Board Committee Co-Chair
2001-2015, EMCC representative for the Maricopa Psychology Instructional Council
2012-2014, Title V/West Valley Think Tank High School/College Math gap Analysis Statistical Consultant
2014, EMCC Core Values Advisory Team
2012, Engage Estrella Mentor
2010-2011 Honors Faculty Advisory Board
2002-2003, Faculty Senate President
2002, Student Academic Assessment Committee (SAAC)
District Service 
2001-2015, EMCC representative for the Maricopa Psychology Instructional Council
2014, Maricopa Center for Learning and Instruction (MCLI) Faculty Advisory Team
2009-2012, Prague Study Abroad Program
2012-present, Faculty Developers Committee
2004-2006, Scholarship of Teaching and Learning (SoTL) Leadership Team
Affiliations 
Association for Psychological Science
Psychonomic Society
Committee on Undergraduate Research
Publications & Intellectual Contributions 

Posters,  Publications and Presentations in Teaching and Learning

Farrar, W. T. (2005). Jigsaw methodologies in a hybrid environment. Transforming Practice through Reflective Scholarship, 103-106. Tempe, AZ: Maricopa Center for Learning and Instruction.

Farrar, W. T., Clark, D., Stover, D., Zimmerman, M., Tran-Nguyen, L., & Burtch, M. (2004). Building a Community for the Scholarship of Teaching and Learning: The MIL Model. Panel Presentation at Innovations 2004, San Francisco and published in MCLI Forum: Teaching, Learning, Technology in the Maricopa Community Colleges, 7, 4-6.

Stover, D. & Farrar, W. T. (2005). Collaborative Research: Who’s Doing What and Where Are We Going?  Panel discussion presented at the 2nd Annual Conference of the Society for the Scholarship of Teaching and Learning, Victoria, BC (Canada).

Stover, D., Farrar, W. T., & Zimmerman, M. (2005). Expanding  the Scholarship of Teaching and Learning at the Community College.  Poster discussion presented at the 2nd Annual Conference of the Society for the Scholarship of Teaching and Learning, Victoria, BC (Canada).

Zimmerman, M., Farrar, W. T. & Stover, D. (2006).  The Best of Maricopa Institute for Learning Six Years of SoTL Projects in Undergraduate Education.  Organized Panel presented at the 3rd Annual Conference of the Society for the Scholarship of Teaching and Learning, Washington DC.

 

 

Publications in Language and Cognition

Farrar, W. T., Van Orden, G. C., & Hamouz, V. (2001). When SOFA primes TOUCH: Interdependence between spelling, phonology, and semantics in a primed naming task. Memory & Cognition, 29, 530-539.

Farrar, W. T., & Van Orden, G. C., (2001).  Errors as multistable response options. Nonlinear Dynamics, Psychology, and Life Sciences, 5, 223-265.

Farrar, W. T. (1997).  Investigating single-word syntactic primes in naming tasks: A recurrent network approach. Journal of Experimental Psychology: Human Perception and Performance, 24, 648-663

Farrar, W. T. (1994).  Structure building: The search for a unified theory of language comprehension (Commentary on Gernsbacher's Language Comprehension as Structure Building). American Journal of Psychology, 107, 285-291.

Farrar, W. T., & Kawamoto, A. H. (1993). The return of "visiting relatives": Pragmatic effects in sentence processing. Quarterly Journal of Experimental Psychology, 46A, 463-487.

Gibbs, R. W., Buchalter, D. L., Moise, J. F., & Farrar, W. T. (1994). Literal meaning and figurative language. Discourse Processes, 16, 387-404.

Kawamoto, A. H., Farrar, W. T., & Kello, C. (1994). When two meanings are better than one: Modeling the ambiguity advantage using a recurrent distributed network. (Special issue: Models of word recognition). Journal of Experimental Psychology: Human Perception and Performance, 20, 1233-1247.

Kawamoto, A. H., & Farrar, W. T. (1990). Non-obligatory vowel epenthesis in -ed pseudowords: Ambiguity resolved by syntax and suffixation.  Language and Speech, 33, 137-158.

Van Orden, G. C., Bosman, A. M. T., Goldinger, S. D., & Farrar, W. T.. (1997).  A recurrent network account of reading, spelling, and dyslexia. In: J.W. Donahoe (Ed.), Neural network models of complex behavior: A biobehavioral foundation. Amsterdam: Elsevier.

Classes Current Teaching
Name Title Term Days Times/Dates
PSY101 View class details for Introduction to Psychology (PSY101)Introduction to Psychology FAL17 TR 2:30pm - 3:45pm
AUG 22 - DEC 15
PSY230 View class details for Introduction to Statistics (PSY230)Introduction to Statistics FAL17 TR 10:00am - 11:15am
AUG 22 - DEC 15
PSY230 View class details for Introduction to Statistics (PSY230)Introduction to Statistics FAL17 AUG 21 - DEC 15
PSY231 View class details for Laboratory for Statistics (PSY231)Laboratory for Statistics FAL17 TR 9:00am - 9:50am
AUG 22 - DEC 15
PSY231 View class details for Laboratory for Statistics (PSY231)Laboratory for Statistics FAL17 AUG 21 - DEC 15
PSY290AB View class details for Research Methods (PSY290AB)Research Methods FAL17 TR 11:30am - 12:45pm
AUG 22 - DEC 15
PSY290AB View class details for Research Methods (PSY290AB)Research Methods FAL17 TR 1:00pm - 2:15pm
AUG 22 - DEC 14