Dr. Farrar has been teaching psychology at Estrella Mountain Community College since 1999. 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, Dr. Farrar may be found thinking about something: how to use technology and technique to great great learning experiences, the role of art- poetry, painting, and media- in understanding the human condition, or the ways in which philosophy and history illuminate our social reality. Otherwise, he is probably doing some sort of data analysis; reading a book, writing on some topic or other, or getting out for a hike. Feel free to stop by and visit him whenever you like. He enjoys visitors and good conversation!
Interested in my academic interests? Check out my Google Scholar Site too! Though the publication trail is a bit old, it still reflects the topics that grab my imagination!
Interested in taking me as a teacher? Check out My RateMyProfessor Ratings and Comments. Despite the fact that I teach Research Methods and Statistics, two of the most challenging classes in psychology, students still appreciate my commitment to their success.
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.