Leilani Goodmon-Riley, Ph.D.

Associate Professor of Psychology

Teaching is an essential part of any college or university. I am particularly motivated to get students interested in cognitive psychology, but I will encourage the study of any realm of psychology that will ignite their desire to contribute to the field. I believe that the classroom experience should be active, engaging, and memorable, so I make it a priority to include these characteristics in each and every lecture. One of my goals is to bring the level of learning to where it should be – an optimal maintenance in memory of the information that is disseminated. I do this by using multiple encoding techniques both visual and auditory, using vividness and repetition in different forms, and teaching students to connect newly learned information to something that they already know very well. I believe the best way to learn is to “learn by doing,” so I provide guided notes that require students to fill in the blanks with the important information that I provide during class time.

- Leilani Goodmon-Riley

Connect with
Leilani Goodmon-Riley

building is Ordway - room is 249
Phone 863.680.4303

E-mail Linked In

Biography

I love my job and FSC, and I enjoy interacting with and helping my FSC students. I am a cognitive and positive psychology professor, and I have served as a full-time faculty member at FSC since 2010. After earning a B.A. in Psychology from Stetson University, I completed a Ph.D. in Cognitive Science at the University of South Florida. I truly enjoy teaching students at all levels and collaborating with students on research projects in the areas of cognitive, positive, social, and educational psychology. My engaged learning teaching philosophy includes a strong commitment to mentoring students in the research process so that they have the opportunity to not only present their research at conferences but also to publish their research in journals. My FSC students and I have published over 30 research articles in peer-reviewed journals (with more than 50 student co-authors) and have given an average of 20 presentations at conferences per year over the last 11 years. I started the Psychology Club and have served as the club Advisor for since I began employment at FSC in 2010. Finally, I helped established the FSC Equestrian Team and serve as their Faculty Advisor.

Education

Ph.D., M.A., Cognitive Science, University of South Florida
B.A., Psychology, Stetson University

Honors and Awards

  • Advisor of the Year 2010-2011

Current Projects

https://www.facebook.com/FloridaSouthern/posts/to-kick-off-facultyfriday-we-are-shining-a-light-on-leilani-goodmon-phd-an-assoc/4614997105219407/

https://www.flsouthern.edu/getattachment/23d39e4b-b3c2-4c91-88f5-aa4b8465dcfd/Vertex.aspx?fbclid=IwAR3moIAKcpD8RESiBn72KDQ0L6jE4bCF2eAhl_7yQWUwe4NefxHpULe-blY

Publications and Exhibitions

Burnett, P.R., Goodmon, L.B., & Pack, R. (2021). The effect of a dog assisted reading program on the reading ability and motivation of children with dyslexia. Human Animal Interaction Bulletin.

Ready, E.J., Bologna, H.S., Goodmon, L.B., & Smith, P. (2021). The relationship between homonegativity, sexual harassment myth acceptance, harasser and target sex, and perceptions of sexual harassment. Modern Psychological Studies26 (1,7), 1-27. 

Goodmon, L.B., Gavin, D.J., Urs., M, & Akus, S. (2020). The power of the majority: Social conformity in sexual harassment punishment selection. Journal of Applied Social Psychology, 1 – 15. https://doi.org/10.1111/jasp.12672 (Links to an external site.)

Carlton, S., Harrison, A., Honore, S., & Goodmon, L.B. (2019). Implicit and explicit reactions to emotional stimuli. Modern Psychological Studies, 25(1,10), 1-25.

Goodmon, L.B., Brown, K., Edwards, L., Hurley, K., Hartzell, K., & Powell, T. (2019). Ready, set, rotate: The relationship between working memory capacity and mental rotation speed. Journal of Scientific Psychology, 1- 21, http://psyencelab.com.

Seward, H., Goodmon, L.B., & Groth, B. (2019). The relationship between preschooler's perceptions of emotion and journal stereotyping. Journal of Scientific Psychology, 1-14, http://psyencelab.com.

Goodmon, L.B., Hartzell, K., Burnett, P.R., & Urs, M. (2019). Learning to be happy: The relationship between a positive psychology course and well-being. Psychology and Education, 56, 1-15.

Goodmon, L.B., Parisi, A., Smith, P., Phillips, E., Cox, T., Dill, L., & Miller, A. (2019). The effect of landscape photograph type on aesthetic judgments, attention, and memory in children with dyslexia. Dyslexia, 25(4), 411-428.

O-Donnell, C., Goodmon, L.B., & Carter, L. (2019). Game on: The relationship between media exposure, demographics, and perceptions of campus safety. The Open Journal of Criminology and Sociology, 2, 00-00.

Urs, M., Goodmon, L.B., & Martin, J. (2019). Too much on my mind: Cognitive load, working memory, and framing effects. North American Journal of Psychology, 21(4),739-765.

Orcid ID https://orcid.org/0000-0002-1737-993X (Links to an external site.) 
 (Links to an external site.)
Research Gate Profile