Stephen Linn Chew

Stephen Chew

Psychology Department, Chair, Professor


B.A., The University of Texas at Austin
Ph.D., University of Minnesota



Stephen L. Chew has been a professor and chair of psychology at Samford University in Birmingham, Alabama since 1993. Trained as a cognitive psychologist, one of his primary research areas is the cognitive basis of effective teaching. He is a recognized authority on teaching research, theory and practice. He has received local and national awards for the quality of his teaching. He is a leader in the scholarship of teaching and learning. His research interests include the use of examples in teaching, the tenacious misconceptions that students bring with them into the classroom, and the role of questions in learning. He regularly serves as a keynote speaker and workshop leader at conferences on teaching in general and on the teaching of psychology in particular. In his spare time, he is a mediocre handbell player in his church handbell choir.

Awards and Honors

  • Carnegie Scholar, Carnegie Academy for the Scholarship of Teaching and Learning
  • John H. Buchanan Award for Excellence in Classroom Teaching. Samford University
  • Alabama Professor of the Year. The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE).
  • Robert S. Daniel Excellence in Teaching Award. Society for the Teaching of Psychology, Division 2 of the American Psychological Association, 2005.
  • Fellow of the American Psychological Association; Division 2: Society for the Teaching of Psychology.


  • Cognition and Instruction
  • Constructive and Reconstructive Memory


  • Chew, S. L. (2004). Using ConcepTests for formative assessment. Psychology Teacher Network, 14(1), 10-12.
  • Chew, S. L.. Student Misconceptions in the Psychology Classroom. In B. K. Saville, T. Zinn, & V. W. Hevern (Eds.). Essays from Excellence in Teaching (Volume 4). Society for the Teaching of Psychology. Society for the Teaching of Psychology. Available at  
  • Weseley, A., Fineburg, A., Chew, S. L. Daniel, J. McCarthy, M, Park, D., & Smith, R. A. (2005). Conducting psychological research for science fairs: A teachers guide and resource manual. Washington D.C.: American Psychological Association.
  • Chew, S. L. (2005). Linking the psychology of learning to the learning of psychology. Psychology Teacher Network, 15, 1-2, 8.
  • Dunn, D. S., & Chew, S. L. (Eds.) (2005). Best Practices in Teaching Introduction to Psychology. Mahwah, NJ: Erlbaum.
  • Chew, S. L. (2005). Seldom in Doubt but Often Wrong: Addressing Tenacious Student Misconceptions. In Dunn, D. S., & Chew, S. L. (Eds.). Best Practices in Teaching General Psychology (pp. 211-223). Mahwah, NJ: Erlbaum.
  • Chew, S. L., & Farber, C. (2006). Selecting an undergraduate psychology program: Suggestions for students. Psychology Teacher Network, 15 (4), 9-10.
  • Chew, S. L. (2006). Teaching as a problem in Applied Psychology in Buskist, W. et al. (Eds.) The Teaching of Psychology in Autobiography: Perspectives from Exemplary Psychology Teachers, Volume 2. Society for the Teaching of Psychology. Available at
  • Chew, S. L. (2007). Study More! Study Harder! Students' and Teachers' Faulty Beliefs about How People Learn. In E-xcellence in Teaching. A monthly series of invited essays published on the PsychTeacher electronic discussion board by the Society for Teaching Psychology, June 2007. Reprinted in Fall 2007, in The General Psychologist, 42, 8-10.
  • Chew, S. L. (2007). Designing Effective Examples and Problems for Teaching Statistics. In D. S. Dunn, R. A. Smith, B. Beins (Eds.), Best Practices for Teaching Statistics and Research Methods in the Behavioral Sciences (pp. 73-91), Mahwah, NJ: Erlbaum.
  • Chew, S. L. (2008). How to Study Long and Hard and Still Fail... Or How to Get the Most Out of Your Studying. In D. Basinger & L. Bateman (Eds.), Foundations Handbook.
  • Berry, J. W., & Chew, S. L., (2008). Improving Learning Through Interventions of Student-Generated Questions and Concept Maps. Teaching of Psychology, 35, 305-312.
  • Chew S. L., Bartlett R., Dobbins, J., Hammer E. Y., Kite, M., Loop, T., McIntyre, J., Rose, K. A. (2009). Contextual Approach to Teaching: Bridging Goals and Outcomes. In D. Halpern (Ed.), Undergraduate Education in Psychology: Blueprint for the Discipline's Future. Washington, D.C.: APA.

Web Resources

Society for the Teaching of Psychology

Contact Information

Howard College of Arts and Sciences
Samford University
800 Lakeshore Drive
Birmingham, AL 35229
Office: BURNS 309
Phone: (205) 726-2562
Fax: (205) 726-2895