Email Address
Whittaker 002
Office Hours
Monday & Wednesday
2:00 - 3:30 pm
2:30-3:30 pm
10:00 - 11:00 am
or by appointment


Professor Maynard earned her PhD in developmental psychology with a minor in quantitative studies in 1998 from Bowling Green State University in Ohio. She has conducted research in the area of adolescent development from a social-cognitive perspective, particularly in the contexts of prosocial decision-making and employment.

While working on her master's and doctoral degrees, she researched factors influencing adolescents' prosocial judgments using a contextual approach. This research blended her interest in developmental psychology and quantitative methods and led to the development and publication of the Adolescents' Intention to Respond to Aggression (AIR-A)© scale to measure adolescents' prosocial decision-making regarding aggressive situations. With respect to her research interests in adolescent employment, she has investigated adolescents' development of work values and behaviors, including organizational citizenship behaviors and psychological contracts.

Professor Maynard is also interested in the scholarship of teaching and learning. Her work includes the evaluation of active learning pedagogies used in teaching both knowledge and skills within the context of Psychology.

Doctor of Philosophy, Bowling Green State University
Master of Arts, Bowling Green State University
Bachelor of Arts, State University of New York at Plattsburgh

PSY 1010 General Psychology

Memberships and Professional Associations
Society for the Teaching of Psychology (Division II of the American Psychological Association)
Association for Psychological Science


  • Maynard, A. M. & Uzelac, S. M. (2015). Using active learning to teach anatomy: The jigsaw classroom and the central nervous System. In M. Birkett (Ed.) Teaching Neuroscience: Practical Activities for an Engaged Classroom. Retrieved from the Society for the Teaching of Psychology web site:
  • Milczarski, V. & Maynard, A. M. (2015). Improving information literacy and research skills for Psychology majors: The development of a case study technique. College and Undergraduate Libraries, 22 (1), 35-44.
  • Milczarski, V. B. & Maynard, A. M. (2014). There has to be a better way! Using a case study approach to information literacy instruction in Psychology courses. In W. Altman, L. Stein, & J. R. Stowell (Eds.), Essays from E-xcellence in Teaching (Vol. 14, pp. 45-49). Retrieved from the Society for the Teaching of Psychology Web site:
  • Schwartz, P. D., Maynard, A. M., & Uzelac, S. M. (2008) Adolescent egocentrism: A contemporary view. Adolescence, 43 (171), 441-448.
  • Maynard, D. C., Joseph, T. A., & Maynard, A. M. (2006). Underemployment, job attitudes, and turnover intentions. Journal of Organizational Behavior, 27, 509-536.
  • Maynard, A. M., Maynard, D. C., & Rowe, K. A. (2004). Exposure to the fields of psychology: An evaluation of an introductory psychology poster presentation. Teaching of Psychology, 31 (1), 37-40.
  • Tisak, J., Maynard, A. M., & Tisak, M. S. (2002). AIRA: Measurement of adolescents' judgments regarding intentions to respond to physical and verbal aggression. Aggressive Behavior, 28 (3), 207-223.
  • Tisak, M. S., Crane-Ross, D. A., Tisak, J., & Maynard, A. M. (2000). Mothers’ and teachers' moral and social conventional rules: Young children's conceptions of authority in context. Merrill-Palmer Quarterly, 46, 168-187.
  • Tisak, M. S., Lewis, T., & Jankowski, A. M. (1997). Expectations and prescriptions for responding to peer aggression: The adolescent offenders’ perspective. Aggressive Behavior, 23, 149-160.
  • Tisak, M. S., & Jankowski, A. M. (1996). Societal rule evaluations: Adolescent offenders' reasoning about moral, conventional and personal rules. Aggressive Behavior, 22, 195-207.
  • Tisak, M. S., Nucci, L., & Jankowski, A. M. (1996). Children’s social interactions involving moral and prudential transgressions: An observational study. Early Education and Development, 7, 137-148.

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