Dr. Andrea Follmer Greenhoot, Ph.D.

College of Liberal Arts and Sciences - Psychology
Gautt Teaching Scholar
Director, Center for Teaching Excellence
Primary office:
Budig Hall
Room 135
University of Kansas
1455 Jayhawk Boulevard
Lawrence, KS 66045-7556
Second office:
Fraser Hall
Room 529

Andrea Follmer Greenhoot is Professor of Psychology, Director of the Center for Teaching Excellence and Gautt Teaching Scholar at the University of Kansas. Her research in psychology focuses on cognitive development with a special focus on memory development. Most of her research looks at how children and adults come to remember both good and bad experiences in their lives, and how these memories are related to well-being. In addition to her memory research, she studies the applications of cognitive and developmental science to questions about teaching and learning in higher education. She received her doctorate in Developmental Psychology at the University of North Carolina at Chapel Hill and completed a postdoctoral fellowship at the University of Arizona before joining the faculty at the University of Kansas in 1999.


Currently my teaching responsibility is one course per year. I teach courses at a wide range of sizes and levels for the Department of Psychology, from a very large (250+) Child Development course to an upper-level undergraduate course on Memory and Eyewitness Testimony in Children, to graduate service courses and graduate seminars in my specialty areas. One theme that underlies all of my teaching is that it is “student-learning-driven.” I continuously collect formal and informal “data” on what my students can do well and not-so-well, adapt my teaching to target areas of student difficulty, and evaluate the effect of these enhancements on student learning to inform further change. This strategy produces iterative improvement and also enables me to identify and respond to changes over time in my students and their preparation. To accomplish this, I have developed activities, assignments, and rubrics that quickly and clearly reveal which student skills or concepts need further support. I use in-class learning activities to gather immediate and meaningful feedback for adaptive changes as a class period unfolds, pre-class assignments to help students process the readings and help me plan the next class period, and analyses of students’ mastery of the component skills in major assignments to guide design of the subsequent course offering. In the last few years, I have been experimenting with several broad strategies to enhance learning in my courses, all of which have been shown to help students achieve deep understanding and sophisticated thinking skills: 1) progressive assignments that provide multiple opportunities for feedback and revision, 2) situating students’ coursework in applied, meaningful contexts that help reveal “what the facts are for,” 3) shifting the simple delivery of information to out-of class-time so that we can spend in-class time on learning activities that support more difficult tasks like analysis, evaluation, and synthesis, and 4) inductive and problem-oriented teaching, which begins with real world applications to get students to engage with the ideas and questions, then introduced research findings as solutions to issues they have already grappled with, rather than a collection of facts for use at a later time. These changes are clearly moving student learning in the upward direction, which is always my goal. Active student participation in my classes is up and student performance on exams and assignments is showing deeper understanding of complex issues than I have previously documented. The major challenge for me right now is to identify the right balance of these newer approaches and those that to which students are more accustomed, so that I will continue to see gains in learning while increasing student buy-in.

Teaching Interests

  • Developmental/Child psychology
  • Child development
  • Cognitive development
  • Learning
  • Memory
  • Developmental theory
  • Memory development
  • Children&rsquo
  • S testimony
  • Traumatic memory


My research in psychology focuses on cognitive development with a special focus on memory development. My research team and I examine how children, adolescents, and adults come to remember both good and bad experiences, and how the qualities of their memories are related to emotional well-being. In our current work we have been looking at a variety of factors that may drive changes in personal recollections over time, including the development of basic cognitive and emotion regulation abilities, social processes, and the immediate social and emotional context. Our work is designed to contribute to a fundamental understanding of memory development. At the same time, it is relevant to a number of pressing real-world issues, such as how to help people of different ages reflect on and remember emotional events in ways that promote well-being.

In addition to my memory research, I study the applications of cognitive and developmental science to questions about teaching and learning in higher education. My work in this area has examined strategies for enhancing learning and skill development in large courses, for assessing learning, and for using the evidence to improve education. I am currently leading a multi-institutional project funded by the National Science Foundation, to test the efficacy of a model of improving undergraduate STEM education at research universities. The “TRESTLE” (Transforming Education, Stimulating Teaching and Learning Excellence) project tests collaborative course transformation and community building as mechanisms for advancing teaching and improving student learning at a network of seven research universities that have been brought together through the Bay View Alliance.

Research Interests

  • Memory Development
  • Reconstructive memory
  • Traumatic memory
  • Stress and memory
  • Eyewitness memory
  • Cognitive development
  • Learning
  • Teaching
  • Institutional change

Selected Grants

Greenhoot, Andrea, (Principal), Ward, Douglas, (Co-Principal), Collaborative Research: Transforming the Evaluation of Teaching: A Study of Institutional Change to Advance STEM Undergraduate Education, National Science Foundation, $614,237, Submitted 01/11/2017 (08/15/2017 - 08/14/2022) . Federal. Status: Funded.

Greenhoot, Andrea Follmer, (Principal), Bennett, Caroline, (Co-Investigator), Mort, Mark, (Co-Investigator), Collaborative Research: Deep Roots: Wide-Spread Implementation of Community-Driven Evidence-Based Pedagogy, NSF, $2,053,615 ({ }), Submitted 01/13/2015 (09/16/2015 - 09/15/2020) . Federal. Status: Funded.

Greenhoot, Andrea F, (Principal), Bennett, Caroline, (Co-Investigator), Mort, Mark, (Co-Investigator), Burns-Wallace, DeAngela, (Co-Investigator), Ward, Doug, (Co-Investigator), KU STEM Analytics Program: Using Institutional Data to Advance Student Success., Association of American Universities (AAU) and the Northrop Grumman Foundation., $20,000, Submitted 12/14/2016 (02/02/2017 - 02/01/2019) . Not-for-Profit (not Foundation). Status: Funded.


Research Interests

My work focuses on cognitive development with a special focus on memory development. My research team and I investigate how children and adults come to remember both good and bad experiences in their lives, and how these memories are related to well-being and psychological symptoms. A central theme of this work is the interplay between memory and other aspects of cognitive and social functioning. Several of our projects examine autobiographical memory in teens and young adults exposed to various forms of abuse during childhood. We are investigating how these and other significant life experiences are retained and made sense of in memory. We are also examining the role of parent-child conversation in shaping how young children react to and remember negative events. Our results are yielding critical information about how to best talk with people of different ages about the distressing events in their lives and promote the most adaptive responses to such experiences. The findings also inform developmental models of trauma, memory, and psychopathology. My interests also include statistical methodology, with an emphasis on techniques for the analysis of developmental change.

Selected Publications

Greenhoot, A.F., Sun, S., Bunnell, S.L., & Lindboe, K. (in press). Making sense of childhood trauma: Memory qualities and psychological symptoms in emerging adults with and without abuse histories. Memory.

Greenhoot, A.F. & Sun, S. (in press). Trauma and Memory. In P. Bauer and R. Fivush (Eds.), Handbook on the Development of Children’s Memory. Wiley-Blackwell.  

Principe, G.F., Greenhoot, A.F., & Ceci, S.  (in press). Children as Witnesses. In T. Perfect and S. Lindsay (Eds.), Handbook of Applied Memory. Sage. 

Bunnell, S.L., & Greenhoot, A.F. (2012). When and Why Does Abuse Predict Reduced Autobiographical Memory Specificity? Memory, 20, 121-137.

Greenhoot, A.F. (2011). Retrospective methods in developmental science. In B. Laursen, T. Little, & N. Card (Eds.), Handbook of Developmental Research Methods. New York, NY: Guilford Press, pp. 196–210

Greenhoot, A.F., Johnson, R., Legerski, J.P., & McCloskey, L. (2009). Chronic stress and autobiographical memory functioning. In R. Fivush & J. Quas (Eds.), Stress and Memory in Development: Biological, Social, and Emotional Considerations (pp. 86-117). Oxford: Oxford University Press.

Greenhoot, A.F., & Bunnell, S.L. (2009). Trauma and memory. In B.L. Bottoms, G.S. Goodman, & C.J. Najdowski, (Eds.), Child Victims, Child Offenders: Psychology and Law. Guilford Press.

Greenhoot, A.F., & Semb, P. (2008). Do illustrations enhance preschoolers’ memories for stories? Age related change in the picture-facilitation Effect. Journal of Experimental Child Psychology, 99, 271-287.  

Greenhoot, A.F., Bunnell, S., Curtis, J., & Beyer, A.M. (2008). Trauma and autobiographical memory functioning: Conclusions from a longitudinal study of family violence. In M. Howe, G. Goodman, & D. Cicchetti (Eds.) Stress, Trauma, and Children’s Memory Development: Neurobiological, Cognitive, Clinical, and Legal Perspectives.Oxford: Oxford University Press.

Greenhoot, A.F., & Tsethlikai, M. (2008). Repressed and recovered memories during childhood and adolescence. In K. Kuehnle & M. Connell (Eds.), Child Sexual Abuse: Research, Evaluation, and Testimony for the Courts. John Wiley.

Selected Teaching Publications

Greenhoot, A.F., & Bernstein, D. (2011/2012). Using the VALUE rubrics as a tool in evaluating a teaching innovation. Peer Review, Fall 2011/Winter 2012, 22-26.

Greenhoot, A.F. (2008). The Evolution of a Term Project: Iterative Course Redesign to Enhance Student Learning.  Public teaching portfolio available at http://www.cte.ku.edu/teachingInnovations/gallery/visibleknowledge/greenhoot/index.shtml


Related Links
Cognitive Psychology Program 
Developmental Psychology Program 
Greenhoot Lab
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