Office: Bldg 2 Rm 201 Doheny
Pamela Gist - PhD
Dean, Associate in Art Programs
PhD, Social Psychology, University of Michigan
MA, Social Psychology, University of Michigan
BGS, Psychology and Computer Science, Gonzaga University
Pam Gist, joined the faculty of Mount Saint Mary’s University as an Assistant Professor in 1995. As a National Science Foundation graduate fellow, she earned her PhD in Social Psychology at the University of Michigan. Following a one-year visiting professor position at the University of Maine at Farmington, Professor Gist was drawn to the Mount’s social justice orientation, dedicated faculty, and extraordinary students.
Professor Gist has served in a variety of leadership positions at the Mount. Her primary service has been in two terms as Department Chair, totaling over ten years. She has also served as Acting Graduate Dean, chaired the Faculty Policy Committee, the Human Subjects Committee, and various smaller committees.
However, teaching is Dr. Gist’s passion, and she has taught a wide variety of courses over the years. Introduction to Psychology is the course she teaches most frequently and is one of her favorites. “I love working with first year students, because they are fresh and brand new to college and excited to be here. In Intro we get to hit just the highlights in psychology, so we don’t get bogged down in the details. We get to play.” Professor Gist also currently teachesPsychology of Prejudice, Research Practicum, and Graduate Research Methods. In the past she has taught Sexism and Self, Psychology and Law, Psychological Assessment, Development and Learning Across Cultures, Careers in Psychology, Masters Thesis/Project, History and Psychology of the Holocaust, Learning and Memory, and others. Professor Gist particularly enjoys working with first generation college students and students who are underprepared for college, helping them learn how to succeed in college, and watching them thrive as they learn the ropes and develop confidence in their abilities. She argues that there is something special about Mount students: “the best way I can describe it is that they have ‘heart.’ Of course, they are concerned with getting jobs and making a living, but they also want to help people. It’s great to teach students with a social conscience, who want to give back to the world.”
Research is also important to Professor Gist, and she struggles to find time to keep research going in two different areas: a) stereotypes and prejudice, and b) teaching and learning.
Pam’s family keeps her motivated to find balance in life. Gardening, crafts, do-it-yourself home improvement projects, rescuing sick and injured animals, and exploring the world with her elementary and middle school age children keep her busy and grounded outside of work.
“I am happiest when I am living in the moment, not worried about what’s coming next or fretting about the past, but just enjoying the people around me, the sunshine on my face and the wind in my hair. If I could remember to do that 24/7, life would be great.”
Gist, P. L. (2011, January). How do we teach undergraduate students to study and take exams?National Institute on the Teaching of Psychology, St. Petersburg, Florida.
Gist, P. L. & Purpus, D. K. (2009, January). Teaching students to break a taboo: Write on their exams! National Institute on the Teaching of Psychology, St. Petersburg, Florida.
Gist, P. L. (2008, January). Rethinking the topic order of Introductory Psychology. National Institute on the Teaching of Psychology, St. Petersburg, Florida.
Gist, P. L., Dean, K., Mabry, C. H., Sy, S. R., & Campbell, V. (2005, January). The story of a departmental student outcome assessment: Distinguishing good research from bad. National Institute on the Teaching of Psychology, St. Petersburg, Florida.
Gist, P. L. (2005, February). Again the “exception proves the rule:” Additional evidence for subtypes shielding gender stereotypes from exceptional data. Association for Women in Psychology 2005 Meeting, Tampa, Florida.
Gist, P. L. (2001, June). The exception proves the rule: Subtypes shield gender stereotypes from exceptional data. American Psychological Society 2001 Convention, Toronto, Canada.
Gist, P. L. (2001, June). Creating a psychology “museum”. Students’ interactive demonstrations of psychological concepts. Eighth Annual American Psychological Society Institute on The Teaching of Psychology, Toronto, Canada.
Gist, P. L. (2001, August). Enlaces! Building bridges to Spanish-speaking clients. Visions and Transformations: Advancing Cultural Diversity in Psychology Symposium, American Psychological Association Annual Convention, San Francisco, California.
Gist, P. L. (1997, November). Final Project, Online! Is Your Classroom “Wired”? Faculty Using Technology to Improve Learning Symposium, Third Annual National Conference on Excellence in Education, Long Beach, California.
Lopez, M. and Gist, P. L. (2011, November). How many people does the category fit? Exploring a new dimension of stereotypes. Southern California Conference on Undergraduate Research, Walnut, California.
Lopez, M., Gist, P. L., Lopez, G. C. (2011, November). Typical woman or not--What difference does it make? Implications of self-identifying as a gender typical or subtyped. Annual Biomedical Research Conference for Minority Students, St. Louis, Missouri.
Lopez, M., Lemus, K. A., Lopez, G. C., and Gist, P. L. (2010, October). Typical woman or not--What difference does it make? Women in Science and Health, Los Angeles, California.
Lopez, M., Lopez, G. C., Alatorre, C. Vale, V., and Gist, P. L. (2012, March). Initial insights into a new dimension of gender stereotypes. Association for Women in Psychology, Palm Springs, California.
Lopez, M., Lopez, G. C., Lemus, K. A., and Gist, P. L. (2011, May). Stereotype distribution: A new idea. Western Psychological Association, Los Angeles, California.
Wittenbrink, B., Hilton, J. L, & Gist, P. L. (1998). In search of similarity: Stereotypes as naive theories in social categorization. Social Cognition, 16(1), 31–55.
Wittenbrink, B., Gist, P. L., & Hilton, J. L. (1997). Structural properties of stereotypic knowledge and their influences on the construal of social situations. Journal of Personality & Social Psychology, 72(3), 526–543.