Dr. Debbie VanCamp

Associate Provost for Academic Assessment; Associate Professor of Psychology

Phone: 202-884-9247
Office: Main 206

Education

  • B.S. , Dual Honors Applied Psychology and Sociology , University of Surrey
  • M.S., Social Psychology , Howard University
  • Ph.D., Social Psychology with a minor in Statistics, Howard University

Interests

  • My research is broadly focused on issues of identity. This has included a consideration of mental illness as a stigmatized identity, the race-related reasons for Black students' college choice and the consequences of this important life choice for students' racial identity development, the interaction of race and sexual identity and how this intersection is relevant for considerations of prejudice, and the structure and consequences of religious identity and in particular how this relates to morality. In addition I undertake research concerning the scholarship of teaching and learning.

Select Works Published

  • Encouraging Civic Knowledge and Engagement: Exploring Current Events Through a Psychological Lens
    Van Camp, D. & Baugh, S.A., Journal of the Scholarship of Teaching and Learning, 16, 14-28., 2016
  • People Notice and Use an Applicant’s Religion in Job Suitability Evaluations
    Van Camp, D., Sloan, L.R. & ElBassiouny, A., The Social Science Journal, 53, 459–466, 2016
  • Social and Individual Religious Orientations Exist Within Both Intrinsic and Extrinsic Religiosity
    Van Camp, D., Barden, J., & Sloan, L.R., The Archive for the Psychology of Religion. 1, 1-26., 2016
  • You can Lead a Horse to Water: Efficacy and Students Perceptions of an Online Textbook Support Site
    Van Camp, D. & Baugh, S.A., Teac hing of Psychology, 41(3), 228-232., 2014
  • Religious Bias Among Religiously Conscious Black Christians in the United States
    Van Camp, D., Sloan, L.R. & ElBassiouny, A., The Journal of Social Psychology, 154, 4-7, 2014

Philosophy

My pedagogical philosophy is always focused on helping students to "find a way into" seemingly difficult or intimidating materials. This, I believe, starts with fostering an environment of intellectual curiosity and excitement for learning. At the same time, it involves exposing students to diverse viewpoints and asking them to critically evaluate their own. A fundamental tenet of my approach to teaching that while the content of a given class is important, more important are the transferable skills reflective of a liberal arts education and so I always try to emphasize the development of critical reading and writing skills as well as oral and written argumentative skills.