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Journal Article 1: Friedmann, E., Galik, E., Thomas, S., Hall, P., Chung, S. Y., & McCune, S. (2015). Evaluation of a pet-assisted living intervention for improving functional status in assisted living residents with mild to moderate cognitive impairment: A pilot study. American Journal of Alzheimer’s Disease & Other Dementias, 30, 276–289.

Abstract: Background: In older adults with cognitive impairment (CI), decreased functional status and increased behavioral symptoms require relocation from assisted living (AL) to nursing homes. Studies support positive effects of pets on health/function.
Purpose: Evaluate the effectiveness of the Pet AL (PAL) intervention to support physical, behavioral, and emotional function in AL residents with CI.
Methods: Cognitively impaired AL residents randomized to 60–90 minute sessions [PAL (n = 22) or reminiscing (n = 18)] twice/week for 12 weeks. PAL interventionist encourages residents to perform skills with the visiting dog; reminiscing interventionist encourages residents to reminisce. Monthly assessment of physical (energy expenditure, activities of daily living), emotional (depression, apathy), and behavioral (agitation) function.
Results: In linear mixed models, physical activity depressive symptoms improved more with PAL.
Conclusion: Evidence supports that the PAL program helps preserve/enhance function of AL residents with CI. Additional study is required to evaluate the duration and predictors of effectiveness of the PAL intervention.

Journal Article 2: Stehle, S., & Spinath, B. (2014). Intended course objectives and perception of teaching effectiveness. Psychology Learning & Teaching, 13, 205–217.

Abstract: In this study the relationship between intended course objectives and teaching effectiveness was investigated. Teaching effectiveness was indexed through student evaluations of teaching (SETs) and lecturer self-evaluations (LSEs), with a focus on course evaluation. Rated learning of intended course objectives was derived by two parallel questionnaires administered to 1647 students and 84 lecturers in 84 psychology courses. In particular, lecturers rated the importance of 11 course objectives for their course, while students rated their perceived achievement throughout the course according to the same 11 course objectives. Corresponding importance and achievement ratings were used to calculate separate measures of students’ achievement of intended and unintended course objectives. Results show that students’ perceived achievement of intended course objectives was associated with better SETs and LSEs. No association with SETs or LSEs were found for students’ perceived achievement of unintended course objectives. These findings support the importance of having clear course objectives for effective student learning.