Lori Rosenthal, Ph.D.Assistant Professor, Psychology
Office: Plummer House
Lori Rosenthal's scholarly work reflects her interest in applications of psychology to organizational and consumer behavior. Her work explores the psychology of attitudes and persuasion specifically as it relates to communication and health marketing and behavior. Professor Rosenthal has investigated the impact of personality traits and emotional experiences on an individual's motivation to process persuasive health messages, the effect of motivational orientation in the reception of promotional materials such as contingent valuation questionnaires and website content, the impact of fear-arousing persuasive communications on health attitudes and behaviors, and the role of gender in influencing the creation and perception of emotionally charged persuasive interpersonal communications in the workplace. Most recently, she has been investigating the purpose and persuasiveness of pro-anorexia websites. Her research has been published in The Journal of Applied Social Psychology, Journal of Freedom of Expression, The Journal of Environmental and Economic Management, and A Reason to Hope: A Psychosocial Perspective on Violence and Youth. Professor Rosenthal's work has also been presented at numerous national and international conferences sponsored by The American Psychological Association, The Eastern Psychological Association, and the National Communication Association.
Lori Rosenthal comes to Lasell from Emerson College where she was a full-time faculty member in the Department of Communication Sciences and Disorders and the Institute of Interdisciplinary Studies. While at Emerson, she received that college's highest award for faculty members, the Mann-Stearns Distinguished Faculty Award. She is also the President of the Friends of the Sharon Public Library.
Lori Rosenthal has received numerous awards for her teaching including the Social Psychology Network's Action Teaching Award and two Instructional Resource Awards from the American Psychological Association. She believes that students learn most when they are actively engaged with the course material; thus, she incorporates experiential activities such as service-learning and application-based assignments. She says, "My favorite portion of every class is when students "catch" my enthusiasm, when a particular example, theory, or hypothesis leads them to wonder . . . when a class discussion leads to that "Ah-ha" moment and their eyes' light up as they gain insight into how psychology relates to their own lives."