On-Location Conference Program
Portland, Oregon - Hilton Portland Downtown
October 5-7, 2023
*Please note that conference attendees received a special version of this program with hyperlinks to the presentations resources (slides, etc.) If you registered for the conference in Portland, you will have links to this alternate version in your email. You can also find the alternate version on the conference website (not the STP website), which was also emailed to attendees.
Program Table of Contents
Affinity/Interest Group Meet-Ups
Lunch PIEs (Participant Idea Exchanges)
Keynote Addresses
Sharing Our Stories: The Road Not Taken (Friday 8:45 am - 9:45 am)
Diane Finley, STP President and Professor of Psychology, Prince George’s Community College
How often have you sat around with classmates swapping stories about what you did on your last vacation? Hearing these stories can give us insight into our colleagues and friends and make us feel more connected. We don’t do enough of that. In “Sharing our Stories,” I will talk about why we should be sharing stories more. I will also look at the use of stories or narratives in the classroom and how their use can enhance our classrooms in several ways. Stories can increase learning as well as increase a sense of belonging. It can be scary to share our stories, but I will talk about why we should do it and how we can get started on incorporating stories into our teaching.
No Good Deed Goes Unpunished: Stories and Advocacy Tips from the Front Lines of Inclusive Teaching (Friday 3:05 pm - 4:05 pm)
Leslie Berntsen, Director of Education and Research at The Story Collider
Stories are valuable educational tools—uniquely able to engage audiences, expose them to new ideas and perspectives and, ideally, inspire them to take action. Inclusive teaching, likewise, undoubtedly comes with benefits. However, it can also come with a variety of challenges that uniquely affect faculty whose inclusion in the academy is neither universally respected nor accepted. In this keynote, I’ll use the art of storytelling to share the tale of an academic career in which not a single good deed went unpunished, in addition to some inclusive teaching strategies that may very well succeed with the right instructor, the right audience, and in the right environment. Most importantly, I’ll share tips to hopefully help ensure that all instructors are valued for their work—by their students, by their colleagues, by their institutions, and by academia more broadly.
Don't Get Trapped by False Dichotomies: Both/And Thinking for Teaching, Research, and Career Development (Saturday 3:45 pm - 4:45 pm)
Maria S. Wong, Associate Dean of the School of Social Sciences, Communication, and Humanities and Professor of Psychology, Endicott College
As academics, we constantly grapple with tensions arising from competing demands. For example, how do we excel in both teaching and research? How do we strike a balance between work and life responsibilities? These tensions often generate uncertainty and discomfort, which prompts us to resort to either-or thinking where we feel compelled to choose one option at the expense of the other. Based on Smith and Lewis’s (2022) book, this presentation explores the concept of Both/And Thinking, which offers us a framework to embrace the coexistence of two competing demands. This transformative way of thinking provides a unique space for us to carefully examine assumptions, gain a deeper understanding of the broader context, lean into discomfort, and stay adaptive in our approach. We explore the application of Both/And Thinking in our roles as academics, encompassing areas such as teaching, research, and career development.
Live from Portland
Saturday, October 7th, 11:45 am - 1:00 pm (over lunch)
Yes, you can! Saying is Believing that You Can ‘Do Something’ with a Bachelor’s Degree in Psychology
Stacie M. Spencer
Ready Professor One: Incorporating Party Games in Psychology Classes
Shaan S. Shahabuddin
Fostering Evidenced Based Study Skills
Tara M. Busch, Amy McAuley
Who Researches This Stuff, Anyway? Humanizing Psychological Science for Introductory Research Methods Students with Scientist Videos
Celeste Pilegard
Affinity/Interest Group Meet-Ups
Friday, October 6th, 4:15-4:45 pm
Mid-Career Psychologists
Hosted by Sadie Leder Elder and Crystal Quillen in the Grand Ballroom
We welcome any STP member who self-identifies as “mid-career.” This may include individuals who completed their last degree more than ten years ago or those who have earned the rank of tenure. However, membership is not restricted to those narrow guidelines. We anticipate that our MCP resources and network will be relevant and useful to anyone that feels they are “mid-career.”
Community College Educators
Hosted by Todd Allen Joseph and Heather Schoenherr in Broadway I
This group will share ideas and experiences associated with teaching psychology at community colleges. We will work to share resources, improve student success, and provide members with a sense of community and belonging. This group will be open to all community college teachers, both part-time and full-time, as well as staff and administrators associated with the teaching of psychology.
Queer Educators
Hosted by Xiaomeng (Mona) Xu and Sue Frantz in Broadway II
This is a space for 2SLGBTQIA+ educators to meet, chat, and support each other.
Empowering Neurodiverse Students
Hosted by Vanessa Rainey and Chelsea Robertson in Broadway III
In an ever-evolving educational landscape, it is imperative for educators to embrace diversity and inclusivity in the classroom. This interest group will explore strategies and best practices for effectively working with neurodiverse (e.g., autism, ADHD, dyslexia) college students. We will be starting the conversation on building understanding, empathy, and tailored teaching approaches that still encourage necessary adult autonomy. Join us for insightful discussions and collaborative idea-sharing, as we work together to empower neurodiverse students on their educational journey.
Teaching Abroad
Hosted by Ho Huynh and Max Barranti in Broadway IV
This meet-up is for psychology teachers teaching outside the US or those interested in teaching outside of the US.
Workshops
Saturday, October 7th, 8:30 am - 10:30 am
From Barriers to Bridges: Develop Your Digital Accessibility Toolbox
Alison H. Melley
Do you want to make your classes more accessible but lack time and/or skill? In this workshop, teachers at any skill level can make significant progress in building their “toolbox.” After an overview, participants will be given a choice in which skills to focus on during workshop time. Skills/tools will include: creating accessible documents (font, color, headings, alt-text, links), screen reading software and other AI tools, color contrast and accessibility checkers, live captioning and audio recording software, working with transcripts. Participants will leave with resources and a plan for building the essential skills for designing accessible courses and classrooms.
“They Made Me Feel Welcome”: Infusing Your Course With Identity Safety Cues
Shana Southard-Dobbs, Melanie Maimon
Learners experience identity threats when learning environments suggest their identities are not valued, which is associated with negative learning outcomes. Instructors can mitigate the influence of identity threats by employing identity safety cues (ISCs) in their courses. In this interactive workshop designed to include instructors at all career stages and who teach in varied settings, we will guide participants to reflect on their own identities and develop a repertoire of evidence-based ISCs they can implement throughout their courses. Workshop participants will leave prepared to implement at least one ISC and empowered to make their courses more inclusive for all students.
Rethinking Course Syllabi & Assignments: How To Generate Engaging, Equitable, and Transparent Student Materials
Vishal J. Thakkar, Dina Gohar, Courtney Gosnell, Ciara Kidder, Amanda M. Woodward
Class documents such as the syllabus, assignment instructions, or grading rubrics may not always get the most attention when class prepping but these documents provide an important opportunity to impact the classroom environment and student engagement. In this workshop, we will cover research and resources on designing innovative course syllabi and student-facing documents that are transparent, equitable, and help motivate and engage students (and will discuss how to document these changes in teaching statements and portfolios). Attendees will have the chance to revise a pre-existing syllabus or assignment and give and receive feedback from peers in a collaborative format.
Developing Undergraduate Teaching Apprentices: A High-Impact Practice That Influences Faculty Workload
Vanessa R. Rainey, Jane S. Halonen, David B. Strohmetz
This workshop aims to help attendees determine the potential of undergraduate teaching apprenticeships. In our department, we have developed successful teaching apprenticeships with top undergraduate students. Apprenticeships offer an alternative internship experience that provides valuable experiences for graduate school applications and develops workforce skills, while reducing faculty workload. We have reflected on the outcomes of using teaching apprentices and have generated helpful resources for colleagues who may wish to explore these relationships. We will work with attendees to address issues such as recruitment of quality students, best practices in supervision, and types of materials to help prepare students.
Not Your Pipeline’s Workshop: Developing a Unique Professional Mission and Then Using it at Work
Garth Neufeld
Our career development pipeline serves the profession well (i.e., it produces competent professionals), but does so at the expense of the individual, leading to self-work incongruence (Brandstätter et al., 2016; Maslach & Leiter, 2008). For this reason, some professionals may feel uncomfortable in the system and unprepared to bring their unique passions and strengths to their work. In this workshop, attendees will go through a strengths-based process to develop a personal-professional mission statement. Then, they will apply their mission to a variety of professional situations and will ultimately depart with a valuable decisional tool - a north star to increase self-work congruence.
45-Minute Symposia
Friday, October 6th from 10:30 am-11:15 am
Mentoring for (Un)expected Challenges: Candid Conversations about Navigating the Hard Parts of Life While Working
Janet M. Peters, Jessica Hartnett, William S. Ryan, Chelsea M. Lovejoy, Dina Gohar
Formal mentoring and professional development in academia predominantly focus on topics such as work-life balance and career advancement. While these areas are crucial, there is a conspicuous absence of dialogue regarding other, more personal, aspects of life that faculty members encounter throughout their careers, such as harassment from students or colleagues, becoming a parent, accessing transgender-inclusive healthcare, teaching while mourning, and compassionate leave. While this list is not exhaustive, this symposium aims to address this mentoring gap by assembling a panel of colleagues who will share their personal experiences with these taboo topics.
What Will Students Remember 5 Years After the Course is Over? Developing a Large-scale Scale Collaborative SoTL Project
Jordan D. Troisi, Stephen L. Chew, Andrew N. Christopher
What does a successful course look like 5 years after it’s over? Extant research has focused on the long-term knowledge and skills acquired by students, but the goal of this presentation is to identify research questions to extend this research by focusing on students’ episodic retention from their courses. The majority of this session will be devoted to crowdsourcing research questions and study designs for examining what students will remember. Discussion will involve brainstorming what teachers want students to retain from a course, irrespective of course content. Attendees will identify ideas for potential research collaboration and coordination across campuses.
Community College Instructors at STP: Conquering Challenges In and Out of the Classroom
Crystal A. Quillen, Justine N. Egan-Kunicki, Todd A. Joseph, Lonna M. Murphy, Heather Schoenerr, Des Robinson, Mark H. Kavanaugh, Alisa Beyer
This 45-minute panel and workshop, led by the STP Community College Presidential Task Force, will discuss how STP can better address the teaching and mentoring needs of community college instructors. In this interactive session, we hope to generate strategies to increase engagement from community college teachers and explore the possibility of creating a community college group within the Society of the Teaching of Psychology.
Everything You Need to Know (and More) about APA Guidelines 3.0
Jane S. Halonen, David Kreiner, Karen Z. Naufel, Susan A. Nolan, Garth Neufeld, Aaron S. Richmond
The American Psychological Association commissioned a task force to evaluate the Guidelines for the Undergraduate Psychology Major (2.0) and to update the goals and outcomes appropriately to reflect current best practices. Once approved by APA, the document will be referred to as Guidelines 3.0. Members of the task force will provide an overview of the work and detail significant changes that might influence local program planning, course design, and assignment. The presentation concludes with an articulation of various calls to action that the document encourages. The proposal is expected to gain full APA approval in the 2023 convention.
Models of Supporting Graduate Student Teacher Use of Evidence-Informed, Inclusive Practices
Victoria L. Cross, Regan A. R. Gurung, Annie S. Ditta, Vanessa E. Woods, Celeste Pilegard, Nicole Alea Albada, Melissa Paquette-Smith
Teaching and research is a fundamental part of higher education. PhD programs provide extensive training in research, but too often provide little pedagogical training. As academic positions move beyond a research-only PhD framework and evidence-informed teaching grows, there are different models to train future colleagues to foster inclusive and engaged instruction. In this symposium, we share diverse training programs from four institutions, underscoring better practices and core considerations to inculcate the art and science of teaching to graduate students across their education.
Friday, October 6th from 1:15 pm - 2:00 pm
Tales From the Crypt: Redesigning Intro Psych Horror Stories (and Successful Ones)
Regan A. R. Gurung, R. Eric Landrum, Garth Neufeld
How does one best design an Intro Psych course to align with the new APA IPI SLOs? While true backward design and course planning is a complex task for any class, designing assignments, activities, and assessments for the IPI SLOs is a particularly vexing challenge. In this symposium, three seasoned teachers of psychology share their experiences adapting their courses to the new APA IPI SLOs. We reveal how we stripped our courses down and built them back up again. We share our victories and our failures, with evidence of both, providing promises strategies for all attendees.
Mentioning the Unmentionable: An Open Discussion of Closed-Door Topics in Academia
Karen Z. Naufel, Xiaomeng (Mona) Xu, Aaron S. Richmond
This symposium is an open forum that discusses often unspoken topics in academia, including burnout, hiring and retention, collaboration challenges, and navigating difficult work situations. The goal of this symposium is to bring awareness to these issues, discuss potential solutions with each other, and ultimately build communities of support.
AP Psychology Updates: Latest News from College Board
Amy C. Fineburg, Kristin Whitlock, Gabby Smith
The AP Psychology course and exam have been revised to reflect recommendations from APA's IPI work. The new course and exam description will be going into effect soon, and representatives from College Board and the exam's Development Committee will showcase the revisions and how teachers can prepare for instruction.
Navigating Tough, Sociocultural Classroom Dynamics in a Diverse and Polarized World
Teceta T. Tormala, Judith Pena-Shaff, Millie Cordaro, Arlen J. Garcia
As the U.S. becomes more polarized and conflict-laden around socio-cultural groups like gender, race, and politics, the diversity within psychology classrooms can lead to tough, vulnerable statements and conversations. These interpersonal and intergroup dynamics are complicated and difficult for educators to navigate, who often don’t have the training, resources and tools to effectively and meaningfully facilitate these “difficult dialogues”. In this symposium, we will present our experiences teaching as grounded within our sociocultural identities, and discuss approaches we have taken during these challenging flashbulb moments or more enduring classroom dynamics. We will then hold space for an interactive discussion.
Getting By With a Little Help From Your Friends (Who Have Jobs Like Yours): Cultivating an Inter-Campus Community of Practice
Celeste Pilegard, Vanessa E. Woods, Annie S. Ditta, Victoria L. Cross, Nicole Alea Albada, Melissa Paquette-Smith, Emma H. Geller, Jenny K. Rinehart
Although our research and service goals are often advanced through collaboration, teaching tends to be more solitary. We advocate seeking out colleagues with similar jobs at institutions similar to yours that teach similar types of courses to cultivate a community of practice around teaching. The presenting authors will share lessons from our own community developed over the last 5 years. In our group, the outcomes of this effort have included sharing materials, career advancement advice, an annual teaching conference, a journal club, and research collaborations. We will share advice and a framework for creating your own community.
Saturday, October 7th from 1:15 pm - 2:00 pm
The International Collaboration on Undergraduate Psychology Outcomes: Developing a Global Framework of Foundational Competences
Susan A. Nolan, Jacquelyn Cranney, Susanne Narciss, Danae L. Hudson, Adam John Privitera, Marc Eric S. Reyes, Aaron S. Richmond, Kwesi Nkum Wilson
In this symposium, we will briefly describe a process to develop foundational competences for undergraduate psychology, with input from educators from over 40 countries. We will then discuss the range of contexts that informed the competences. These include countries with a nation-specific focus on cultural responsiveness (e.g., Aotearoa/New Zealand, India), Indigenous ways of knowing, positionality discussions among project leaders, global frameworks (e.g., OECD Future of Education and Skills 2030, UN Sustainable Development Goals), and practical theoretical approaches (e.g., psychological literacy, global citizenship). We will outline how these inputs can inform development and implementation of curricula and assessments.
Designing a Trauma-Informed Introductory Psychology Course
Chelsea L. Robertson
This presentation will outline and describe trauma-informed teaching practices that can be implemented within an introductory psychology classroom. Over one million students enroll in introductory psychology courses annually, making this course a salient target for trauma-informed pedagogical interventions. In particular, this presentation will highlight the six pillars of trauma-informed care as outlined by the Substance Abuse and Mental Health Services Administration and teaching practices that align with these principles. A strong focus will be placed on readily implementable practices that introductory psychology instructors can utilize in their courses. Topics will include issues related to diversity, equity, and inclusion, discussing sensitive topics in the classroom, and holding space for various student identities. Considerations that can foster continued development in trauma-informed pedagogy will also be discussed.
Rise of the Machine: The Crisis, Promise, & Potential of AI in the Classroom
Joseph J. Slade, Stephanie M. Byers, Kathryn A. Becker-Blease, Regan A. R. Gurung
Depending on where you look, higher education is either in crisis due to AI or poised on the verge of sea change. We present four perspectives on how higher education must adapt to the rise of the machine. A department head, Center for Teaching and Learning director, and grad student instructors and teaching assistants present different considerations and an in-depth assessment of the impacts and influences AI large-language models have had within the university classroom. We provide key avenues for change, including an agenda for scholarship of teaching and learning on the topic.
The New APA Quality Principles for Undergraduate Education in Psychology: What They Are and Tips for Implementation
Des Robinson, Jacqueline Goldman, Todd Allen Joseph, Arlen Garcia
The APA Principles for Quality Undergraduate Education in Psychology was approved by the APA’s Council of Representatives in February 2023. Presenters are members from both the Quality Principles development team and the APA’s Committee on Associate and Baccalaureate Education (CABE). The Quality Principles document provides added value to psychology faculty members, programs, and departments engaged in undergraduate education over and above what is provided by the APA Guidelines for the Undergraduate Psychology Major (APA, 2013). The current revision removed redundancies within the guidelines (overlapping goals with student learning and faculty teaching) and limited the principles to two with only 15 recommendations. The session reviews the Quality Principles and showcases strategies for inclusive application at all institutions.
25-Minute Symposia
Friday, October 6th from 11:25 am to 11:50 amf
Roadblocks and Speed Bumps in Communicating the Science Behind Retrieval Practice
Megan Sumeracki, Cynthia L. Nebel, Carolina Kuepper-Tetzel, Althea Need Kaminske
Cognitive psychological scientists have a wealth of research that can inform effective teaching strategies. The research is sometimes met with skepticism. However, this skepticism, while sometimes difficult to navigate, provides opportunities to slow down and discuss the nuances in the application of learning strategies and learn more about the varied challenges individuals face. In this session, we will discuss common challenges we have encountered and how we leverage these conversations to talk more about how and when retrieval practice is effective. Finally, we will provide examples of how we do this through the Learning Scientists project.
A Picture is Worth a Thousand Words: Race and Gender Diversity in Photographs in Commercial and OER Introductory Psychology Textbooks
Ashley M. Biddle, Melanie Prieto, Anna Pruitt, Amy Nusbaum, Maya Pillon
Past research has found that photographs in textbooks (including Psychology) reinforce stereotypes about marginalized groups (e.g., race, gender, sexuality) and that stereotypic and counter-stereotypic depictions can affect students’ anxiety and course performance. In this study, we focused on Introductory Psychology textbooks (n=10) and coded all photographs (n=1928) for race and gender. We found differences in diversity representations when comparing OER books and commercial textbooks as well as across different topical chapters in the books. We hope this work will inform more conscious efforts to diversify Psychology textbooks.
Erasers, Automatic Redos, and Self-Compassion: Focusing on Mistakes as an Asset in Classes
Marianne Lloyd
This talk will focus on the ways to make mistakes a feature of one's classroom. Various activities from creating individual erasers to including automatic redos of assignments to including self-compassion exercises will be discussed. In addition, findings from cognitive psychology about the value of mistakes in learning will be included. There will be time for attendees to consider how they already approach mistake in their classes and potential changes they may want to consider.
So You Want to Get Involved? Making Good Professional and Personal Decisions about Service
Danae L. Hudson
Most academic positions require service activities. Those instructors who are early career often struggle with the “what and how much should I do?” Mid- to later career individuals may wonder if they have already put in their time. Service does not necessarily need to be a dreaded activity. This presentation will discuss 3 different types of service with examples from the Society for the Teaching of Psychology. Recommendations for effectively choosing and engaging in service will be provided.
Let it Go: How Not to Be Frozen in Time with your Statistical Pedagogy
Erin K. Freeman
In this symposium, I will share an example of an undergraduate introduction to statistics course design that attempts to address recent recommendations to let go of more traditional approaches to the teaching of statistics in favor of a pedagogy that focuses on statistical literacy and real-world applications. I will share my syllabus, Canvas shell, example assignments, example assessments, example real-world applications, and common challenges and successes that I regularly encounter while teaching this course.
Friday, October 6th from 2:10 pm to 2:35 pm
Lessons Learned from a Semester of Empowering Students to Use Data for Justice
Timothy J. Valshtein
This presentation highlights a newly developed undergraduate course, "Using Data for Justice," designed to address the gap in justice-oriented research methods and statistics course offerings. Through active discussions, hands-on demonstrations, and interactive labs, students developed competencies in scientific inquiry and ethical responsibility. Taking a historical, interdisciplinary approach, students unpacked ethical challenges in using quantitative methods and subsequently explored a toolbox of potential methodological remedies. With an emphasis on promoting equity, liberation, and inclusion in their own course offerings, we aim to explore key aspects of course design, considerations for implementation and execution, and potential utility in other applications and settings.
Think Big, ACT Small: Well-being Interventions Across the Curriculum
Stephanie E. Afful, Keli A. Braitman, Jennifer A. Oliver
Headlines from reports on college students post 2020 highlight their stress and mental health. With the increase in stress, it has become clear that students need tools to manage their stress and workload. As psychology teachers, we can teach, practice, and model appropriate strategies. This symposium will discuss how to infuse well-being strategies (e.g., gratitude, mindfulness, journaling) across the curriculum (e.g., first-year seminar, senior seminar, & topical courses). These changes can be small, but have a big impact on our students and courses while building community and engagement.
Flipping the Pyramid: The Importance of Breadth (and the Dangers of Overspecialization)
Suzanne Wood
Have you ever wondered why, despite ever-increasing numbers of publications and grants, we psychologists cannot seem to make an impact on critical issues, such as improving outcomes for those with schizophrenia? Overspecialization is one potential culprit. Our scientific training is pyramid-shaped, starting with a broad base in psychology and culminating in a specific thesis topic. From this peak, instead of a career continuing upwards in a narrow line of increasing specialization, build an inverted pyramid. This integration of knowledge from other areas of psychology and beyond may lead to the divergent problem-solving necessary to tackle even the stickiest global issues.
Summer Internship Program in Psychological Sciences: Engaging Students in Hands-on Research Opportunities
Manasi Jayakumar, Ana M. DiGiovanni, Camille Gasser, Paul A. Bloom, Anna Vannucci
The Summer Internship in Psychological Science (SIPPS) is a 10-week program intended to provide undergraduate students with an immersive and practical introduction to psychological research. The program has two main components: 1) workshops thrice-a-week involving hands-on training in practical research skills (e.g. programming, statistical analysis, experimental design), and 2) a mentored research experience, where each trainee works with a mentor. Launched in 2021, the program’s pre-to-post assessment showed a significant increase in students’ self-reported research skills and in their overall identity as scientists. We will share the lessons we’ve learned and our recommendations for developing successful summer research programs.
Beyond Artistry: Experimental Investigation of Syllabus Format in Psychological Statistics
Jennifer Hauser Kunz, Jessica Hartnett, Katherine A. Pinkowsky
The syllabus is the first point of contact between the instructor and student and sets the tone for the course. This is especially important in a course like Psychological Statistics, which is described by Psychology majors as one of the most feared courses in the curriculum. This experimental study investigates whether students in the infographic syllabus condition display higher rates of information comprehension and retention, reduction of cognitive load, and lower rates of anxiety upon entering the course than those in the text syllabus condition.
Saturday, October 7th from 10:45 am to 11:10 am
Were Lady Gaga and Bradley Cooper In Love? A Correspondence Bias Module Reveals All
Neil Lutsky
This presentation introduces a website available to teachers of psychology and their students to examine the scientific literature on “correspondence bias” (aka, the fundamental attribution error). An online version of the Jones and Harris experiment permits students to serve as study participants and to demonstrate the effect. The site includes a bare-bones literature review describing the key methods and findings of individual studies extending the correspondence bias effect, allowing students to see how subsequent research has investigated multiple questions about the phenomenon. This resource can be used to raise contemporary questions about research credibility, generalizability, and racism in psychological science.
Impact of Metacognition on Research Methods Written Exams: A Longitudinal Causal Modeling Approach
Sydney Y. Wood, Victoria L. Cross
This symposium aims to excite the audience to look beyond ANOVAs to more powerful and robust analyses. We use the methods and results of a metacognitive intervention to illustrate the uses of Structural Equation Modeling (SEM) and General Linear Modeling (GLM) in a SoTL project. Using longitudinal SEMs on repeated observations of answers to the same open-ended exam questions asked in new contexts, we examine the change in exam score trajectories before and after a metacognitive intervention compared to trajectories for students who did not engage in the intervention. For materials and methods: see our preregistration: https://osf.io/a6gbn.
Evidence-Informed Guidelines for Supporting EDI with Syllabus Design and Content
William Ryan, Molly A. Metz, Namah Jaggi, Ashley Yim
Syllabi serve an important function in our classes; not only do they communicate and organize key course information, they are often the first experience students have with an instructor. Thus, the syllabus provides an opportunity to set norms of inclusion and encourage student engagement before they ever set foot in a classroom. In this talk, we share the process and outcome of our work utilizing a students-as-collaborators model to develop an annotated syllabus with evidence-informed suggestions and examples for how to promote diversity, equity, and inclusion throughout the document (and course) in both content and design.
In Defense of Teacher-Centered Teaching . . . and Other Things I'm Not Supposed to Say
Lindsay C. Masland (last-minute addition due to illness)
Over the past few years, college instructors have been surprised, confused, and occasionally outraged by the students who show up in our classrooms. Lamentations over missing skills, low attendance rates, and disappointing work quality are centerstage in pedagogical discussions. Not surprisingly, the recommended antidote is to double down on our use of student-centered teaching. In our quest to be student-centered, though, we can end up making choices that can overwhelm us with their unsustainability. That is, it's easier to be a "sage on the stage" than it is to meet students where they are. In this talk, we'll discuss how centering our own needs in pedagogical decision-making provides fertile ground for sustainable, effective teaching.
Life, Learning, and Looking Forward: Building a Psychology Capstone E-portfolio
Karen Brakke
Integrative e-portfolios support student engagement and learning through asking students to reflect critically on different experiences and make connections between the different contexts as well as between experiences, values, and goals. Teachers of psychology can also integrate narrative identity theory to reinforce the practices associated with e-portfolio creation. In this session, participants will learn how to create an integrative e-portfolio grounded in theoretical principles of narrative identity and life authorship. Issues surrounding e-portfolio development and assessment will also be discussed.
Saturday, October 7th from 11:20 am to 11:45 am
Employableskills.com 2.0: A Multi-faceted Resource for Skill Development
Natalie J. Ciarocco, David B. Strohmetz
Based on the Employable Skills Self-Efficacy Survey (Ciarocco & Strohmetz, 2018), employableskills.com is a resource for faculty, advisors, and students to monitor and contextualize students’ development of employable skills. This presentation will include how faculty can easily collect and download batch data to monitor the impact of curricular and course activities on skill development, along with how to use the website as an advising tool with individual students. We will also provide suggestions for how faculty can use the website to incorporate course activities to further raise students’ awareness of their skill development.
Mitigating Burnout in Undergraduate Students Through Self-Determination Theory
Brittany N. Avila, Jacqueline Goldman
Burnout is mental, emotional, and/or physical exhaustion from prolonged stress, usually from the workplace (Maslach, Schaufeli, & Leiter, 2001). We’re noticing burnout symptoms such as withdrawal, exhaustion, lack of effort, and apathy in college students (Mintz, 2022), yet research is lacking. The current study found undergraduates are experiencing high levels of exhaustion and cynicism, two features of burnout and that these symptoms can be mitigated by the autonomy, competence, and relatedness psychological needs within Self-Determination Theory (Deci & Ryan, 2000). The application of these findings (e.g., helping students alleviate burnout) will be discussed.
Service Learning: Applying Knowledge Through Community Service
Carolina E. Kuepper-Tetzel
Service Learning is a teaching strategy that bridges knowledge obtained at university with solving real-life problems in the community. University students crave for real-life applications of content learned and Service Learning allows them to directly apply new knowledge. In my course, students present and evaluate learning strategies from Cognitive Psychology. Equipped with this new knowledge and improved presentation skills, students design "How-To-Study" tutorials and deliver them to pupils at schools in the community. This talk highlights rewarding and challenging aspects of Service Learning. The audience is encouraged to think how Service Learning could apply to their teaching.
Saturday, October 7th from 2:10 pm - 2:35 pm
Emphasizing Skills Across Psychology’s Core Courses: A Joint Working Group Update
Ashley Waggoner Denton, Janet Peters
Despite holding jobs in teaching, healthcare, management, service, sales, and more, only 27% of graduates with bachelor’s degrees in psychology report their jobs as being “closely related” to their degree (APA Center for Workforce Studies, 2019). Clearly, we need to do more to help students recognize how the skills they are developing in their courses transfer to the workforce. In this talk, we will summarize the efforts of the STP-CABE joint working group to link courses to the Skillful Psychology Student (2019), provide customizable resources for attendees to adapt in their own courses and demonstrate ways these resources can be used.
Improving Student Achievement by TILTing Assessments
Parita Vithlani
This presentation highlights the benefits of implementing the Transparency in Learning and Teaching (TILT) format, an evidence-based approach that promotes clear communication between instructors and learners. Two assignments were modified to align with TILT principles, providing explicit instructions, objectives, examples, and evaluation criteria. The results showed increased completion rates, improved performance, and reduced student questions. TILT enhanced engagement, motivation, and learners’ ability to meet assignment objectives. The findings emphasize the importance of transparency in promoting student success. Attendees will gain an understanding of TILT, practical examples for implementation, and opportunities to brainstorm assignment modifications for improved engagement and learning outcomes.
So you wanna teach abroad, eh? Perspectives on job applications and working in Canada and Australia
Ho Phi Huynh, Max Barranti
Have you ever contemplated a move to Australia or Canada to continue working as a psychology professor? This move may bring an exciting venture for psychology teachers, offering a blend of high academic standards, unique cultural experiences, and opportunities for professional growth (also—universal healthcare!). In this symposium, we plan to briefly highlight and answer questions about differences/similarities about institutions, students, faculty positions/teaching responsibilities, job outlook, application process, interviews, negotiations, visas, and living abroad as a psychology teacher. We hope to share our modest knowledge about applying and working abroad to help you begin your journey.
Designing for Learning: Scaffolding Effective Learning Strategies and Transparently Training Metacognitive Skills
Skyler H. Mendes, Anna L. Hinojosa, Anne M. Nguyen, Tiffany A. Rascon, Alaina L. Wong
Teachers of psychology tend to be familiar with (if not well-versed in) the learning strategies supported by cognitive science. Often, though, explicit information about evidence-based learning strategies is shared as almost exclusively supplemental “study tips” to be used in students’ out-of-class study time, rather than being integrated into the broader course design and as explicit skill practice within the class meeting times. This session details an approach used in an Introduction to Psychology course to integrate scaffolded practice with learning strategies throughout the course, strengthening these learning skills as well as the metacognitive awareness crucial to students’ ongoing academic success.
Saturday, October 7th from 2:45 to 3:10 pm
Lessons Learned from Two Years of STP Mid-Career Mentoring Reading Groups
Sadie L. Elder, Crystal A. Quillen, Darcey N. Powell, Deanne Buffalari, John E. Edlund, Meagan M. Patterson
This symposium details lessons learned from the recent STP Mid-Career Psychology Committee’s Reading Group. Selected readings focused on best practices for navigating mid-career challenges and professional development opportunities. Data were collected at the beginning and end of participation. During this session, we will share findings related to perceptions of mid-career, impressions of the reading group, and needs of mid-career faculty. We will also compare these results to findings from previous iterations of the reading group. Discussion will include suggestions on how such reading groups can be organized on your own campus to facilitate networking and mid-career success.
Cultivating Community and Belongingness: An Experiential Approach to Enhancing Engagement in the "Thinking Like a Psychological Scientist" Course
William Rayo, Iván Carbajal
This presentation focuses on the pedagogical approach of the "Thinking Like a Psychological Scientist" course, emphasizing critical thinking in empirical inquiry while nurturing a sense of community. By critiquing popular media portrayals of psychological science, the course enhances communication skills and understanding of methodological and ethical considerations. With a strong emphasis on collaborative learning through interactive activities and real-world assignments, students develop friendships and mutual reliance. This transformative experience fosters social integration, personal growth, and academic confidence. Insights into community-building strategies, including testimonials, will be shared, inspiring inclusive learning environments where students become active participants in their educational journey.
Capitalizing on Scaffolded Assessments to Teach Open Science and Research Methods
Ana M. DiGiovanni, Manasi Jayakumar, Anna Vannucci
With more students wanting research experience than is feasible, it is imperative to teach the skills learned as a research assistant within the classroom. As part of “The How-Tos of Research” course, we demystified the research process and introduced a scaffolded final research proposal in the form of an Open Science Framework (OSF) pre-registration. As students learned practical skills in class, they completed specific complementary components of their pre-registration, culminating in their final proposal. Students submitted drafts for ungraded feedback throughout the semester. We will discuss the benefits of using scaffolded assignments and highlight how others may implement a similar structure.
Reducing Anger Race Bias for Equitable Classrooms
Emma L. Hind, Marisa Davis, Emma Greenwood, Janice Snow, Mary Phan, Crissa Draper
Anger race bias is the tendency for Black people to be misidentified as angry more often than those of other races. Research shows that this bias is present in classrooms, and is a likely factor contributing to disproportionate discipline being administered to Black students. Our study assessed an experimental training aimed at improving accuracy in detecting facial expressions. The results confirmed the training to be successful, with the participants who received the training showing improved accuracy in expression identification overall and for Black faces specifically. This suggests that training can potentially reduce racial biases in schools, improving the experiences of Black students.
Focus Groups
Friday, October 6th from 10:30 am - 11:15 pm
Psychological Disorder Case Study Focus Group
Hosted by Pearson Education
Please join Pearson Education for a focus group around case study and video use in the classroom, specifically as it pertains to Psychological Disorders and treatment with real patients and clinicians. We welcome your candid thoughts and opinions in this 45 minute live focus group. Participants will be paid $100 gift card. Please register here. (Focus group is capped at 10 people.)
Friday, October 6th from 1:15 pm -2:00 pm
New Edition Launch: Challenging Students to Think Beyond the Textbook
Hosted by Hawkes Learning
Challenge students to gain a deeper understanding of theoretical concepts by applying them to their personal experiences. With updated research, diversified content and a brand-new chapter on Gender & Sexuality, Hawkes’ second edition uses a mastery-based pedagogical approach to help students achieve genuine competency. Win one of three $25 gift cards!
Lunch PIEs (Participant Idea Exchanges)
Friday, October 6th from 11:50 am - 1:00 pm (over lunch)
Anti-Racist Pedagogy: Growing our Critical Consciousness in Context
Lauren Berger, Erin Currie
Psychology instructors working to make their courses anti-racist, equitable, accessible, and sustainable can run into challenges. For many there is uncertainty in what knowledge is both vetted and up-to-the-moment. Fear of having one’s expertise called into question can make us resistant to learning from our students’ and TAs’ experiences. Finally, there is the growing body of advice about how to translate critical consciousness into curriculum, some of which is not sustainable based on structures set by administration and other contextual factors. This lunch group is a place for open conversation with other instructors interested in this work.
Starting or Working in a Center for Teaching and Learning
Jordan D. Troisi, Blake L. Nielsen
Many members of the Society for the Teaching of Psychology have some exposure, involvement, or leadership role in their institution’s Center for Teaching and Learning (CTL). Some may even be trying to start a CTL at their institution. This PIE will bring together any ACT attendees who are involved with CTLs who wish to share ideas and experiences, gather resources, or form ongoing opportunities for brainstorming and problem-solving. We hope that this PIE will foster fruitful conversations, and ongoing dialogue among its participants.
AI-cademia: Infusing AI into Psychology Teaching for Productivity and Innovation
Alexander B. Swan, Jordan Wagge
This Participant Idea Exchange (PIE) aims to empower psychology instructors in using Language Learning Models (LLMs), such as ChatGPT. We will explore leveraging LLMs to improve productivity, enhance project application, and optimize workflow in areas like data analysis, summarizing, and lecture creation. Participants will share experiences, strategies, and techniques to make the most of these revolutionary AI tools in the academic landscape, turning them into allies — rather than enemies — for improved teaching and research methods. In fact, this abstract was written with the help of ChatGPT!
Let’s talk about Alternative Grading: Ungrading, Specifications Grading, and More
KatieAnn Skogsberg, Ellen Carpenter, Deanne Buffalari
Alternative grading strategies such as Ungrading (Blum, 2020) and Specifications Grading (Nilson, 2015) are generating a lot of buzz in higher education. They especially appeal to those interested in their potential to shift students’ attention back to learning instead of obsessing over their grades. The leaders of this PIE (Skogsberg, Carpenter & Buffalari) have been working on an e-book for the Society of Teaching of Psychology, which should be completed this fall (2023). If you want to learn more about alternative methods or have ideas to share, we’d love to talk to you!
Bridging Knowledge and Applied Learning Experiences: Student Internships/Practicums
Alishia Huntoon
Gaining applied experience provides students with a better understanding of their career interests and can provide them with insight to achieve their goals. It is also a safe space to explore career options before committing to a position. Some fields of study are quite broad with many career paths. Other students may be located across geographic locations. Do institutions support and encourage practicum and internship experiences? Are they required? What policies and procedures are in place? How are sites chosen and vetted? This PIE welcomes participants to engage in conversation to share and learn more about practicum and internship practices.
How to Be an AP Psychology Reader
Amy C. Fineburg, Kristin Whitlock
Come learn about how to become an AP Psychology Reader! The AP Reading is a rich, compensated professional growth opportunity for high school and college faculty. Join us to hear about in-person and remote opportunities to help students from around the world!
Grading Practices to Promote Agency and Autonomy
Carla M. Strickland-Hughes, Victoria Cross
Promoting student agency and autonomy is vitally important to fostering self-motivated learners and is possible in all class sizes. This PIE will discuss assessment and grading policies that grant students choice in demonstrating their learning and in building their grades without creating an administrative headache. In point-choice grading, students choose from a menu of options. With planned-goal grading, students self-assign a portion of their grade to their own goal (e.g., attendance, early submissions). Not everything that is valuable is worth points; we also create voluntary opportunities for feedback, self-evaluation, and reflection. Tell us how you promote agency and autonomy!
Rethinking Best Practices in Introductory Psychology in a Post-Covid World
Christie L. Cathey, Brooke L. Whisenhunt
Last year marked a return to our pre-Covid approach to Introductory Psychology at Missouri State University (e.g., required class attendance, in-class exams). Though we expected this “return to normal” to be challenging, we were dismayed at the level of decline in student learning we saw. As the result of a carefully considered course redesign, we have seen D/F/W rates around 10% since 2012, but those rates have more than doubled since Covid. In this PIE, we will facilitate a discussion of the specific challenges current students are facing and will share ideas for helping students to best overcome those challenges.
Quality Synchronous Online Teaching
Among my asynchronous students and advisees, there appears to be a thirst for synchronous interaction. However, I have noticed some discomfort and hesitation from colleagues on utilizing this modality. Therefore, I would like to use this time to discuss two questions: 1) How can synchronous delivery be conducted in psychology courses while maintaining their quality and integrity? 2) What barriers and limitations come to mind in synchronous learning, and how can they be addressed? This discussion is open to anyone, regardless of experience in synchronous teaching. I will have sample syllabi from my synchronous courses and welcome resources from others.
How to Balance Being an Effective Educator and Creating Boundaries with Students
Kathleen M. Bettencourt, Kimberly E. Marble
Our discussion will focus on how to navigate being effective educators inside and outside of the classroom, while maintaining our mental health and establishing boundaries with students. The COVID-19 pandemic spurred conversations around how professors can and should be more flexible (e.g., due dates, extensions) and the best ways to support and accommodate students who are struggling with various circumstances (e.g., difficulties with mental health, finances, family situations). We hope participants will exchange ideas about how to strike a balance between these needs and their own well-being in addition to thinking about how to keep students accountable.
Overcoming the Paradox: What should training look like for a teaching-intensive position when the focus of graduate school is research?
Annie S. Ditta, Vanessa E. Woods, Nicole Alea Albada, Melissa Paquette-Smith, Celeste Pilegard
Psychology PhDs who enter teaching-intensive jobs were usually trained in research-intensive programs. How can such programs prepare students for teaching roles? This lunch PIE aims to connect faculty from research and teaching institutions to share ideas about how to best train the next generation of teacher-scholars. Discussion may include: When evaluating an application for a teaching position, what do you look for? What skills and experiences would be an asset to your department? What experiences can we provide graduate students during their training to increase their readiness to move into teaching-focused academic positions? And more–bring your ideas!
Sustaining Psychology Outreach Programs & EDI Initiatives
Alexa Sacchi, Jennifer Chan, Bryan Hong, Logan Doyle, Sagana Vijayarajah, Ashley Yim, Marim Adel
Individuals who identify as racial minorities remain significantly underrepresented in psychology from the undergraduate to faculty level. Despite efforts to improve and promote inclusion through institution-based equity, diversity, and inclusion (EDI) initiatives, prioritizing the sustainability of these programs is crucial for providing students opportunities and resources for success in their undergraduate career. In this PIE, participants will discuss topics related to creating and sustaining EDI outreach programs such as approaches for securing long-term funding, transferring and maintaining institutional knowledge, measuring participant outcomes and gathering feedback, and making the program beneficial for both participants and organizers.
How Psychological Literacy Assessments Can Support Scientific Writing Success
Stephanie D. Freis
While psychology curriculum aims to deliver growth in students' scientific writing, this skill has become an increasing barrier to students' success in upper-level classes. Incorporating more explicit training in psychological literacy (PL) can help. PL is the ability to a) be reflective about one's own and others' mental processes and b) use psychological principles to problem solve across contexts. This PIE will discuss examples of how PL assessments can improve the readiness of students to pursue professional writing tasks. For instance, students practice self-reflection, reading, and time management strategies that they can apply to the demands of scientific writing projects.
Removing Barriers and Bringing Equity to the Teaching of Statistics and Research Methods
Ruby I. Vega, Sharon T. Claffey
We will share preliminary findings from an ongoing study examining predictors of student success in psychological statistics and research methods courses. These findings will serve as a starting point for discussion on ways to reimagine these “gateway” courses to better support historically underserved students in the psychology major. The goal of this discussion is to center the needs of these students and interrogate course structures and instructional practices that create barriers to their success. PIE participants will be invited to consider their own courses and explore ways to bring an equity focus to the teaching of statistics and research methods.
"Link me in": Helping Students Integrate Knowledge from Other Disciplines into their Understanding of Psychology
C. Ryan Kinlaw
Drawing connections between material improves retention and understanding, but students often find it difficult to integrate information across disciplines. The final project for the capstone course in my department requires students to make these “linkages” as they focus on a specific topic or phenomenon within psychology. After including some “how to” days in the course, there were certainly more meaningful examples of integration in the final capstone projects. I hope to discuss steps I have taken to foster students’ ability to connect their understanding of psychology to other knowledge and to learn what approaches others are using.
Teaching at the Crossroads: Balancing Established Methods and Innovation in Mid-Career
Erika K. Fulton, Janet M. Peters, Xiaomeng (Mona) Xu
Our pedagogical options are numerous, sometimes overwhelming, and new strategies emerge at a dizzying pace. How do we decide which ones to adopt and how do we know if they are positively impacting student learning? Join us to share and discuss personal experiences with ineffective teaching habits that need to die hard, the “tried and true” methods that we shouldn’t abandon, the flashy new approaches that have little substance, and the promising new strategies that colleagues personally recommend. This PIE stemmed from an STP mid-career reading group and is targeted to mid-career faculty, but it is open to everyone.
Talking about Race: Pedagogy in a Psychology of Race and Racism Course
Iván Carbajal, William Rayo, Steven Sanders
With the rising hostility towards discussions about race, students are often unprepared for discussions about difficult topics like race and racism. This round-table explores pedagogy and outcomes in a Psychology of Race and Racism course focuses on enhancing racial literacy and cultural competence in students, taught both online and in-person. Our conversation examines how DEI courses bolster multicultural understanding and strengthen ethnic identity. Join us in this crucial dialogue as we delve into the complexities of teaching through an intersectional lens, compare the efficacy of online and face-to-face instruction, and the influence of instructor rapport on learning.
Ungrading for Equity, Empathy, and Student Engagement
Stevy Scarbrough
Students have been conditioned to care about what grade they will earn in class, rather than developing a desire to learn and engage with course content. Educators have been conditioned to focus on measurement, objectivity, and outputs, rather than facilitating the learning process. Through Ungrading, the practice of assessing student learning without assigning points or grades to assignments, educators can utilize more equitable and empathetic practices to help students engage in their courses and develop an interest in their learning. This PIE will lead educators in a discussion of different approaches to Ungrading and how to transform any psychology course.
Evolving with the times: Teaching in a rapidly changing world
Teceta Tormala
The influences of the pandemic, racial uprisings, movement to voice identity-related experiences, and hyperpolarized sociopolitical context have galvanized students in remarkable ways. They have also highlighted gaps between instructors and students by centrality of social identity to the self, political ideology, how social justice should be embodied by institutions, and expectations of what an institution should be. This roundtable discussion will offer a space to talk about how we balance the changing expectations of the field of psychology with our evolution to remain anchored in our pedagogical values while being an active part of the contemporary times.
Posters
Friday, October 6th from 4:45 pm - 6:15 pm
- Cognitive Factors Related to Academic Performance in Introductory Psychology
Adrienne L. Williamson, Jennifer Willard, Sharon Pearcey
- Navigating the Complexities of Hybrid Identity in Psychological Well-being
Aiyana M. McCollum
- Sustaining Long-term High School Outreach Programs: Lessons Learned from the Summer Psychology Research Initiative (SPRINT)
Alexa Sacchi, Jennifer Chan, Bryan Hong, Logan Doyle, Sagana Vijayarajah, Ashley Yim, Marim Adel
- Integrating Student Motivations for International Experience to Guide the Teaching of Psychology in a Study Abroad Setting
Aris Karagiorgakis
- A Comprehensive Survey of Students' Independent Research Experiences in Psychology
Ashley Waggoner Denton, Xiaoshuo Dong
- Authentic vs. Traditional Assessments in an Online Introduction to Biopsychology Course: Learning Outcomes and Academic Integrity
Barbara B. Oswald, Beth Dietz
- Proposed Feasibility of DBT-Informed Academic Distress Intervention on Transdiagnostic Outcomes
BreAnna Taylor, Raquel Goldrup, Janice Snow, Crissa Draper
- Creating a Trauma-Informed Syllabus
Chelsea L. Robertson
- What's Really Important in Introductory Psychology?
Chloe Bohnstedt, Regan A.R. Gurung
- Improving College Student Mindset Using A Short, Modular Intervention
Christopher J. Holland, Ruta Claire
- An Overview of Suicidality in American Indians and Alaska Natives
Christopher S. Perez, Kendal C. Boyd, John A. Davis
- A Brief Intervention to Improve Perceived Self-Efficacy in Introduction to Statistics
Daniel S. Storage
- Incorporating Modern Ethical Examples into Psychology Courses
Deborah S. Briihl, David T. Wasieleski, Rosanna G. Wolf
- Syllabus and Course Design for an Undergraduate Teaching Assistant Seminar
Elisa Geiss
- Recommendations for Improving University Students’ Learning from Reading
Emily J. Yozamp, David K. Seeto, Regan A. R. Gurung
- Debunking Psychological Misconceptions
Janice Snow, Emma Hind, Crissa Draper
- The Prevalence and Structure of Community-Based Participatory Research Coursework in University Psychology Programs
Emmalie M. Arntz, Richard Hartman
- The Impact of Flexible Deadlines on Assignment Submissions in an Introductory Psychology Course
Eve M. Sledjeski
- Low-Tech Gamification for Engagement and Learning in a Statistics Course
Georjeanna Wilson-Doenges
- Ungrading All at Once: Expectations and Realities
Gretchen L. Hendrickson
- A Departmental Effort to Create More Diverse, Equitable, Inclusive, and Socially Just Syllabi
Hypatia A. Bolívar, Frances C. Shen
- Co-curricular Book Club as a Means for Fostering Academic Skills
Jenna K. Zucker
- Just as good, if not better? Comparing outcomes for replication and traditional projects in research methods and statistics courses
Jordan R. Wagge
- Intro Psych Textbooks (Still) More Different Than Alike: Replication Study Confirms Previous Findings
Joseph J. Slade, Stephanie M. Byers, Regan A. R. Gurung
- An Exploration of Introductory Psychology Students' Course-specific Goals
Juanita M. Whalen
- Bueller? Bueller? Looking for Engagement in All the Right Places
Julia P. Langdal-Sittu, Jeff Sittu
- Captain Hook-ing Students’ Interests and Making Them SMEs (Subject Matter Experts)
Jeff Sittu, Julia P. Langdal-Sittu
- Online and Alone? Does Belongingness Improve Success in Online Introductory Psychology?
Kathleen R. Catanese
- Specifications Grading: Does it Improve Learning and Academic Skills?
KatieAnn Skogsberg
- Analysis of Careers for Psychology Majors Course
Laura A. Powell, Rebecca Luenser, Linda Pilkington
- Do Students' Perceptions of Teaching Vary by Faculty Rank?
Lauren Frasier, Regan A. R. Gurung
- Student Perceptions of Teaching by Faculty Rank
Molly C. McCabe, Lauren Mathieu-Frasier, Regan A.R. Gurung
- The Effect of Minority Stress on Sexual Minority College Students’ Mental Health: The Role of General Social Support
Lee A. Golembiewski
- Wisdom and Insights from Expert Mentors: A Qualitative Analysis of the PsychSessions Podcast Mentoring Series
Makenzie L. Peterson, Ellie C. Cameron, Alexis A. Christensen, Xiaomeng Xu
- Changes in Benefits to Socio Emotional Learning Exercises as a Function of Pandemic Timing
Marianne Lloyd
- Snap & Write: Examining the Effect of Taking Photos and Notes on Memory for Lecture Content
Maribeth M. Trego, Julia S. Soares, Annie S. Ditta
- Truth or Lie: Using Mentimeter in the Classroom Enhances Student Learning and Engagement
Michele B. Wellsby
- Using Mentimeter as a Strategy for Real-time, Equitable Engagement
Jeremy L. Foust, Sarah Beal
- Best Practices for Data Science Education Designed for Psychology Majors
Sara Kien
- Mental Health in the College Classroom
Janice Gallagher
- Sleep Matters, But Not How You Think
Spencer J. Campbell, Kelsey Calasanz
- Teaching about Situational Influences on Prosocial Behavior: A Recent Case Study
Stephen L. Chew
- Embedded Peer Tutoring in Introduction to Psychology Courses
Tracey M. Miser, Elizabeth Weiss
- Using “Personal Connections” Writing Assignments in Introductory Psychology
Traci A. Giuliano
- Insights from Teaching a Synchronous Remote General Psychology Pilot Course after Students are Back to F2F Instruction
William Rayo, Sydney Tran
- Effective Peer instruction: Evidence for the Benefits of Peer-to-Peer Onteraction and Guided Self-Explanations in F2F and Remote Courses
Dania Ibrahim, Emma H. Geller
- Weekly Jigsaw Activity to Think Critically about Real World Developmental Psychology Questions
Allison Jessee
- Highlighting Teaching Experience in the Academic Job Market
Hayden M. Schill
- Conceptual Expertise: Using a Card-Sorting Task to Assess How Undergraduate Students Organize Knowledge
Kathleen D. Dyer
- Does Method Matter? Examining the impact of R and Hand Calculations on Student Learning
Amanda Mae Woodward, Lucille Bitzan, Nate Nicholson, Rachel Rineman, Christopher Blommel