Online Conference Program
October 24-28, 2022 for synchronous offerings in Zoom
till October 1, 2023 for on-demand
Table of Contents
Synchronous Participant Idea Exchanges
Audio Recordings from the On-Site Conference
Synchronous Symposia
Implementing a spaced retrieval practice intervention to improve students’ study skills
Heather Mangelsdorf, Kathryn O'Toole
Past research has established the effectiveness of spacing and retrieval practice for enhancing learning, but most undergraduate students do not use these study strategies. To teach students to apply spaced retrieval practice, we developed a scaffolded assignment including video lessons, reflection, and three worksheets leading up to an exam. Students across four courses were randomly assigned to complete this intervention before their second or third exam. In addition to examining short- and long-term effects of the intervention on academic performance and study strategy usage, we will be investigating potential moderators, including metacognitive awareness, motivation, and growth mindset.
Active learning in passive environments: A study into the effects of embedding retrieval practice opportunities in videos
Recent trends in active learning and the current pandemic has increased reliance on online content delivery that often mimics the passivity that instructors strive to move away from. To see if there are benefits to making videos interactive and if the degree of video interactivity (passive vs. interactive vs. branching interactive) is of importance, we conducted two experiments (Ns = 380 and 700). We will compare the effectiveness of different kinds of content delivery (text vs. traditional video vs. interactive video vs. branching interactive video) on student learning, preference, and motivation and make recommendations for how to effectively make traditionally passive learning more active.
Engaging Undergraduates in The Research Consultant Role: The Community Partner Project
Pirita See
Whereas many psychology instructors’ background allows for high-quality mentoring in basic research, it may lead to an unintended blind spot for applied research in non-academic settings. I argue that one solution is the Community Partner Project – an organizational research consulting assignment in which students work with local non-profit organizations. I introduce a format to assist undergraduates’ experiences in providing evidence-based, psychology-focused guidance on improving a specific element of their client’s operations or employee/patron relations. I share my experiences in facilitating this project, including features of the assignment, practical requirements, student feedback, assessment elements, and solutions to common challenges.
Avoiding Burnout for Faculty and Students Using a Multi-Centered Teaching Approach
Since the COVID-19 pandemic, burnout has increased across higher education campuses for faculty and students. Yet little research has been conducted looking at burnout in higher education and has primarily focused on staff (Barkhuizen, 2004), faculty (Singh, Mishra, & Kim, 1998), and med school students (Dyrbye, & Shanafelt, 2016). This symposium will go through major ways burnout has influenced faculty and students in recent years and discuss methods for reducing burnout among faculty and students. Specifically, using a multi-centered teaching approach (combining teaching-centered and student-centered approaches) to build courses centering both the student and instructor maximizing learning, while maintaining well-being and balance.
When Students Say “I don’t see color:” Best Practices for Responding to Racially Insensitive Comments in The Classroom
Lisa Faille
This presentation will provide faculty with specific tools on how to respond to racially biased and dismissive statements that occur in the classroom. This interactive symposium will provide skills and strategies for appropriately responding to the challenging classroom dynamics that often ensue when White students express a lack of knowledge about the structural racism that Students of Color endure on a daily basis. Attendees will be provided with specific opportunities to practice responding to racially insensitive or racially uninformed statements when they occur in the classroom.
Videos Introductions From Scientists to Help Students See What’s Behind the Research
Celeste Pilegard, Rob Ethan Santiago, Dongbowei Zhang, Nathan Nguyen
Students in introductory research methods classes in psychology may struggle to relate to practitioners of psychological science. Short video introductions were solicited from the authors of papers assigned in a 10-week course. Students were assigned weekly online quizzes that required reading a paper either with or without these video introductions added. Primary analyses compare students in the video and no-video groups on changes across the term in science identity, relatability to scientists, scientific epistemology, and sense of belonging in psychology and in class. Implications, including the creation of a public repository of these “Behind the Research” videos, will be discussed.
Modern-day Eugenics: Teaching 19th century genetic science has consequences
Research suggests that biological lessons in high school and university science courses have little impact on students’ genetic literacy. Instead, conventional lessons appear to amplify students’ genetic essentialism, which resembles the pseudoscience of Eugenics as each posits that traits are natural, immutable, and inherited. This symposium has two goals. First, it will highlight recent work in science education and university biology programs intended to impact genetic literacy. The second goal is to review two flaws in psychology’s traditional genetic curricula (e.g., Mendelian inheritance and Behavioral genetics) and to provide specific recommendations for improvement.
Synchronous Participant Idea Exchanges
Deconstructing power hierarchies in the undergraduate classroom
Yuki Okubo, Michele Schlehofer
While deconstructing instructor-student hierarchies in the undergraduate classroom can never be fully accomplished (Lichty & Palamaro-Munsell, 2017), hierarchical relationships can be “strategically managed” (p. 158) for mutual benefit (Fassinger & Hensler-McGinnis, 2005). Yet, shared power entails risk to instructors and the learning process (Schlehofer et al., 2021). This PIE explores power deconstruction in undergraduate classrooms. Discussion topics include (1) ways of deconstructing power via course assignments, classroom structure, and use of language; (2) the effectiveness of these approaches, and how they vary across faculty social locations; and (3) the ways that power deconstruction impacts interpersonal dynamics in the classroom.
Recruitment🖐️ Time⏳ Collaboration🤝 How can we work with a group of undergraduate students on research?
Rachel Walker
As a college professor that teaches four classes a semester, is involved in university committees and works on research, how can I include a research group of undergraduate students into my schedule? How can I find students who might be interested? How do I find a time when students can meet each week? How can I manage the weekly guidelines of the study? Students can learn a variety of skills such as time management, collaboration, creativity, and persistence. Let’s learn and share how we can work with groups of undergraduate students that are interested in learning more in our field.
Contra-Power in an Online Teaching Environment
Madia Levin, Antoinette Kohlman, Marie Bakari
Online teaching presents a challenging work environment where students may feel that as customers, faculty owes them something. This contributes to negative student behaviors (George, 2007) and increased risk for harassment of faculty (Snyder-Yuly et al., 2021). Traditional workplace harassment involves the aggressor in a superior position and a subordinate victim (Wayne, 2019); contra-power harassment manifests when a student harasses someone in a position of authority through intentional disrespectful behaviors (challenging credibility or sending threatening emails) (Weeks, 2019). Contra-power disproportionately targets women and BIPOC; increases emotional labor; and negatively impacts employee well-being, job satisfaction and retention (Lampman et al., 2016). This suggests a need for faculty strategies and resources regarding appropriate ways to handle these situations.
Teaching the Future Teachers: Mentoring Graduate Student Instructors and TAs.
Alison Melley
Increasingly, programs are providing more than the cursory orientation for graduate student instructors and TAs. This lunch PIE invites those facilitating these efforts to a conversation and community. After 3 years of trial, error, and advocacy (+ pandemic), I am beginning to settle on some general principles. Meeting graduate students where they are is central to their success. I'll share the current iteration of our program and invite others to do the same. This can be a space to problem solve around supporting, advocating for, and mentoring our graduate student instructors within the limitations of our programs.
Where the Rubber Hits the Road: Using Our Collective Psychology Expertise to Design Impactful Psychology Courses
Alexandra Lee, Kimberly Alberts
As psychologists, we have an understanding of empirically tested ways to optimize human motivational, cognitive, emotional, and socialization processes. However, applying the knowledge of these processes gained from our own research to teaching of psychology is not straightforward and there are limitations to doing this independently since we have different areas of specialty. So, let’s put our brains together over lunch to capitalize on our collective expertise and develop innovative ways to design more impactful psychology courses.
How do you have class discussions when nobody wants to be divisive?
Anne Stuart
On or off campus, it seems impossible to avoid signs that society is divided. On our diverse campus, we see that the politicization of ideas makes students from all backgrounds hesitant to express their views or challenge each other on potentially controversial topics. As educators, we know that open discussion and engagement with a variety of views is essential to students’ cognitive, emotional, and social growth. Yet in class discussions, students shut down because they feel threatened or that others will not support their views. This PIE will focus on ways to promote active discussion in our divisive society.
On-Demand Symposia
Psychology Undergraduate Students’ Perceptions of Remote Learning
The aim of the current study was to understand students’ experiences of remote learning during the COVID-19 pandemic. Ninety-one Level 1 Psychology undergraduate students from Queen’s University Belfast were asked to discuss issues with remote learning, and to suggest improvements. A thematic analysis revealed that issues with remote learning were linked to the format of teaching, as well as issues relating to the individual, whereas recommendations for improvement centred around considerations for staff (and students) and changing the format of the class. These results will be used to develop future policies around the format of remote learning.
Teaching data analysis with interactive R codes, hints, and embedded practice questions
With the increasing need for code-based computing in psychological research and increasing evidence to support teaching statistics with codes, the demand for interactive teaching materials on computing and statistics also increases. A series of data analysis lessons were developed using the R Shiny App and will be demonstrated using minimal technology (only a web browser is needed). The audience will be able to follow the demonstration and see the various functions of the lessons. The audience, playing the role of students, will be able to engage with the codes with the presenter using their cell phone or laptop.
“What are you doing to do with a degree in that?” A project for undergraduates’ career exploration
Although many psychology majors intend to pursue graduate school, the vast majority do not (Halonen, 2019). Therefore, undergraduates may benefit from early opportunities to explore occupations that may be pursued with a bachelor’s degree in psychology (Peterson et al., 2014). I implemented a Career Project for lower-level psychology majors in which students explore the knowledge, tasks, abilities, and educational requirements of two careers. Undergraduates address job fit and create action plans to address areas of perceived lack of fit; actions may include coursework, service, and research experiences. Specific questions and resources for the assignment will be provided in the presentation.
Asking students how to best teach statistics virtually: Results of focus group discussions
Katherine Fielder, Amanda Krause, Daniel Miller, Lidia Suarez, Patrick Lin
The unique circumstances of COVID-19 have raised questions of best practices for blended and online learning. The present study used focus groups to evaluate which characteristics of statistics learning activities in the virtual environment increase undergraduate psychology students’ (a) engagement, (b) satisfaction, and (c) knowledge of statistics. The findings indicate two main themes concerning why learning statistics online does not work and how to make teaching and learning statistics online work. These findings illustrate key challenges specific to teaching and learning statistics virtually, with real implications for how to better design and implement related curriculum.
Leaning into Failure: Lessons Learned While Trying (And Failing) to Conduct Undergraduate Research During a Pandemic.
Andria Woodell, Anna Mallery, Ray Barram, Anna Lugtu, Meah McCraw, Oscar Tovar, Rui Rui Chenault
This symposium will examine the challenges of supporting student research during the time of the pandemic. It will include what our lab learned from failure, how to carry on through feelings of pandemic exhaustion, and how to create a community surrounding research through an isolating time. We will also talk about the promising new directions we are moving towards with studies being put online and many in person classes and events being resumed.
But that's not my experience: Epistemological issues in the teaching of psychology
Nora Isacoff
This project investigates factors affecting whether psychology students view psychology as a science and how they evaluate psychological evidence. It compares the information and methods used in Introduction to Psychology classes with those in other scientific disciplines, such as inclusion of historical concepts. The study grapples with what introductory psychology classes should look like and how these choices inform what students ultimately remember, whether or not they continue studying psychology. Additionally, it explores connections with students' general views about belief and evidence. The study aims to clarify the curricular role of psychology within a larger epistemological framework.
Who Knew Psychologists Studied Animal Behavior? Teaching Students The Process of Collecting Behavior Using A Systematic Approach
A comparative psychology course can teach students the techniques related to studying behavior using a systematic observational technique. In my course we spend time at our local zoo where students learn to apply what they learned in the classroom. Students have free access to the zoo for several weeks to collect data. Students are provided instructions on the data collection technique. The assignment included ethograms along with a series of questions regarding their results and experience. My goal was to see if they could apply what they learned in the classroom to a real-world application.
The "Life Happens Pass": Use of a flexible, but fair, assignment extension policy
Teresa Taylor Partridge, Stefanie Boswell, Lisa Lockhart
Students sometimes struggle with life events that interfere with timely completion of assignments and assessments. For instructors, equity concerns often arise because we know that some students may feel comfortable requesting arrangements outside those indicated in the syllabus, while others do not. We adopted an extension policy that allows each student to request a 7-day extension for any assignment or exam except the final exam without providing any reason. Across 28 classes, we found that only about a third of students used this “life happens pass”. This policy has helped us maintain fairness, while decreasing the stress of deciding who deserves extensions.
How do you have class discussions when nobody wants to be divisive?
On or off campus, it seems impossible to avoid signs that society is divided. On our diverse campus, we see that the politicization of ideas makes students from all backgrounds hesitant to express their views or challenge each other on potentially controversial topics. As educators, we know that open discussions and engaging with a variety of views is essential to students’ cognitive, emotional, and social growth. Yet in class discussions, students shut down because they feel threatened or that others will not support their views. This PIE will focus on ways to promote active discussion in our divisive society.
Audio Recordings from the On-Site Conference
Keynote Addresses
Teaching to Make a Difference: A Social Justice Approach
Linda M. Woolf, STP President and Professor of Psychology and International Human Rights, Webster University
As teachers, we recognize that psychology has value to people’s lives individually and collectively within a multi-cultural global community. Increasingly, we endeavor to integrate topics such as human rights and social justice into our courses with an eye toward making a difference in our student’s lives not just in the classroom but also in their day-to-day lives both locally and globally. This address will explore the concept of social justice as well as methods of integration into psychology courses, the curriculum, and as an approach to facilitate learning and social responsibility.
Critical, Inclusive, and Open Pedagogies: Centering Social Justice in the Teaching of Psychology
Rajiv Jhangiani, Vice Provost of Teaching and Learning, Brock University
Do you wonder why an undergraduate major as popular as Psychology continues to struggle with a diversity problem? Or why a discipline with such transformative potential has often been complicit in serving destructive ends? As teachers of psychology, we carry a special responsibility into the classroom, one that isn’t well served by the maintenance of a facade of neutrality. Our goal as critical educators ought not only concern teaching practices that are effective and engaging, but also the intentional design of learning environments that are inclusive, antiracist, and just.
Equity, Diversity, and Inclusion: Reflections from Psychology Faculty of Color
Kelley Haynes-Mendez, Director of the Ethnicity, Race, and Cultural Affairs portfolio and Acting Director of the Human Rights Team at the American Psychological Association (APA)
Panelists: Arlen Garcia, Gabrielle Smith, Vanessa Hintz, Judith Pena-Schaff
In 2021, the American Psychological Association published its framework for Equity, Diversity, and Inclusion which aims to promote an accessible, equitable, and inclusive psychology that promotes human rights, fairness, and dignity for all. The EDI framework is relevant across all segments of psychology including education, science, practice, and advocacy. In this keynote panel discussion, invited panelists will explore the impact of equity, diversity, and inclusion in creating structural change in academia and other educational contexts. Panelists will also reflect on their personal experiences as faculty and scholars of color working in the area of teaching and learning in psychology.
Symposia and Workshops
Writing an Op-Ed: Teaching Psychology Students to Write for Public Audiences, not for Researchers
Steven Zhou
Traditional writing curriculum for psychology students is focused on the "academic writing" style found in peer-reviewed journals. However, students are more likely to need public writing skills in future careers, which differs dramatically from academic writing. This workshop is a hands-on opportunity to write your own popular press op-ed based on a psychological research study. The facilitator is a graduate student who received op-ed writing training from former press editors and has published op-eds in national outlets. The workshop is geared to students and ECRs who are interested in learning popular writing skills and incorporating it into their own curriculum.
Examples of Translational Assignments Across the Psychology Curriculum
Andrew N. Christopher, Susan A. Nolan
We will present examples of 4 projects we use in our undergraduate classes to promote translational skills in our students. By “translational skills,” we mean the ability to take psychological science processes and empirical results and explain and use them in a “real world” context. We will highlight how translational skills can be used to improve the work or organizations and improve the lives of others. These projects allow students not only to gain workplace-related skills, but to have a finished project that they can detail as they prepare for the next step in their professional lives.
Better, More Inclusive Classes through Midcourse Feedback: Four Learner-Centered Methods
Formative, midcourse feedback is an inclusive practice. Yet, in many courses, midcourse feedback is not built into the teaching process. This symposium will describe, compare, and provide the audience with tools to implement 4 evidence-based methods for gathering midcourse formative feedback: Bare Bones Questions, Small Group Instructional Diagnosis, Student Management Teams, and the implementation of Learning Assistants. Take-home tools will be provided, and substantial time will be dedicated to brainstorming and directly planning how audience members can implement these processes in their courses, this term or next.
Doing Good with Data: Bringing Diversity, Equity, and Inclusion to Graduate Statistics
Ann Holmes, Lauren Girouard-Hallam
Datasets within graduate level statistics courses tend to be abstract or lacking relevance to the lives of students. Course designs therefore should consider example data that touch on matters of diversity, equity, and inclusion (DEI), exposing students to statistical techniques while connecting back to meaningful social issues. This project describes the ways in which data simulation can be used to create datasets to bring into the classroom, and how to get started with transitioning or designing a statistics course that incorporates DEI materials.
Benefits of Specifications Grading: Boasted or Backed? A Content Analysis of Students’ Reflections on Different Grading Systems
Carla M. Strickland-Huges, Julie C. Hill, Annie S. Ditta, Emily Mroz
This symposium brings together teachers of Research Methods and Statistics to: (i) discuss inclusive teaching practices to promote equity in the classroom and (ii) suggest concrete changes to teaching materials that align with these practices. Research Methods and Statistics are foundational courses and strong predictors of later academic success in psychology. We will discuss evidence-based strategies for instructors to rethink their courses to promote equity in large and small ways, from syllabus policies to in-class exercises to assignments and exams. Attendees will leave with concrete tools to implement the approaches presented.
Take Control of Service Before it Takes Control of You
Pamela I. Ansburg, Mark E. Basham, Regan A. R. Gurung
Want to learn how to select service activities that align with your skills and interests? In this workshop, you will complete a self-assessment to identify how you want to contribute to your institution, how to find service opportunities, and how to avoid those that don’t fit your service plan.
Critical Consciousness and Decolonization in the Classroom: Practices for Justice, Transformation, and Liberation
Teceta T. Tormala
In recent years, racial justice movements such as Black Lives Matter and Land Back have spotlighted staggering historical and structural inequities, and the path towards justice and liberation. Within psychology, this collective force has strengthened the call to decolonize and to indigenize the field, and to build critical consciousness. The goal of this interactive discussion is to share experiences, practices, and challenges towards those goals within the teaching of psychology. Possible topics include decolonization of the syllabus, curriculum, or self-as-teacher; careful attention to classroom dynamics; critical assignments, lectures that (re)educate students about indigenous knowledge, perspectives, and practice within psychology.
On-Demand/Virtual Posters
Professional Preparation in Psychology: Designing a Course to Support Career Exploration and Planning among Psychology Students
Bridging the Research Gap for Transfer Students
Heather Schoenherr, Mary Pritchard, Timothy Buckles
Using Reflection in a Capstone Course to Showcase Student Learning in the Psychology Major
Carrie Switzer, Sheryl Reminger, Frances Shen, Michele Miller
Study Strategies in an Undergraduate Introductory Statistics Course for Psychology Students
Amanda Mae Woodward, Rachel Rineman
Piecing Together School Counseling Mandate In India
Neha Tripathi
Student Perceptions, Attitudes, and Experiences regarding Indigenous Content in Psychology Courses
Near-peer Course Support and Students’ Sense of College Belonging: A pilot study.
Alma Tejeda-Padron, Hope Mohrland, Matthias Mehl
Building an upper-level psychology seminar around problem-based learning
Comparison of Free Statistical Software Programs
Melissa Shepherd, Elizabeth Richardson,
Learner-identity syllabus teaching philosophy statements influence perceived responsibility for course grade.
Ho'āla: Integrating Native Hawaiian methods of inquiry and observation into Psychology courses
Ashley Biddle, Kanoelani Davis Hō'aka Mana
The Impact of Student Gender and Marking Scheme on Psychology Instructor Grades: A Call for More Research
Maya Sunda, Ashley Waggoner Denton
Helping undergraduates develop and refine research questions: Recommendations for less pain, more gain
Stefanie Boswell, Teresa Partridge, Lisa Lockhart
Intentionally Integrating Collaboration into Psychology Curriculum
Heather Schoenherr and Jana McCurdy
Integrating Information Literacy in a Developmental Psychology Course
Creating Engaging Virtual Experiences
Inclusive Activities for Encouraging Active Learning of the Psychology of Women and Gender
As easy as pi? An applications-based project for teaching about memory
Back to the Future: Student Feedback on Immediate Transition to Online Asynchronous Courses
Flipping the Introductory Statistics Classroom: Benefits and Challenges Observed in the First Year
Using Flipgrid: Going Beyond the Traditional Online Discussions
Individual Differences and Students’ Anticipated Responses to Cheating via Instant Messaging
Jennifer Willard, Adrienne Willamson, Andrew Manocchio
Changes in anxiety in Introductory Statistics: Relations to felt belongingness in the field and in classroom interactions
Almaz Mesghina, Ben Gorvine, David Smith
"Exam wrappers" for written research reports in Psychology: Applications, general advice, and template
The impact of implementing emergency online learning due to COVID-19 on tertiary statistics teaching practices
Amanda Krause, Dan Miller, Kira Maher
Communication Styles Among Online Students: Relationships Between Anger and Assertiveness
Lori Daniels, Laurie Slifka, Samantha Bickram
Perceived ability in statistics predicts statistics subject performance and statistics anxiety moderates that relationship
Patrick Lin, Lidia Suarez, Nadya Tan, Amanda Krause, Dan Miller
I am 95% Confident Students Will Like This: Using Dollar Street to Facilitate the Conceptual Understanding of Statistics
Academic Locus of Control Predicts Confidence in Job Skills