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NITOP POSTER SCHEDULE (subject to change)
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Tuesday, Jan. 3rd; 1:45-3:00 pm#TItle of PosterShared MaterialsSummaryAuthor 1 Name (First)Author 1 Name (Last)Author 1 AffiliationAuthor 2 Name (First)Author 2 Name (Last)2 affiliationAuthor 3 Name (First)Author 3 Name (Last)3 affiliationAuthor 4 Name (First)Author 4 Name (Last)4 affiliationAuthor 5 Name (First)Author 5 Name (Last)Institution
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Monday1Class Participation Cards - A Different Type of Class ParticipationStudents write individual answers to attitude/opinion questions and comprehension-check questions on an 8x5 index card at various points during class. Students submit the cards at the end of class, and earn a small amount of credit. Student feedback on this technique (which is positive) will be presented in the poster.DavidCarkenord
Longwood University
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Monday2Comparing Undergraduate Student Participation in Discussion Boards Hosted on Reddit and Canvashttps://drive.google.com/file/d/1gsCBWhDeEcPfXcR7YQqFqXyjDmwER6vT/view?usp=sharingIn this study, we tried to leverage the motivational value of social media for educational purposes. Our results show no difference in student engagement with a discussion board activity that was either hosted in a traditional learning management system (Canvas), or the social media platform Reddit.AndrewNeffEmory UniversityJennyMischelEmory UniversityEvanYang
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Monday3Modernization of the Evaluation of Teaching: Using the LMS to Move Toward a More Inclusive Processhttps://drive.google.com/file/d/18qh5DO82QOe8Q19LZoeFZ0Y73t8M-SP_/view?usp=sharingThis poster session looks at the response to changes in teaching evaluation on an institutional and departmental level and looks at the creation of a faculty development module to inform faculty on the use of appropriate feedback for peer review of courses, syllabi and assignmentsMariaReid
Florida International University
EricaCaton
Florida International University
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Monday4Comparison of Exam and Non-Exam High-Stakes Assignments in an Online Abnormal Psychology CourseProposed study of comparing two sections of online, asynchronous abnormal psychology courses that are identical in learning content and small stakes assignments but differ in using exams versus non-exam assignments as high-stakes assignments. IRB approval and data collection to be completed by end of the Fall 2021 semester.JerryMize
George Mason University
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Monday5Promoting Community in ASsynchronous Online Courses Using Written versus Spoken Modes of Interactionhttps://drive.google.com/file/d/109-5ZITxutIrDwYgc8gJXLOhNaluPzQ_/view?usp=sharingWith the recent need for offering more online courses, it is important to understand which elements of these courses are most effective. In this study, we used a quasi-experimental between-groups design to investigate whether written vs. spoken modes of interaction would be more effective in promoting community in online courses.MonaIbrahim
Concordia College
KiaraStroh
Concordia College
Sharon
Mac-George Nwabia
Concordia College
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Monday6Examining Tactors Related to Academic Achievement: Grit, Self-efficacy, Mindset, and Sioeconomic Statushttps://drive.google.com/file/d/18uNliNSdpFSYnhejbaPSt7cvZZ0VRW85/view?usp=sharingDespite mixed evidence, Grit, defined as passion and perseverance toward long-term goals, has gained attention in educational settings as a potential catalyst to academic achievement. This study aimed to test how well Grit predicts academic achievement among college students, while controlling for socioeconomic status and metacognitive variables, self-efficacy and mindset.BrookeHansen
Bloomsburg University of Pennsylvania
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Monday7Sharing "Neuroscience Cheer:" Assessment of a Service Learning Component of a Physiological Psychology Coursehttps://drive.google.com/file/d/1dN3kigy5vfyNNUpBwvYQazR_yRkJVJrG/view?usp=sharingThis project utilized active learning and learning through teaching in a physiological psychology course. Science knowledge and science attitudes and beliefs were assessed following the learning through teaching activity (neuroscience outreach to middle school students). Findings suggest that these pedagogical strategies were received with enthusiasm and positively affect science attitudes.RebeccaGilbertson
University of Minnesota - Duluth
EricHessler
University of Minnesota - Duluth
MariahRavet
University of Minnesota - Duluth
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Monday8Community Partner Voices: Community-Engaged Learning in a Rural AreaThis mixed-methods research examined the impact of community-engaged learning (CEL) on community partners. Few studies have focused on community partner experiences, something that might be even more important in a rural area. The results suggest overall satisfaction with the CEL experience, but partners indicated a desire for more transformative relationships.LaurenPaulson
Allegheny College
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Monday9How Covid-19 (and Other Factors) Impact What Students Want You to Know About Themhttps://drive.google.com/file/d/1ER9h1LoEX_Wg9Mb5jHsDDUNAwdQsSkWP/view?usp=sharingOur study explored how intro/advanced classes and a pre/post Covid learning environment impacted student concerns. We found that students mentioned more mental health concerns, personality information, and time management issues during the pandemic, and Introductory students were more likely to discuss their personality and less likely to mention procrastination issues.ChelseaWitt
University of Nebraska- Lincoln
LydiaSoucie
University of Nebraska- Lincoln
KatieCarey
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Monday10Examining the Roles of Boredom Proneness and Smartphone Use in Perception of Passing Time Across Waiting, Social Media Use, and Academic Settingshttps://drive.google.com/file/d/1D4Rx0eG3PDg09GIK9h1FA6B7_DBGJTWS/view?usp=sharingRelations were examined between boredom proneness, smartphone use, and time perception across three conditions: Waiting, Social Media, and Lecture. College students perceived more time as passing while watching the lecture. Additionally, students more prone to boredom perceived less time as passing during the lecture compared to less boredom prone students.BethanyHarris
Texas A&M University
SherecceFields
Texas A&M University
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Monday11Lessons Learned on Shifting Sands: Flexibility, Compassion and Community as Tools for Successful Instruction during Uncertain TimesThe COVID-19 pandemic led American colleges and universities to experiment with new instructional modalities. Lessons on essential interpersonal components for teaching during uncertain times have emerged from this process. Here, I discuss how to navigate the new teaching and learning environment while meeting goals of flexibility, compassion, and community.GabrielaMartorell
Virginia Wesleyan University
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Monday12Integrating Career Readiness and Professionalism into the Psychology Major for Fully-Online StudentsThis poster will address how an existing career readiness program was made accessible to students who choose to complete the psychology major fully online. Benefits and drawbacks of online career readiness activities will be addressed, as will our efforts as professors to address issues of online professionalism with our students.EricaGannon
Clayton State University
MarkDaddona
Clayton State University
DeborahDeckner Davis
Clayton State University
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Monday13Zoomed In or Zoned Out? Attitudes among Students in an Online vs Hybrid Research Methods Coursehttps://drive.google.com/file/d/1sdlGYLSH_OwwoFbi3JVR7oCUv4A-MJ_R/view?usp=sharingAlthough research methods (RM) courses are integral to psychology undergraduate curricula, many students have negative attitudes toward the class. We investigated whether attitudes toward RM differed in hybrid vs. online classes during COVID-19. Minimal differences were found between modalities; however, self-efficacy in statistics predicted enjoyability, difficulty, and learning.RosalynStoa
Colorado State University
SarahMyers
Colorado State University
GwenFisher
Colorado State University
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Monday14A Self-Compassion Intervention in Introductory PsychologySelf-compassion is a self-attitude that entails treating oneself with warmth and understanding in challenging times (Neff, 2003). We embedded a simple self-compassion intervention into an existing, self-reflective midterm assignment (the Midterm Wrapper) and examined its effects on academic motivation, state academic self-compassion, and perceptions of academic stress.ChristieCathey
Missouri State University
LydiaNeedy
Missouri State University
EmmaSparks
Missouri State University
SamanthaWoemmel
Missouri State University
HallieJones
Missouri State University
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Monday15I am 95% Confident Students Will Like This: Using Dollar Street to Facilitate the Conceptual Understanding of StatisticsThis poster will present a learning activity that introduces students to confidence intervals for population parameters, while engaging them with global statistics. Students identify a variable, select a sample, and generate a confidence interval in order to make inferences about their population, all while reflecting on possible limitations.ErinFreeman
University of Oklahoma
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Monday16Hands-On Learning & Student Mental Health: A Pilot Studyhttps://drive.google.com/file/d/1492xxwR9j6ZcsTev6euvaS5h4S2axjyN/view?usp=sharingThis poster presents the results of a pilot study that looked at the effects of participating in hands-on learning on undergraduate's self-compassion, self-esteem, and confidence as learners. Results show undergraduates benefitted from this hands-on course and we discuss ideas for furthering this type of learning.CaitlinDzikonBastyr UniversityMichelleThallBastyr University
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Monday17Critical Thinking Activities and Science Communication in Undergraduate Neuroscience CoursesImportant in the development of critical thinking in undergraduate education skills are analysis of primary literature and writing about them. The aims of this study were to examine how non-traditional writing assignments related to science communication might contribute to the enhancement of critical thinking skills and performance.JoshRodefer
Mercer University, Department of Psychology
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Tuesday, Jan. 4th; 3:15-4:30 pm#TItle of PosterSummaryAuthor 1 Name (First)Author 1 Name (Last)Author 1 AffiliationAuthor 2 Name (First)Author 2 Name (Last)2 affiliationAuthor 3 Name (First)Author 3 Name (Last)3 affiliationAuthor 4 Name (First)Author 4 Name (Last)4 affiliationAuthor 5 Name (First)Author 5 Name (Last)Institution
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Tuesday18Get Psyched about Psych Club!https://drive.google.com/file/d/1ZglkHMbAT17QOHyjFE9VIyefAdsThSe9/view?usp=sharingStudent organizations provide a valuable opportunity to extend learning beyond the classroom. But, fostering engagement within a virtual community can prove challenging. In this poster, we will describe the creative strategies we have employed in our online club and the promising response our efforts have delivered.VickmarieMurray
University of Arizona Global Campus
StephanieStubbs
University of Arizona Global Campus
MichelleRosser-Majors
University of Arizona Global Campus
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Tuesday19Using a Utility-Value Intervention to Improve Online Group Work Perceptions and Skillshttps://drive.google.com/file/d/1Tn-SJRBfmvORTt5PaE6JsBsAHaUK2z0w/view?usp=sharingThis proposed poster includes a SoTL study conducted in two sections of an online upper-level psychology course. The purpose of the study was to test the effectiveness of a motivational intervention to improve students' perceptions of online group work and their group work skill use.AlisonKelly
University of North Dakota
VirginiaClinton-Lisell
University of North Dakota
KendallKlein
University of North Dakota
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Tuesday20Incorporating Active Learning and Emerging Technologies to Enhance Learning and Engagementhttps://drive.google.com/file/d/1B7VThpcnSAJOLo0-TyKvJyFoJlCSuUPE/view?usp=sharingEmerging technologies can help students actively engage with class materials and gain knowledge from hands-on experience. This session will highlight how two projects utilizing 3D printing and multimedia can be adapted to various psychology classes, and the advantages of permanently adopting some of the practices developed during the pandemic.SusanGeffen
Occidental College
AmyJiang
University of La Verne
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Tuesday21Using Three-Dimensional Models to Improve Spatial Awareness of the Brainhttps://drive.google.com/file/d/1sTd-j05rI9PeKYYa3eoP1jnvyVbJxLP1/view?usp=sharingTechnologies such as 3D printing and virtual/augmented reality have great potential for improving the teaching of highly spatial topics such as neuroanatomy. We will present different activities for teaching brain anatomy that were created using high resolution 3D fMRI models as well as some initial data on their efficacy.MeredithMinear
University of Wyoming
Veronica
Carey-Roderiguez
University of Wyoming
CourtneyDerby
University of Wyoming
Samford University
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Tuesday22Learning in a Pandemic: Instruction Style and Perceived Academic StressStress, including academic stress, negatively affects a person's mental and physical welfare. This study examined the impact of instruction style on perceived academic stress (PAS) among university students. Results showed no relationship between instruction style and PAS. Specifically, no difference in PAS was observed between remote vs. face-to-face instruction styles.KimberlyWood
Samford University
KaitlynMorris
Samford University
PaytonRackley
Samford University
RachelRowland
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Tuesday23Incorporating Participatory and Indigenous Methodology into Research Methods in PsychologyPe-Pua (2006) describes four approaches to methodological research designs: experimental research, survey research, participatory research, and indigenous research, which differ among many dimensions. We present a revision of the undergraduate and graduate research methods curriculum. Participatory and indigenous methods are integrated across 14 stages of conducting a research project.ChristinaSalnaitis
Kennesaw State University
JoshStanz
Univeristy of South Florida
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Tuesday24Visual Mental Imagery and Study Strategies: Does Vividness Matter?https://drive.google.com/file/d/1FU704hhWOiHowD4wTcKbGW2neutXm7OW/view?usp=sharingIndividual differences in visualization ability predict differences in study strategies. Participants completed a questionnaire including measures of visual imagery ability, study behaviors, and approaches to studying and learning. Vividness of mental imagery predicted a wider variety of study behaviors, deeper learning strategies, higher self-efficacy, and better semantic and episodic memory.JenelCavazos
University of Oklahoma
HannahBaskin
University of Oklahoma
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Tuesday25If you Post It, Will They Learn? A Nnaturalistic Study of Student Engagement with Lecture CaptureThe current study investigated the pattern of classroom lecture recording usage by students enrolled in an undergraduate course. In addition, we examined the association between the use of lecture capture and student outcomes. Finally, this study discussed potential motivational differences that could mediate student behaviors and future directions.KatharineKujawa
Department of Psychology, Montana State University
MichaelBabcock
Department of Psychology, Montana State University
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Tuesday26STOP NOW! Encouraging Retrieval Practice and Metacognition in Online Deliveryhttps://drive.google.com/file/d/1r6Ci3o7scO2vBtK9Z_a4inQzKSpRbEAu/view?usp=sharingDuring online pandemic teaching, Blackboard journals and Canvas assignments facilitated learning by asking students to freely recall recently presented information multiple times during online lectures. Participation positively correlated with exam performance. After discussing memory, students received a prompt asking the assignment's purpose. Responses reflect application of key memory concepts how such techniques are applicable across situations.DesRobinson
Tarrant County College
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Tuesday27Engaging Students in Examining the Potential Impact of Violent Video Game PlayThis poster details an activity to teach students to critically examine the content of violent video games and then consider potential implications for adolescents who frequently play such games. I will share pretest-posttest with control group data on student learning outcomes from engaging in this event.AprilSchwarzmuellerEckerd College
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Tuesday28Predictors of Performance and Impact of Feedback in Lower vs. Upper-Level Psychology Courseshttps://drive.google.com/file/d/1StuFdsRIgHKCjKtkAKqkowEbmPx6lSKz/view?usp=sharingThis study explores predictors of perceived and actual academic performance, contrasting results from an introductory and upper-level psychology course. Students were given the MSLQ at midterm and were provided individualized feedback on their motivational and learning strategies. Impact of feedback will be examined at the end of the semester.MeganSt Peters
Murray State University
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Tuesday29Tradition or Tech? Students' Statistical Reasoning After Being Taught with Hand Calculations vs. RWe compared the effect of teaching statistical concepts with hand calculations versus R in introductory statistics courses. The classes used co-developed, identical materials that only differed in the computation method. We assessed students' ability to interpret statistics and found no significant difference in understanding across the two instructional methods.Annie S.Ditta
University of California, Riverside
Amanda MaeWoodward
University of Minnesota
Kent State University
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Tuesday30The Effect of Incentives on the Use of Successive Relearning for Retaining Statistics Conceptshttps://drive.google.com/file/d/1EQzT2ZX2vOkEr7Pd5wmtTkyefVBu6GIo/view?usp=sharingOur research focuses on evaluating the impact of assigning credit on using a successive relearning program, which shows a boost to students' retention of facts and declarative concepts. Initial findings indicate that students completed assignments for credit, but they mostly did not complete the tasks without an incentive.JillKawalec
Kent State University
VivekaJenks
Kent State University
MarenGreve
Kent State University
JohnDunlosky
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Tuesday31Metacognitive Awareness, Metacognitive Study Strategies, and Exam Performancehttps://docs.google.com/presentation/d/15NA2ODew3Vh3IiBeQT293DGigHzP63hp/edit?usp=sharing&ouid=115508356876804961195&rtpof=true&sd=trueThis research investigated student's metacognitive awareness, use of metacognitive study strategies, and exam performance. Students completed metacognitive awareness inventories at the beginning and end of a psychology course, and they completed study strategy questionnaires before exams. Student's metacognitive awareness and use of metacognitive study strategies related to exam performance.HeatherMitchell
Webster University
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Tuesday32Depression, Anxiety, Stress, and Resilience in College Students/Faculty/Staff during a PandemicData was collected from students, faculty, and staff at a rural community college to assess the levels of the target variables, as well as their relationship with other variables indicated in the literature.BeverlyBarrett
West Kentucky Community & Technical College
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Tuesday33Cultivating Reflective Thinking in an Undergraduate Psychology ClassroomThis study investigates frequencies and levels of reflective thinking skills that took place in a psychology course. A total of 100 blog posts and 25 reflections are systematically examined to explore whether the promotion of reflective thinking has a positive impact on students' perceived learning effectiveness and their test results.EvaChen
Benedictine College
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