Abstract
Oral Presentations Factors Influencing the Motivation of University Adult and Traditional Learners in a Private University in U.A.E.
AnnaLiza H. Sta. Ana1, Merlita C. Medallon2 and Emad Ata Subhi Shahrouri1
1American University in the Emirates, Dubai, U.A.E.
2Lyceum of the Philippines University Laguna, Laguna, Phillippines
Abstract
One of the most challenging aspects of becoming a professor is how to motivate the students to study. The study based on the theories of Abraham Maslow’s Hierarchy of Needs (1968) and Frederick Herzberg’ Two Factor Theory (1984) determined the motivating factors to study among students enrolled in a private university at U.A.E. Data gathered from 190 enrolled students using an adapted questionnaire revealed that students were more intrinsically than extrinsically motivated. Their motivation to study was driven more by social needs. Relationships of extrinsic and intrinsic motivation factors, and of self-esteem and self-actualization factors with age and with gender were significant. Although there is no significant difference between the motivation of adult and traditional learners, it was found that adult learners have a tendency to have higher motivation. Similarly, although no significant difference was found between the high and low performing students, the latter have a tendency to have higher motivation.
Identifying Humour in Academic Reading
Melody Geddert
Kwantlen Polytechnic University, Surrey, Canada
Abstract
Effective inter-cultural communication has now become even more imperative as the number of students studying in English internationally has become significant. As many academic instructors can attest, the ability to identify humorous tone in textbook reading often goes undetected by many English Second Language students, thereby reducing the students’ understanding that not all of their educational experience is dull and dry. Based on an empirical study done at Kwantlen Polytechnic University on over four hundred first year students from varying linguistic groups, this session will cover various types of engaging reading and ways of incorporating the concept of tone into reading instruction.
“Argument Complexity: Teaching Undergrads and Fighting Terrorism”
Matthew A. Kelly and Robert L. West
Carleton University, Ottawa, Ontario, Canada
Abstract
How is teaching undergrads like fighting terrorism? Both the task of turning undergrads into academics and de-radicalizing violent extremists requires teaching people to reason about the world in a more complex way. We present the argument complexity scale, a tool for analyzing the complexity of argumentation, based on the integrative complexity and conceptual complexity scales from, respectively, political psychology and personality theory. Argument complexity classifies arguments based on three traits: acknowledgement and consideration of conflicting evidence or conflicting frameworks for judging the issue, use of frameworks for evaluating evidence, and use of meta-frameworks for evaluating frameworks. We discuss how the argument complexity scale can be used both to teach undergraduate students to reason and write like academics and to better understand how to counter violent radical narratives.
Burn the Lecture Notes! Creating an Engaging Learning Environment
Elfie Neber
Great Falls College, Montana State University, Great Falls, Montana, USA
Abstract
Research shows that the traditional lecture is one of the least effective methods of instruction, but despite this it is still the preferred format of many instructors. This workshop will focus on participatory teaching methods that not only engage students, but aid in retention and a deeper understanding of the course content. Specific techniques that showcase collaborative and active learning will be demonstrated along with a discussion of how these methods might be used to teach psychological concepts and facilitate critical thinking. Participants will learn effective, evidence based ways to enhance student engagement and learning in their classroom.
On Sages, Guides, and Experts: Models of Teaching and Learning Relationships in Psychology
Eric Amsel
Weber State University, Ogden, Utah, USA
Abstract
The talk addresses models of the relationship between teachers and learners in psychology which I characterize as sages-to-the-uninformed, guides-to-the-inquisitive, and experts-to-the-apprentice. When faculty treated students as uninformed learners they act as sages who impart information. When they treat students as inquisitive learners, they function as guides who provide students with learning opportunities. But then they treat students as apprentices, they serve as experts seeking to socialize students into the field. While psychology teachers may form all three types of relationships with students, the expert-apprentice one is not as well-known as the others. This talk presents theory and evidence of the importance of psychology instructors helping students see themselves as apprentices learning to think like psychologists. The characteristics of the learning environments that promote such forms of teaching and learning will be discussed as will evidence for the impact of such environments on students learning to overcome misconceptions in the discipline.
A Call for Computational Thinking in Undergraduate Psychology
Nicole D. Anderson
MacEwan University, Edmonton, Alberta, Canada
Abstract
Computational thinking is an approach to problem solving that emphasizes formulations and solutions through symbolic manipulation. The advantage of this approach is that problems can be computationally solved through programming algorithms. Although computational thinking has been historically taught in computer science, this approach is also recognized as a fundamental skill required for other disciplines. In psychology, for example, computational thinking is an important skill because many concepts are best formulated through a series of computational steps. However, computational thinking is not formally taught at an undergraduate level in psychology. I will argue that computational thinking is a fundamental skill that can easily be introduced to students throughout their undergraduate education, and that a formal curriculum for computational thinking in the behavioural sciences should be considered. This would provide students with the skills necessary to become successful researchers, and would also provide a practical and marketable skill to all psychology graduates.
Students’ Perception and Acceptance of Peer Assessment: Development of a Questionnaire
Peter Graf, Catherine Rawn and Janel Fergusson
University of British Columbia, Vancouver, British Columbia, Canada
Abstract
Peer assessment – the assessment of student work by other students – is a method for achieving desirable outcomes including increased student engagement in learning, and enhanced proficiency in the broad range of skills required for the critical analysis and evaluation of the work of others. To achieve such benefits, students should be properly trained and they must trust the evaluative feedback provided by peers. We have developed a questionnaire for assessing student’s perception and acceptance of peer assessment. Of the 30 items rated by 105 undergraduates, 18 were retained after analyses. Remaining items loaded on three factors (1 = Confidence in Peers’ Assessment Skills; 2 = Confidence on Own Assessment Skills; 3 = Appropriateness of Peer Assessments in University Courses) which together accounted for 68% of variability. This questionnaire could be used by instructors to gauge potential student resistance and training needs before implementing peer assessment in their courses.
Teaching a Class on Community Psychology
Jennifer Mather
University of Lethbridge, Lethbridge, Alberta, Canada
Abstract
Community Psychology asks students to think about their community and human relationships within it. It needs practical as well as scholarly work, and so is difficult to deliver by standard teaching methods. The author partnered with the Applied Studies office at the University of Lethbridge to give students a balanced practical-theoretical view, with both a placement at a community agency and a weekly classroom meeting. The class first discussed what a community consisted of, with information from scholarly sources. Then each student presented on the agency and wrote a scholarly paper about the influences that caused their agency to be needed. They tied all aspects of the experience together with a weekly Reflective Journal, and two final classes for discussion about what makes a community. But this is only one model, how might other approaches help students to understand our concepts of and participation in communities?
You Know a Lot about Psychology! But Can You Apply It…to Your Own Life?
K. H. Hennig and L. Breslow
University of Guelph, Guelph, Ontario, Canada
Abstract
Within the context of programs in Psychology, the experiential application of course content has unique implications and challenges concerning self-reflexive engagement. Participants in the current study were 302 undergraduate students (>80% female) registered in two Social & Personality Development courses. Course lectures examined the “development” of: sexuality, emotional intelligence, love, social relationships, and identity. Students were given credit for self-disclosure and self-reflection within a course specific, anonymous online discussion forum (e-forum). Survey results indicated a high degree of e-forum engagement (N = 1,616 posts). Students reported a variety of personal and relational problems to which classmates responded supportively, sometimes by way of sharing their own experience of similar problems. Students reported a positive experience overall. E-forum self-disclosure predicted improved post-course interpersonal effectiveness, which was mediated by the experience of validation from their fellow classmates. Unique challenges to assigning course credit for e-forum engagement and other issues are discussed.
Engaging Students in Online Learning: The Importance of Alignment and Ongoing Interaction
David Arness and Adelma Hills
University of Western Sydney, Sydney, Australia
Abstract
With strong advantages of flexibility, there is an increasing push for blended and online teaching in the university context, but student engagement is a major challenge for the online format. This presentation is a designer/instructor’s reflection on the teaching and learning activities employed in an asynchronous, fully online first year psychology elective. Unit content, including readings, self-guided activities and assessment tasks, are continuously available to students and completed according to the semester schedule. As the instructor, I promote engagement and interaction through the discussion board and blog posts related to learning activities. Since its inception in 2013, I have progressively refined the teaching design, using informal student feedback, in-course questionnaires, and formal unit evaluation data. Along with critical observation, this data leads to a grounded strategy for engaging learners, in which teaching and learning activities are aligned with assessment content and promote ongoing discussion and interaction.
Teaching Psychological Research Methods Through a Pragmatic and Programmatic Approach
Patrick Rosenkranz, Amy Fielden and Effy Tzemou
Newcastle University, Tyne and Wear, United Kingdom
Abstract
Research methods teaching in psychology is pivotal in allowing students to make the transition from student as learner to independent practitioner. We took an action research approach to re-design, implement and evaluate a course guiding students, through a programmatic and pragmatic research cycle. These revisions allow students to experience diverse psychological methods by working as collaborators on three sequential studies (qualitative psychometric and survey design). Evaluation of the first delivery (2014) highlighted that students developed a broad range of transferable skills, but experienced uncertainty associated with the research process and anxiety attributed to the less definitive guidance provided by staff (Rosenkranz, Fielden and Tzemou, 2014). Based on this we implemented changes aimed at further developing independence while managing uncertainty by using structured discussion and research groups. In this presentation we will discuss the overall rationale of redesigning the course and present data from the second delivery (2015) of the action research evaluation.
Using the Classroom to Build Resilient Students
Joanne Paterson
Durham College, Oshawa, Ontario, Canada
Abstract
I am a psychology professor for a School of Justice and Emergency Service in a large Ontario College (Durham College). Over the last 15 years, I have taught in programs where students successful in their chosen career field will encounter Critical Incidents as a regular part of their profession. These are students enrolled in Police Foundations, Pre-Service Fire and Education, Protection, Security and Investigations, and Victim Service Work. As well as being a psychology professor, I am a volunteer mental health representative for the tri-service Critical Incident Stress Support Team in Ontario’s Durham Region. This team provides group debriefing and peer support for emergency service workers (Police, Fire, EMS) who have been exposed to Critical Incident’s on the job. I feel the teaching of psychology in our post-secondary institutions is a perfect platform for using psychological theory and collaborative teaching methodologies, as a means to encourage students to explore strength based resilience building in their lives. Using the classroom as a safe place to practice skills such as conflict management, personality dimension exercises, stress management, and resilience building, we can use our psychology class to assist students in recognizing when they are struggling, how to ask for help, and when they can be resilient champions. This presentation will be anecdotal account supported by empirical evidence, demonstrating how an Introduction to Psychology class can utilize several resilience building strategies within the curriculum.
Research Supervision Challenges- A Cross Cultural Perspective
Naumana Amjad1, Amina Obaid2, Afifa Anjum1 and Martin Skinner3
1Institute of Applied Psychology, University of Punjab, Pakistan
2Lahore College Women University, Pakistan
3University of Warwick, UK
Abstract
The study explored challenges faced by research supervisors in Psychology undergraduate and post graduate programmes. Ten research supervisors were asked to respond to some open ended questions about obstacles in achieving the outcomes of research supervision. Four of these from Pakistani Universities, three from a Canadian university and three from UK universities. The overarching themes from consensual content analyses were: student related issues (knowledge and skills- sub categories; lack of conceptual clarity, writing skills. Attitude- subcategory; procrastination,), Supervisor related factors (lack of rapport, unclear communication, unmet expectations) and institutional practices (unclear role of supervisor, discouraging out of box thinking). Some effective solutions used; senior peer involvement, research group meetings, skill enhancement courses and motivational interventions. Penalty procedures were also used with less impact than positive interventions. Interestingly, most of the challenges are common across three countries. The authors are seriously considering starting a support group called supervisors anonymous.
How Eight Faculty Engaged in Team-Based Learning and You Can Too!
Michael Giang, Julia Tang, Shani Habibi, Michelle Samuel, Pamela Gist, Gregory Travis, Darla Dunlop, Robin Bishop and Aloha Buenaventura
Mount Saint Mary’s University, Los Angeles, California, USA
Abstract
Team-based learning (TBL) restructures the traditional lecture heavy (activity light) classroom into a period with short quizzes, mini-lectures, and application-based exercises. In this workshop, we will discuss the key components of TBL and our success and struggles with converting eight psychology classes into TBL classes. These include 1) developing and maintaining permanent student teams, 2) holding students accountable for their teams’ successes through individual and team-based quizzes, exercises, and peer evaluations 3) identifying the muddiest points for mini-lecture and preparing students for the larger in-class activities, 4) developing application activities that allow students to engage course content, problem-solving, and diverse perspectives, and 5) how faculty with different levels of experience managed to convert their classes into TBL (including the highs and lows of this process).
Wikipedia in the Classroom: Using Wikipedia as a Tool for Teaching Information-Literacy
Christina Shane-Simpson1, Elizabeth Che2 and Patricia J. Brooks3
1City University of New York, New York City, New York, USA
2College of Staten Island, New York City, New York, USA
3Hunter College, New York City, New York, USA
Abstract
Although instructors often deter undergraduates from using Wikipedia as an information source, Wikipedia editing can help students develop collaborative skills (Zhu, Kraut, & Kittur, 2013), recognize inaccuracies online (Traphagan et al., 2014), and summarize primary sources (Chiang et al., 2012). Through surveys and reflection papers, we explored whether Wikipedia editing in an undergraduate Human Development course (N = 110) influenced classroom community and helped students develop information-literacy. From pre- to post-test, students’ evaluations of Wikipedia’s reliability remained consistent and they reported no greater classroom community. However, survey results found improvements in students’ search strategies for journal articles (p < .01) and psychology review articles (p < .01). Additionally, most (84%) connected their Wikipedia editing with the developmental content from lectures/text chapters. Although many students showed increased information literacy and connected their editing to course content, some students may need instructors to more explicitly bridge this connection.
Teaching Psychology in the United Kingdom, Adapted, Muddled and in Need of Therapy (2002): Revisited Over a Decade Later; Has Anything Really Changed?
Andy McCarthy1 and Agnieszka Lech2
1Canterbury Christ Church University, Kent, England, UK
2Queen Mary University, London, England, UK
Abstract
This discussion paper will present a personal view of the current state of psychology teaching in the UK. The emphasis will be on how this subject has evolved into its current nebulous state. That is, an undefined position somewhere between psychology’s desire to be an adult scientific discipline and the irresistible demand to retain its childlike fascination with observable common sense. Educationally, psychology was a muddled and homeless discipline and the new millennium was an ideal time to “put our house in order”. The original paper suggested a coherent and aggressively independent progression from introduction to psychology for 14-16 year olds through to degree level and beyond. The system in the UK demanded a higher level of academic input for studying pre-university psychology compared to part-one degree level psychology. Furthermore, entry to higher level study carefully disguised the ‘time bomb’ of statistical research methods and did not demand psychology-based prerequisites. The title of the original paper spoke for itself and begs the question: have we made any real progress in the last ten years?
Sex-Positivity in Research and Education
Cory L. Pedersen
Kwantlen Polytechnic University, Surrey, British Columbia, Canada
Abstract
Lessons from a 3rd-year Human Sexuality course are used as the backdrop for discussing the importance of adopting a sex-positive approach in the dissemination of sexual information in both educational and research settings. Issues of sexual anatomy, function, orientation, gender development, and commercial sex will be used to illustrate assumptions and biases adopted by many students at the beginning of the term – and what approaches can be utilized to encourage sex-positive literacy over the course of a single semester.
Cultural Moments Anyone? - Culture as a Tool and Change Agent for Self and Other
Peter McKimmin
California School of Professional Psychology, Alliant International, San Diego, California, USA
Abstract
Awareness, knowledge, and skills are cornerstone competencies for all learning, but nowhere is this more true than in cultural psychology. Many faculty, students, and healthcare professionals often underestimate the richness of their own cultural context and experience as a source for academic and personal growth because - like culture itself - 80% lies beyond their immediate or conscious reach. This workshop seeks to enhance self-awareness and knowledge by providing participants with a simple skill set (grounded in theory and research) on how to use culture as a tool for self-exploration. Briefly stated, each participant will be asked to select a culturally significant event (aka a cultural moment) from their personal history, re-examine and re-interpret it in the light of prompts to stimulate self-awareness, and share their findings with others.
Integrating Eastern and Western Learning Styles
Joanna Barlas
JCU Singapore (James Cook Australia Institute of Higher Learning), Singapore
Abstract
Learning styles in Eastern and Western educational settings are known to differ with the former focusing on understanding through memorization prior to application and the latter focusing on understanding through experiences initially (Kennedy, 2002; Pang, Ho, & Man, 2009; Tavakol & Dennick, 2010). It can be challenging to be a foreign lecturer in a higher education setting, balancing the cultural learning styles of students with a different teaching approach. This paper will share the experiences of blending the teaching approaches of didactic teaching with facilitation in lectorials and clinical supervision within an Australian competency-based psychology program for a Singapore student population. Strategies to build on individual learning styles and to encourage reflection and self-directed learning, including appropriate use of technology, will be discussed.
Bang Your Head: Heavy Metal and other Unusual Examples to Enhance Lectures in Psychology
Rodney Schmaltz, Ph.D.
MacEwan University, Edmonton, Alberta, Canada
Abstract
From hidden messages in Judas Priest’s music to Slayer being charged with promoting murder, heavy metal music has a long history of unique instances that are directly related to psychology. By incorporating examples from the world of heavy metal, instructors can enhance student engagement and drive home a wide range of psychological theories and concepts. In this talk, I will provide examples involving heavy metal that relate to areas covered in introductory, social, personality, and research methodology courses. Topics covered will include: black metal and criminal behaviour, the link between personality and music preference, “problem music” and moral panic, as well as subliminal messages in music and the role of expectation in the perception of music.
Strategies for Writing Improvement among the Texting Generation
Carolyn Gralewski
Illinois School of Professional Psychology at Argosy University, Schaumburg, Illinois, USA
Abstract
While effective writing is crucial for working in the field of psychology, many students enter college and graduate school without adequate writing abilities. Even when basic writing skills are intact, transitioning to writing in a professional psychology format can be challenging for students. Since assessing student writing can be a time-consuming task, faculty may at times be tempted to minimize the amount of writing required in courses, which is counter-productive to writing improvement. This presentation will focus on ways to facilitate improvement in writing skills within the classroom setting as well as describe a writing remediation program delivered in a collaborative peer context. Utilizing strategies to transfer the responsibility for critiquing and evaluating writing, and identifying areas for improvement to students, can reduce the burden on faculty as well as increase the ability of students to evaluate and improve their writing on an ongoing basis.
Ethics Education for the Introduction to Psychology Course
Ana Ruiz and Judith Warchal
Alvernia University, Reading, Pennsylvania, USA
Abstract
Psychology is both an academic, scientific discipline as well as a profession. As a discipline, broad ethical principles apply. As a profession, specific codes of conduct provide rules for practice. Comprehensive ethics education involves developing an awareness of both personal ethical values as well as professional standards through aspirational principles of professional codes. We propose that the ethical acculturation of students should start with a broader presentation of ethical principles, prior to the professional psychological code of ethics. This presentation highlights the importance of ethical education in the undergraduate psychology curriculum. We will provide a lesson plan for an ethical framework to support the intentional inclusion of ethical values in the introduction to psychology course. This framework will be applicable to additional psychology courses. Participants are encouraged to share their experiences and activities related to teaching ethics in their classes.
From Face-to-Face to Distance Learning: Teaching Psychology
Agnieszka M. Lech1, Andy McCarthy2
1Queen Mary University of London, London, England
2Canterbury Christ Church University, Canterbury, Kent, England
Abstract
Distance learning ‘walked into’ our lives either in a form of MOOCS or a more formal form of online delivery supported by HE institutions. This situation leads to new opportunities and challenges for academics. Current instructors are continually searching for ways to engage and inspire their students and create a more positive learning environment whether it is in a face-to-face setting or online. This workshop was designed in order to share experiences and good practices to support those who would like to start a distance learning psychology course. We will discuss Salmon’s model of e-learning as well as compare and contrast standard delivery with distance learning courses. We will look at the positive sides and potential shortcomings of delivering courses online. More importantly it will give you an opportunity to spend some time designing your own online activities and gain some immediate feedback and – hopefully - helpful suggestions from your colleagues
Multiple-Choice Testing and the Misinformation Effect
Rajiv Jhangiani
Kwantlen Polytechnic University, Richmond, British Columbia, Canada
Abstract
Multiple-choice testing is a ubiquitous form of assessment in undergraduate psychology courses. However, the structure of traditional multiple-choice questions (several lures alongside the correct answer) creates the potential for a misinformation effect (Roediger III, & Marsh, 2005) wherein students consolidate false memories of their incorrect answers. For example, research has shown that when subjects are later asked to re-attempt the same questions, choosing a lure during an initial attempt leads them to select the same incorrect response during the later attempt (Butler et al., 2006). The present study assesses whether this misinformation effect can be ameliorated by adopting a two-stage testing procedure wherein students 1) take a multiple-choice test, 2) receive feedback on their test performance, 3) study the material they showed a weaker grasp of, and 3) re-attempt the questions they answered incorrectly. Implications for teaching practice are discussed, along with practical suggestions for implementing two-stage multiple-choice testing.
Motivation to use Animal Assisted Therapy (AAT) among clinical psychology and counseling graduate students
Noga Lutzky-Cohen and Margret Schneider
Ontario Institute for Studies in Education (OISE), University of Toronto
Abstract
The use of animals in psychotherapy is a growing practice, yet very little training is available in this area. Therefore, this study explored the attitudes of counselling and clinical psychology graduate students toward incorporating Animal Assisted Therapy (AAT) in their future work as psychotherapists. The study used an online survey to investigate students’ interest in learning more about AAT in their academic programs, their perceptions of the advantages and disadvantages of AAT, which areas they would like to learn more about, and background information related to an interest in AAT. To date, 224 Canadian counselling and clinical psychology graduate students have responded. Thirty-seven percent are motivated to use AAT in the future, and 48% are motivated to learn more about it. Seventy percent expressed interest in taking a course on AAT, and most respondents were interested in a workshop or a symposium on AAT. The results suggest that training in AAT should be integrated into the curriculum of psychology programs.
Using Open Textbooks for Teaching Introductory Psychology
Richard Le Grand, Farhad Dastur, Rajiv Jhangiani and Kurt Penner
Kwantlen Polytechnic University, Surrey, British Columbia, Canada
Abstract
Open textbooks are a free alternative to traditional textbooks. Students benefit from the cost savings and the ability to permanently retain these resources. Faculty benefit from the ability to revise, remix, and redistribute these resources. Research on the learning efficacy and economic impact of open textbooks has been limited. Whereas existing research suggests that open textbook adoption removes some student access barriers, enhances performance, and increases retention and completion rates, little is known about the relative learning efficacy of textbook format. We assessed the impact of open textbook format on students’ performance and experiences in Introductory Psychology at a Canadian teaching university. Assessment included: a) a survey of student experiences with the textbook; and b) qualitative and quantitative comparisons of digital and print versions of the same open textbook. Data collection is currently underway. Conclusions derived will help inform better pedagogy and policy around open textbook adoption within higher education.
Managing Legal and Ethical Risk in Undergraduate Internships: Views from a Teaching and Legal Perspective
Joan Glutting and Charles Putnam
University of New Hampshire, New Hampshire, USA
Abstract
Students routinely report internships as essential to their career development and academic experience, but they do pose the unique ethical and legal risks of having students work with vulnerable populations or in sites that pose risks to students. This workshop explores ethical and legal concerns involved in undergraduate internships, field experiences and experiential learning. The workshop offers a model for developing a course structure that is both ethically and legally sound and reduces risks to the university, instructor, student and host agency. Attendees will be given sample documents developed with an eye to both APA ethical standards and standard legal practice including an internship manual, student risk and consent form, new site approval form, site visit form, site removal form, contract between the agency and the university, U.S. Department of Labor forms, student learning agreements and sample grading rubric for site supervisors. We hope to explore the legal landscape around internships, specifically focusing on areas of risk for students, areas of risk created by students, reporting obligations and APA ethical standards for training and compliance monitoring. In addition, attendees will discuss a model of communication within the university for cross-disciplinary internship management.
“That Won’t Work in My Class!”: Tailoring Active Demonstrations to Class Characteristics to Promote Learning
Danae L. Hudson, Brooke L. Whisenhunt, Christie Cathey and Carol F. Shoptaugh
Missouri State University, Springfield, Missouri, USA
Abstract
Best practices in teaching suggest that classroom demonstrations can promote interest, understanding, and deep learning for students (Dunn & Chew, 2006). However, research also suggests that the efficacy of classroom demonstrations is driven by the active engagement of the students with the material (Crouch, Fagen, Callan, & Mazur, 2004). When presented with novel methods of instruction, faculty often experience barriers to implementation (e.g., “My class is too big”; “I don’t have time, my class is blended”; “Honors students won’t like that”). This presentation will include demonstrations geared toward the understanding and retention of typical concepts taught in introductory psychology. Detailed instructions will be provided regarding the implementation of the demonstrations involving: wearing inverted glasses to explain perceptual adaptation, listening to backward masking in music to discuss top-down vs bottom-up processing, revealing gender differences in the perception of body image, and an activity involving universal emotions. In addition to the demonstrations, suggestions will be provided to tailor the activities toward specific classroom characteristics.
Vision Impairment in Education: Exploring the Challenges in a Learning Environment Faced by Students and Instructors
Rodger Orr and Lois Tetrault
Wellington College, Winnipeg, Manitoba, Canada
Abstract
This will be a presentation and discussion on what it is like in a learning environment for students with vision impairment. Also, in an aging population, many of our senior instructors will experience incrementally declining vision and may have to adapt by developing new strategies for preparing lessons, doing research, presenting visual course material and marking student papers. We will be exploring some of the options and techniques available for those who are willing and able to provide assistance. We will also explore what strategies and devices will help make learning as a student and teaching as an instructor more accessible for those facing life, education and career with a visual disability.
Enhancing Psychology Students’ Understanding of Serious Mental Illnesses: Tools for Psychology Instructors
Mary A. Jansen
Bayview Behavioral Consulting, Inc., Vancouver, British Columbia, Canada
Abstract
This workshop presents an overview of a new curriculum developed by the American Psychological Association and released in August, 2014 (American Psychological Association & Jansen, 2014). The curriculum is intended for use by teachers of psychology at all levels from high school through post doctoral residency programs and provides information about the issues faced by people with serious mental health disorders along with the latest assessment and intervention approaches. The workshop offers suggestions for instructors on incorporating and using this information in their courses. Most of us learn early in life that serious mental illness is an unremitting illness characterized by continual symptoms requiring long periods of hospitalization and that people with such illnesses are doomed to a life of idleness, medication, homelessness, and poverty. We now know this is not the case. When people with these disorders are provided appropriate interventions in a setting where their strengths are recognized and there is a belief in their capacity to recover and resume their normal life, they not only can recover, but most actually do! This information is important not only for psychologists but for young people in high school and in college because these disorders most often develop during late adolescence and young adulthood. With the onset of a mental health disorder, young people are typically stigmatized and shunned, leaving them terrified and without hope of a future for themselves. The result is that they often look for help and support from sources that are detrimental to their well-being, frequently resulting in drug addiction, lack of appropriate treatment, and suicide. However, early intervention programs in countries all over the world have demonstrated that recovery from serious mental illness is the norm rather than the exception. Young people who are friends and family members of individuals with a mental health disorder have a vital role to play by providing acceptance, support and encouragement. This workshop provides teachers of psychology with the information they need to help their students accept and support those they encounter who have serious mental illnesses.
Speeding up Critical Thinking
Victoria Cross and Curtis Atkisson
University of California, Davis, California, USA
Abstract
Critical thinking is the bedrock required for learning psychology. Our large enrollment, lower division research methods class boasts a wide array of student critical thinking ability. We aimed to foster critical thinking skills both quickly and comprehensively without impeding those who were already proficient. These goals were met through vastly more specific instructions, scaffolded assignments, and just-in-time videoed feedback. After implementation, students performed significantly better on a critical thinking exercise due the 10th day of instruction than the students in the previous quarter (t(489) = 7.73, p < 0.0000). Average scores increased from 67% (sd = 27.78, n = 260) to 84% (sd = 21.71, n = 283). Students are demonstrating proficient critical thinking by the second week of the term and practice and consolidate that skill over the remaining weeks.
Facilitating a Discussion of Stereotypes, Prejudice and Discrimination using the Fallout Shelter Exercise
Britton L. Mace
Southern Utah University, Cedar City, Utah, USA
Abstract
Prejudice and discrimination can be incredibly difficult topics to discuss in a classroom setting, especially when examining personal stereotypes. One technique that has worked well for the past three decades is the fallout shelter exercise (Goodman, 1981). Variations of this classic exercise were used over the past 10 years in social, environmental, and general psychology courses to introduce the topics of prejudice, stereotyping, and discrimination. Several forms of stereotyping and discrimination are apparent, often reflecting global or societal level events. Discrimination based on sex, age, occupation, sexual orientation, religion, and mental disabilities have been exhibited by students participating in this exercise. Students respond positively to the exercise, finding it useful to examine their own and others prejudices and stereotypes. This session will explore the use of this exercise as an impactful and beneficial teaching tool.
Measuring Psychological Literacy: Realising Undergraduates’ Critical Thinking Abilities
Suzanne Czech
University of Southern Queensland, Toowoomba, Australia
Abstract
Internationally there is a focus on (re)developing psychology undergraduate (UG) programs, which make skills gained more explicit to students, and encourage students to demonstrate understanding of the skills gained. This endeavour has been branded as “assessing students’ ability to demonstrate psychological literacies”. A key component to demonstrating psychological literacy is the ability to apply critical analysis in the process of evaluating scientific evidence to determine the relevant use(s) and application(s) of the knowledge attained. Across two cohort years, approximately 350 first year and third year psychology UG students enrolled at the University of Southern Queensland, Australia, completed self-assessments, and objective measures, of critical thinking skills pertinent to the discipline of psychology. These data were collected in 2014 and 2015, at the start of semester 1 (Weeks 3 and 4), and at the end of each semester (Weeks 16 and 17), to investigate the relationship between students’ self-assessments, and their actual performance on psychology-related critical thinking tasks. The Australian Psychological Critical Thinking Test (APCTT) was examined for construct validity evidence by comparing Time 1 to Time 2 scores, first year to third year scores, and convergence with scores on Friedrich’s (1996) Psychology as a Science questionnaire. Data were also examined to determine whether APCTT scores increased as a result of completing an assessment task, which involved reviewing and recommending a fit-for-purpose critical thinking measure. Implications and future studies are discussed.
The Assessment of the Complexity of Thinking on the part of Psychology Students
Darlene E. Crone-Todd
Salem State University, Salem, Massachusetts, USA
Abstract
The assessment of the critical, or complex, thinking skills is an important goal for both undergraduate and graduate study in psychology. However, assessment of these skills is typically difficult in terms of reliability and validity. A relatively new measure, the model of hierarchical complexity, shows promise as a more reliable and valid measure of both academic tasks and performance. In this talk, data will be presented on (a) inter-rater reliability, (b) the relationship between task complexity and student performance, (c) undergraduate and graduate curriculum development and assessment based on the model; and (d) and current applications for this model in both North America and Brazil. An argument will also be made for how Bloom’s taxonomy intersects with the MHC, and why it is important to consider both methods of assessing complex thinking.
Clinical Simulation and Standardized Patients for Discipline-Specific SBIRT Training
James Fitterling1, Sarah Dewane2, Emilie Cattrell1, Alexandra Edwards1, Ryan Shercliffe1, Gloria Eldridge1 and Diane King1
1University of Alaska Anchorage, Anchorage, Alaska, USA
2Alaska Family Medicine Residency, Anchorage, Alaska, USA
Abstract
Substance misuse causes or contributes to the major sources of morbidity and mortality in Alaska. Despite this, underutilization of Screening, Brief Intervention, and Referral to Treatment (SBIRT) in healthcare settings results in missed opportunities for early detection and intervention. The University of Alaska Anchorage (UAA) adapted SBIRT curricula for primary training for students in psychology, nursing, and social work to prepare Alaska’s healthcare workforce to identify and intervene effectively with patients who misuse substances. This presentation describes how clinical faculty use UAA’s Interprofessional Health Sciences Simulation Center to develop students’ SBIRT competencies. Students practice SBIRT skills with standardized patients in clinical simulations and receive feedback from the standardized patients, other students, and instructors. In the next phase of this project, students will be trained to work collaboratively with other professionals in simulated interdisciplinary contexts. Clinical simulation is effective at promoting contextually- relevant discipline-specific interprofessional experiences in an academic setting.
A Top-Down Training and Mentorship Model for Graduate Instructors and Undergraduate Teaching Assistants in an Online Degree Program
Lee William Daffin Jr.
Washington State University, Pullman, Washington, USA
Abstract
Online education is a reality today and a tremendous amount of time and effort is being directed at understanding the most effective ways to teach online students and to prepare the individuals who will be doing the instructing. Likewise, many students in online programs desire to further their education through graduate training but admissions into these programs can be difficult since experiences needed for graduate applications are lacking in many online programs. To address these challenges, training and TA opportunities have been developed by the Psychology Department at Washington State University that centers on a mentorship model.
Write On, Write Now: Refining the Online Digital Workbook for Improving Students’ Writing in Psychological Science
S. Marlin, F. Martin1, S. Provost2 and J. Yoxall3
1Newcastle University, Tyne and Wear, United Kingdom
2Southern Cross University, Coffs Harbour, Australia
3Southern Cross University, Tweed & Lismore, Australia
Abstract
Psychology students need to be proficient at scientific writing, and are expected to refine their skills using feedback on written assignments. Frequently, however, students do not have enough knowledge to interpret feedback, as they do not have an implicit understanding of the rules of grammar and, subsequently, are unable to recognise the difference between good and poor writing. We developed an online writing workbook, which uses discrimination learning principles, to train students to differentiate between good and poor writing. Performance on tasks completed prior to workbook completion were compared to post workbook completion performance; Experiment 1 demonstrated strong relationships between workbook training and university assessment outcomes. Preliminary results from Experiment 2 indicate that ESL and mature-aged students may particularly benefit from a scaffolded presentation (where good/bad sentence pairs are presented in training blocks of progressively increasing difficulty), while no difference may be present between scaffolded and random training for 18-21 year olds.
Psychology Department MAP: A Comprehensive, Systematic Approach to Career Development and Advisement
Marya Howell-Carter, Jennifer Gonder, Jennifer Pelligrino, Brittany Catapano and Kimberly Hutzel
Farmingdale State College, Farmingdale, New York, USA
Abstract
The Psychology major at Farmingdale State College leads to a BS with a concentration in I/O Psychology. Like most undergraduate programs, however, students have a variety of interests and professional goals. Mandatory academic advisement allows advisors to probe students’ career goals and recommend commensurate courses. The APA suggests that, to be successful, Psychology majors need more: they need deliberate, systematic, comprehensive career planning (APA, 2013). New advising software afforded the Department an opportunity to redesign advisement. We developed a comprehensive, systematic “MAP” that: (1) orients students to the major; (2) outlines course sequencing; (3) provides opportunities to explore psychological sub-specialties; (4) explores non-psychology careers; (5) provides career development resources; (6) provides opportunities for self-reflection and values evaluation; (7) helps students understand the skills valued by employers; (8) explores career decision-making difficulties; (9) helps students plan for internship/senior research; and (10) provides resources to prepare for graduate school. This talk will report initial evaluation of the new procedures.
Visual Communication and Critical Thinking: A Combination Guaranteed to Wake up Your Class
Robert Egbert
Walla Walla University, College Place, Washington, USA
Abstract
This workshop experience will provide a brief guide for using critical thinking methods in the context of visual imagery. Aristotle said, “There can be no words without images.” In the study of behavior it is imperative that we understand and interpret correctly what we see. Jerome Bruner once suggested that people only remember ten percent of what they hear, 30 percent of what they read, but about 80 percent of what they see and do. You will be given tools to enrich and enliven your classroom.
Psychology, Service Learning, and the Public Good: Pedagogical Innovations in the Undergraduate Curriculum
Ana Ruiz1, Margaret Brown2, Robert Bringle3 and Roger N. Reeb4
1Alvernia University, Reading, Pennsylvania, USA
2Seattle Pacific University, Seattle, Washington, USA
3Appalachian State University, Boone, North Carolina, USA
4University of Dayton, Dayton, Ohio, USA
Abstract
Service learning is a high-impact pedagogy that enhances student learning and advances the public good. This talk examines the benefits of integrating service learning into the undergraduate psychology curriculum. We provide an overview of service learning as a best practice, and give practical recommendations for successfully implementing service learning in a variety of psychology courses such as introductory psychology, statistics, research methods, social psychology, abnormal psychology, developmental psychology, cognitive psychology, and others. We propose a model for generating service learning course objectives based on the intersection of the American Psychological Association’s five learning goals (APA Guidelines for the Undergraduate Psychology Major version 2.0, 2013) with the three major learning domains: academic, civic, and personal. Finally, we offer examples of rigorous reflection assignments for service learning courses that utilize a graduated approach based on Bloom’s taxonomy. This draws on work from our forthcoming book to be published by APA in 2015.
The Future of Undergraduate Psychology Education and Our Collective Legacy at Risk
R. Eric Landrum
Boise State University, Boise, Idaho, USA
Abstract
The popularity of undergraduate psychology leads to challenges that the discipline may not be handling so well. Articulating what students should know and be able to do, followed by meaningful assessment, comprise important steps to answering accountability concerns and building a sustainable future for undergraduate psychology education. If we were to measure skills at the time of graduation, we could provide valuable information and confidence to our graduates, as well as assurances competencies to departments, institutions, employers, legislators, and citizens. Local skills assessment efforts are commendable, but nationally-coordinated efforts are warranted given the high stakes; fortunately, psychology educators are fully capable of leading the way.
Research Methods: Being Able to Truthfully Tell Students They Will Use this Again
Mark Symmons
Australian Institute of Psychology, Fortitude Valley, Queensland, Australia
Abstract
Research methods is generally one of the least liked and most feared areas in the psychology curriculum for students. The high likelihood they will never use any of the statistical content builds reluctance and saps motivation. Even the small percentage of students who will practise as psychologists will likely never have cause to be glad of the research methods content. Juxtaposed against this view is the often-heard lament of a downturn in scientific literacy and trust in scientists. And education level does not seem to be a sufficient counter to beliefs in things like the vaccine-autism connection and ease with which people are attracted to positions like climate change denial. It is argued that psychology research methods teaching often lacks real-world everyday relevance, and would be bolstered with an initial component of wider-ranging research literacy that would provide a better context for later content. Inclusions to the curriculum are suggested.
Tips on Discussing Diversity through Class Activities
Chante Cox Boyd
Carnegie Mellon University, Pittsburgh, Pennsylvania, USA
Abstract
One tactic for introducing issues dealing with diversity in a classroom setting is to present the material to students in a non-threatening manner. In this poster, a technique for opening up a dialog about diversity and individual differences is highlighted. By the use of popular stereotypes students are taught how powerful even simple categories can be in determining the behavior of others towards a target. There are a number of variations of the activities such as stereotypes associated with names. In some cases students were asked to link these names with a list of occupations and social class standing. Another approach will highlight how meaningless objects (such as the shoes one wears or the type of computer one decides to use), can lead to judgments and a feeling of group identity. Each activity stresses the importance of social learning in the transmission of our beliefs about others.
Pedagogy, Praxis, and Punching Up: Effective Uses of Humor in the Classroom
Brett Wheeler
Claremont Graduate University, Claremont, California, USA
Abstract
Research suggests that the judicious use of humor in the classroom has a positive impact on student engagement, learning, and sense of connection with an instructor (Gorham and Christophel, 1990; Wanzer and Frymier, 1999). These results may in part be explained by recent findings that positive emotions (such as amusement) can broaden cognitive awareness and build interpersonal relationships (Fredrickson, 2001). Participants in this discussion will gain a greater theoretical understanding of how humor can be used to create a positive learning environment. In addition, participants will be presented with practical methods to determine what types of humor they are most inclined to use (Martin, et al. 2003), as well as current online resources to find humorous examples of psychological constructs. Finally, participants will learn guidelines on how to use humor in an appropriate and circumspect manner, drawing on examples from research, classroom experience, and the stand-up comedy scene.
Developing, Implementing, and Assessing a Midterm Intervention for Large Sections of Introductory Psychology
Christie Cathey, James S. Sly, Dallin R. Kimball, Danae L. Hudson, Brooke L. Whisenhunt, Carol F. Shoptaugh, Samantha Hunter and Michelle E. Visio
Missouri State University, Springfield, Missouri, USA
Abstract
Many students, even high-performing students, leave high school ill-prepared for college-level work (Kuh, 2007). In an effort to enhance Introductory Psychology students’ study skills, we use Stephen Chew’s video series, “How to Get the Most out of Studying” as a midterm intervention. Our talk will describe and compare two different methods we have used in the presentation of the videos in large sections of Introductory Psychology. One method uses a number of “think-pair-share” clicker questions designed to assess students’ comprehension of each video. The other method uses clicker questions that require students to self-reflect about their own study strategies and beliefs about learning. We compared the two methods in two sections of Introductory Psychology and found that students rated the self-reflective questions as more effective than the think-pair-share questions; however, neither method led to improved performance on subsequent exams, metacognitive skills, or students’ self-reported study habits. We will discuss what we have learned in the process of developing, implementing, and assessing this midterm intervention, and we will offer ideas for future interventions.
Teaching Industrial/Organizational Psychology at Graduate Level and Evaluation of the Curriculum by the Contingency Perspective: Reflections from Organization Theory course
İdil Işık
Istanbul Bilgi University, Istanbul, Turkey
Abstract
This study proposes a model to examine the content, and teaching methods being used in the graduate courses of Industrial/Organizational Psychology (I/O). The model was inspired from my teaching experience on graduate Organization Theory course (OT). Smith (2009) applies contingency approach to the OT and categorizes them as the ones with mechanistic or organic structures depending on the dimensions like flexibility of curriculum planning, and level of formalization. I/O graduate course contents and instructional techniques can be modeled according to this framework too. For testing this idea I conducted a mixed method research with the academics who teach OT courses at undergraduate and graduate level and I asked them to evaluate their courses on the dimensions of mechanic and organic structures. In this paper, I will elaborate the model, present findings of empirical study and discuss practical implications of this specific experience obtained from OT to overall I/O program.
Students Creating Digital Artefacts for Course Assignments
Dianne Crisp1 and Kitty Elton2
1Kwantlen Polytechnic University, Surrey & Richmond, Vancouver, British Columbia, Canada
2University Canada West, Vancouver, British Columbia, Canada
Abstract
For decades, students have been required to submit APA formatted papers for review by their professors. More recently, but still a decades-old practice, group work and group presentations have provided additional means to assess student learning. Today’s digital era gives educators access to an increasingly broad repertoire of materials to engage, excite, and teach students. Free digital media-creation sites aid in the completion of assignments and social networking facilitates group-work communications, preparing students for the working and social worlds in which they operate. It is worth noting that
Addressing Mental Illness Stigma in the Psychology Classroom
K. Amanda Maranzan
Lakehead University, Ontario, Canada
Abstract
Although public knowledge about mental illness has increased, stigma continues to be endorsed at high rates and has a negative impact on persons living with mental illness and their families. The psychology classroom provides an opportunity to address mental illness stigma, and several strategies have been successfully implemented. This presentation summarizes the literature on mental illness stigma and stigma reduction strategies, with a focus on those commonly used in the psychology classroom: live contact, video, and education. These strategies are reviewed through the lens of contact theory with application of the optimal conditions for contact (e.g., equal group status within the situation, common goals, intergroup cooperation, and authority support). Recommendations for implementing anti-stigma components in the psychology classroom are provided.
Mindfulness in Education
Deborah G. Conway
Community College of Allegheny County, Pittsburgh, Pennsylvania, USA
Abstract
Stressors and distractions can interfere with classroom performance, negatively impacting students’ ability to concentrate and retain information. Mindfulness practice has been shown to enhance classroom performance and decrease test anxiety. Documented benefits of mindfulness include increased attention span, working memory and organizational skills, improved emotional regulation, enhanced social skills, and self-acceptance. By learning hands-on techniques individuals acquire important life skills which can improve not only classroom performance, but allow for greater emotional competence, leading to further successes in life. This workshop is designed to be a didactic session which provides not only the latest research on education and mindfulness but also an experiential opportunity. Participants will leave with skills they may immediately apply.
Risk Assessment Training for Graduate Students in Clinical Psychology
Apryl A. Alexander
Auburn University, Auburn, Alabama, USA
Abstract
Increasingly, psychologists are requested to offer opinions regarding risk to public safety. Over the last two decades, empirically-based risk assessment tools have been developed to inform psychologists’ opinions on risk for violent, non-violent, sexual violent recidivism. Unfortunately, few graduate programs in psychology provide risk assessment training, which is typically only available at the post-doctoral level of clinical training. This presentation will provide an overview of a training program developed for graduate students covering both types of risk assessment methods (i.e., actuarial and structured professional judgment tools), and the assessment of risk across a broad range of domains (e.g., risk for violent, non-violent, sexual violent offending; risk for suicide) for both adolescents and adults. In addition to exposure to risk assessment measures, one of the goals of the training was to have students acquire consistent and accurate scoring habits through practice samples. Course objectives will be provided.
Designing a Personal Intervention as a Means of Emphasising the Everyday Real-world Nature of Psychology
Mark Symmons
Australian Institute of Psychology, Fortitude Valley, Queensland, Australia
Abstract
In an undergraduate introduction to psychology subject students were set the task of devising an intervention that could be applied to an everyday situation. They were encouraged to pick a personal problem to address, but could instead choose an issue being faced by an acquaintance or they could invent a topic. Common issues related to motivation (e.g. for exercise or study), relationships, habits (e.g. the desire to give up smoking), and so on. The content of the subject was very applied in nature rather than the standard psychology curriculum, and students were required to include a range of the covered topics in their approach. The key to the assignment was the justification of their approach on the basis of psychological theories and concepts; the element meant that students could not simply adapt self-help literature. Fifty students anonymously evaluated the task and on the whole thought it was a useful exercise.
Preventing Burnout and Promoting Sustainability: Ways to Foster Resilience within Today’s Complex Educational Climate
Kristen Lee Costa
Northeastern University, Boston, Massachusetts, USA
Abstract
Rates of stress amongst college students are at a record high. Stress is not only a major health concern, but rated as the top impediment to academic performance and persistence. Today’s students face a host of conditions contributing towards stress, including increased market competition, information overload, and time pressure. Concurrently, college faculty report escalating levels of stress as they navigate similarly complex conditions. Like students, stress levels impact faculty health and performance. Scarcity in pay, funding resources, and time can increase risk of personal depletion. Long work hours, increasing reliance on adjunct faculty, adjusting to online demands, and trends towards a customer service framework of education have been cited as stressful conditions. The purpose of this talk is to discuss implications of this complex context and present a framework to support educators with strategies for cultivating resilience and sustainability for both themselves and students.
Chalkboard Animations for Behavioural Neuroscience
Steven J. Barnes
University of British Columbia, Vancouver, British Columbia, Canada
Abstract
Psyc 304 (Brain & Behaviour) is a third-year Faculty of Arts course at the University of British Columbia. Psyc 304 provides a broad overview of the field of Behavioural Neuroscience (aka Biopsychology) in particular, and of Neuroscience in general. In order to enhance student learning of some of the more difficult biopsychological concepts, I have created a series of chalkboard-based stop-motion animations. The process for creating the stop-motion animations involves several steps: (1) creating scripts, (2) producing digital storyboards from the scripts, (3) using the storyboards to hand-draw image sequences on a chalkboard (and recording of those sequences), and (4) post-production editing of the stop-motion animations (including the addition of voice-overs and graphics). Taken together, this project has brought together psychology, technology & visual art in order to help students better understand various complex processes within the nervous system (e.g., neurophysiology, epigenetics).
The Art and Heart of the Socratic Method: Connecting Through Questioning, Listening, and Silence
Lawrence Burns
Grand Valley State University, Allendale, Michigan, USA
Abstract
Questions can be transformative. Civilization changed when we changed our question from, “how can we get to the water” to, “how can we get the water to us?” Striving for no less in the classroom in terms of prompting insight-based change, lies at the center of this discussion. The purpose and premise of the Socratic method can be used to inform our teaching processes, and in the end, this method can be construed as one way of meaningfully engaging in Biesta’s “the beautiful risk of education.” By asking different types of questions, learning to listen, and valuing silence, the art and the heart of this particular pedagogy within the capstone or other discussion-based course experience can be best appreciated.
Collegiality and Getting Along with Your Faculty
Aloha Buenaventura and Robin Bishop
Mount Saint Mary’s University
Abstract
Collegiality – the presence of a cooperative working relationship among a group of colleagues – is an important ingredient in any work environment, and especially so in learning institutions. When present it may facilitate higher creativity (Shalley & Gilson, 2004). What does collegiality look like within a university Psychology department and how might it facilitate creativity in both teaching and research? This talk will begin with a review of how collegiality has been conceptualized; speakers will include themes from a range of higher education and social psychology literature (e.g., Hatfield, 2006; Johnston, Schimmel & O’Hara, 2010). Next, members of one university psychology department will identify the ways that these themes are present within their department and how this has contributed to greater creativity in their teaching and research. The discussion will conclude with specific key ingredients that can help session attendees to achieve environments that are positive and collegial within their own departments.
Phenomenological Psychology: Avoiding the Transformation of Human Condition into Disorders – Reporting a Teaching Experience
Luciana Szymanski
Pontifical Catholic University of São Paulo, Brazil
Abstract
What is the teaching of Psychology in Brazil? And what is the teaching of Phenomenological Psychology? This work proposes a description of the process of teaching Phenomenology - which is a Philosophical discussion - in practical clinical situations and in educational fields. This talk is about my Ph.D. thesis that underlines this approach, which intends to avoid the transformation of the human condition into disorders or psychiatric diagnoses. In Brazil, the number of children and teenagers with a psychiatric diagnoses has been expanded, and so has the consumption of drugs for these disorders. The “phenomenological attitude” can help us think about this situation that disturbs many psychologists. Teaching and researching this subject for many years made me believe there is a place for this subject at the University and we should, as a professional group, build a strong methodology to face the contemporary societal challenges.
Mental Health Training – The Psychosocial Impact
Diljot Kaur Soin
Mahatma Gandhi State Institute of Public Administration, Chandigarh, Punjab, India
Abstract
The present paper purported to study the impact of mental health training on the students of Sports Psychology, Punjab University, Chandigarh, India. Around 100 students (males and females), within age range of 20-30 years, having middle socio-economic status, comprising of soccer, cricket and hockey players of National level underwent the 80 day module of mental health training. The mental health training comprised of listening to the 80 day curriculum of modules viz. Muscular Relaxation, Mental Relaxation, Self-image Training, Goal-image Training, Concentration Training, Problem Solving and Attitude Training thereby preparing them for the physical training session before the competitions. After the completion of the 80 day module percentages and average mean was calculated. The analysis reported that out of 100% only 50-60% students sincerely underwent the training. The sportsmen concluded that the modules of mental training had a mind-blowing effect not only in their career or professional life but in personal life as well. Further, they added that after undergoing the training modules they felt emotionally more strong and confident and gained immense satisfaction in whatever task they take. Throughout, they reported few difficulties and gaps due to their tight work schedules and time-tables. But overall their confidence improved tremendously which affected their interview selection as well. This participatory action research contributed in imparting the importance of mental health training modules to the sportsmen playing soccer and cricket at the National level.
Teaching to the Dogs: Using Dog Training in a New and Fun Approach to Teaching Conditioning and Learning
Bridget McConnell
James Cook University, Singapore
Abstract
Conditioning and Learning is a common core class in an undergraduate psychology curriculum. One of the strengths of this subject is that it can be applied to many other disciplines. I developed a new class that focuses on applying the formal principles from conditioning and learning to a dog training setting to give students an innovative and fun approach to learning about conditioning. The students spent part of the term reviewing principles and theories, and later the students visited a local dog shelter where they got hands-on experience training dogs in behaviors that would make them more adoptable using techniques grounded in formal learning theory. In this talk, I will present qualitative and quantitative data regarding the effectiveness of teaching and learning in an applied setting and the overall student engagement in this new course. I will also discuss possibilities for the future and methods to establish a similar course in other universities.
Bringing the Community to Campus: Balancing Student and Community Needs
Todd Haskell, Alexandria Baldwin, Rachel Burns and Madeline Randazzo
Western Washington University, Bellingham, Washington, USA
Abstract
Although many educational institutions seek to engage with their communities, this engagement often has a unidirectional character, e.g., schools providing volunteer hours for a local non-profit. This form of engagement can be transformative for students, and even instructors, but it generally does not lead to transformation of the educational institution itself. Over the past two years, we have partnered with a non-profit organization that seeks to end child abuse. Although we were initially interested in how we could create change in the external community, our partner organization wanted to effect change on our own campus, in the form of new policies, training, and outreach. This partnership led to the development of a new class on working with children for psychology majors. We describe how this experience forced us to rethink traditional conceptions of community engagement and service-learning, and challenged our assumptions about who is doing service and who is being served.
Representing Disciplinary Reform in Introductory Research Methods Textbooks
Catherine D. Rawn and Preet Pandher
University of British Columbia, Vancouver, British Columbia, Canada
Abstract
The past five years brought a surge of attention on the way psychology and other sciences are conducted. Concerns including the potential lack of replicability of findings (Fuchs & Fielder, 2012) have triggered reform efforts across many stages of the scientific process, leading to recommendations such as pre-registration, publishing datasets, and doubling or quadrupling acceptable sample sizes (Eich, 2013; Finkel, Eastwick, & Reis, 2015; Nosek, Spies, & Motyl, 2012). Although disciplinary reform is far from settled, we argue it is imperative to educate current psychology majors about these ongoing controversies and efforts. We content analyzed nine introductory research methods textbooks to evaluate the coverage of reform-relevant topics (e.g., close/direct replication, conceptual replication, data fraud, meta-analysis). Analyses revealed high variation across books in the extent and type of treatment of many topics. Strategies and resources for supplementing textbook treatment of disciplinary reform topics in introductory research methods courses will be explored.
Teaching Psychology for Sustainability
Susan M. Koger1, Britain A. Scott2, Elise L. Amel2, Christie M. Manning3
1Willamette University, Salem, Oregon, USA
2University of St. Thomas, St. Paul, Minnesota, USA
3Macalester College, St. Paul, Minnesota, USA
Abstract
The behavioral sciences can make vital contributions to environmental sustainability efforts, as relevant basic and applied psychological research has grown considerably over the past dozen years. Recently, conservation biologists, environmental policy makers, and other experts have recognized the importance of engaging with experts on human behavior (i.e., psychologists) in order to effect behavioral change in a sustainable direction. Lagging behind this trend, however, is the curricular integration of psychology and environmental sustainability in most psychology or environmental science/studies programs (ESS). Consequently, most psychology majors are graduating with no background in applying the field to promoting sustainability, and ESS students lack education focused on understanding and changing human behavior. This session, led by veteran psychology of sustainability instructors and scholars, will introduce participants to strategies for integrating sustainability topics into their psychology courses at the level of individual assignments and course units, as well as full courses.
A Psychology Career Exploration Module: Design, Implementation, and Assessment
Eric Amsel, Melinda Russell-Stamp, R. C. Callahan and Hendrik Ombach
Weber State University, Ogden, Utah, USA
Abstract
We present the details of a module designed to promote career exploration among students in Introductory Psychology and other lower-division classes in the psychology curriculum. The module is part of a package of modules which emphasize the importance of science in the discipline in a way consistent with recent research findings characterizing students as skeptical rather than ignorant of psychology’s scientific foundation (Amsel et al., 2009; 2011; 2014; Holmes & Beins, 2014; Holmes, 2014). The career module highlights students’ educational choices, scientific training, and licensing requirements for various careers in the field for those going on to graduate training. The module also outlines career options for students disinterested in continuing their education beyond the bachelor’s degree and emphasizes the ROI for those considering not completing. A beta version of the module will be presented as will evidence of the module’s value to and impact on students.
Why are Conveying Information, Benevolence towards Students and Mastery of Course Content Fundamental Skills in the Teaching of Psychology?
Dana Castro and Jean Le Rohelec
Ecole de Psychologues Praticiens, Paris France
Abstract
In March and April 2014, we gave an internet listserv survey aimed at identifying the skills that graduate students and faculty members see as essential for the teaching of psychology. Respondents were 86 graduate students, assistant professors and professors (64% females, 36% males), at French Universities. Results showed that the three skills most commonly mentioned as fundamental were ability to convey information, (number 1 for all respondents); benevolence towards students (number 2 for graduates and assistant professors) and mastery of course content (number 3 for professors and graduates). I will present these results in more detail, compare them to those of a similar survey conducted in the USA (Beers et al.2014) and consider them in relation to the theories of gender differences and professional development.
Tools of Our Trade: Essential Technology
Sue Franz
Highline Community College, Des Moines, Washington, USA
Abstract
Has the fast pace of technological change left you feeling behind? How much of your day is spent with email, managing files, finding time to meet with colleagues or students? What are technologies can you use right now to free up time for more important activities?
An Effective, Cost-free, Hands-On Way to Introduce Two-Way Interactions
T W Parker
Augustana Campus, University of Alberta, Alberta, Canada
Abstract
One of the most important concepts that students encounter in experimental design courses is the idea of an interaction between two independent variables. Typically students have some difficulty understanding the implications of interactions, as well as the fact that they tell us the most about the way two factors are affecting the dependent variable. As such, it’s important to provide them with an experience in which they generate their own data that ultimately demonstrates a significant two factor interaction.
People attending this presentation will be asked to participate in this simple, cost free demonstration in the same way that my students would. The logic behind the scenario presented will prompt the participants to produce results showing a significant two-way interaction. I will also talk about problems that students have, and ways to address them, in writing concise and effective descriptions of interactions.
Team-Based Problem-Solving in Research Methods
Jennifer Asmuth
Susquehanna University, Selinsgrove, Pennsylvania, USA
Abstract
Research Methods can be a challenging class for both student and instructor. Learning goals frequently include honing critical thinking skills, developing an understanding of both experimental and non-experimental designs, evaluating studies’ internal and external validities, and mastering the reporting of research through the production of an APA style manuscript. However, students often find the material dry and overwhelmingly complex. I argue that these characteristics make the class particularly well-suited for implementing a modified “workshop” model, in which a brief lecture reviewing concepts introduced through reading assignments is followed by team-based application of these concepts to novel problems. This practice allows for the exchange of student-generated examples, the correction of misconceptions as they develop, and-by promoting self-explanation and elaborative encoding-aims to improve long-term retention
Application of Personality Traits to the Processes of Academic Achievement
David Mcilroy, Christina Cusack and Sophie Jenkins-Anderson
Liverpool John Moores University, Merseyside, United Kingdom
Abstract
The researchers constructed an activity booklet linked to a validated measure of the Five Factor Model (FFM) of personality. Second year Psychology undergraduates (N = 307) completed the FFM test and activity booklet before writing assessed work applying their personality scores to the processes of academic achievement. Participants were provided with FFM class norms and guidelines for scoring, interpretation and application of their scores through engaging exercises. Learning activities were preceded by an FFM lecture to illustrate the application of personality traits to support learning and enhance achievement. The activities facilitated: goal setting accompanied by a regulated, motivated plan for accomplishment (Conscientiousness); working harmoniously in teams through anger management and conflict resolution (Extraversion and Agreeableness); progressing emotional awareness, resilience and regulation (Emotional Stability); cultivating independence, initiative and innovation (Openness to Experience). Outcomes include student reflections on their strengths and challenges and strategies to mobilise their traits to enhance their progress.
Teaching Person-Centered Approach to Graduate Students as a Psychotechnical System
Veniamin Kolpachnikov
National Research University, Higher School of Economics, Moscow, Russia
Abstract
An analysis was done of existing systems of teaching a Person-Centered Approach in a Masters program in the National Research University Higher School of Economics (Moscow, Russia) and in a two-year program on updating the Client-Centered and Person-Centered competence in a private Institute for Counseling and Consulting. The analysis was done from the standpoint of a so-called psychothechnical (a form of constructivist, post-modernistic). Such necessary aspects of any educational/psychotechnical system are aim(s), professors and instructors, conceptual system of practice, and intensive interaction of students and professors. As research shows, the main results of teaching PCA are conceptual knowledge and practical competence of graduates, their personal change/development including better self-knowledge, trust of oneself and of other people, development of a positive, optimistic worldview, and acceptance of freedom and responsibility.
What are the Pros and the Cons of Hybrid and Online Teaching compared to our Traditional Classroom Instructions?
J.S. Ky Wimpfheimer
College of Southern Nevada, Las Vegas, Nevada, USA
Abstract
What truly are the pros and cons of hybrid or online teaching compared to the traditional classroom instructions? This paper will objectively examine what transfers and what does not transfer among the three common modes of teaching at the undergraduate level today – online, hybrid, and traditional face-to-face setting. These similarities and differences will be compared along several critical dimensions that must be considered. Having a clear knowledge of these differences will allow any faculty member to decide whether it will fit his/her personality and/or style of teaching in addition to having the knowledge, skills, and abilities to do so. A set of recommendations will be proposed for any novice interested in teaching hybrid or on-line classes.
More Questions Than Answers: What is the Relevance of Cognitive Developmental Neuroscience Research to the Teaching of Psychology in University?
Geraldine Jones
Edinburgh Napier University, Edinburgh, Scotland, UK
Abstract
This presentation will discuss the teaching of psychology in the middle of a neuro revolution when information about neuroscience dominates our discipline. Questions will be asked about whether the new cognitive developmental neuroscience research should influence our teaching methods and expectations about student learning. We have new information about the structure and function of the brain and can make inferences about the nature of internal cognitive representations. Does this mean that our teaching methods should be altered to allow for emergent representations (Bickhard, 2001) rather than assuming they are constructed or innate and if so how can they be accommodated? Do our previous psychological meta-theories need to be challenged to make allowances for the way that researchers of contextual developmental processes conceptualise brain plasticity through recursive cycles of corticolimbic resonance (Lewis, 2005). Are we being persuaded by neuroscience research which is based on challengeable assumptions (Slife & Hopkins, 2005). Can we really learn about human learning from caged rats and trained bees? Is neuroscience research perhaps just reinforcing what good teachers have always understood but now the opinion from classroom experts is not as uniquely plausible and convincing?
The Appropriate Use of Inappropriate Humour in Teaching and Learning Psychology
Agnieszka M. Lech1 and Andy McCarthy2
1Queen Mary University of London, London, England
2Canterbury Christ Church University, Canterbury, Kent, England
Abstract
Learning has been evident to be more efficient if it engages learners. There exists a broad spectrum of studies supporting this approach, and therefore it is widely accepted that passive participation in classes and lack of interactions between the lecturer and the student leads to boredom and as a result the participants tend to quickly forget what they have been taught. Interestingly, humour may help convey information and present any subject in a more efficient way generating long-term benefits to the students. It is said to increase attention and fixation on messages and works surprisingly well as a tool to stimulate both creative and critical thinking (Tamblyn 2009). This workshop presents examples of the ways we use humour in our current practice while teaching psychology. More importantly it will allow you to reflect and to develop your set of skills for future delivery in a humorous way.
For Better or For Worse: Totally Online Introduction to Psychology Outcomes
Bruce H. Tsuji, Matthew Sorley and Christopher Motz
Carleton University, Ottawa, Ontario, Canada
Abstract
We introduced a totally online, first semester Introduction to Psychology course with an initial enrollment of 160 students in the fall of 2014. All lectures, quizzes, exams, and office hours were online and pace was entirely student-directed. This meant that students were able to complete the course in 4 to 16 weeks. Graded outcomes, student evaluations, and DFW rates were compared with blended and totally face-to-face classes with instructor as a variable. Outcome measures granted a small superiority to the totally online course even though the textbook, exam items, and most lecture materials were similar between the online and face-to-face versions of the course. In this session we will describe the key pedagogical differences between our totally online and face-to-face Introduction to Psychology classes as well as the most significant differences and similarities in final outcomes. We will share our planned course changes as a consequence of current results.
To Flip or Not to Flip
Darla Dunlop
Mount Saint Mary’s University, Los Angeles, California, USA
Abstract
The Flipped classroom is the current rage in higher education but does it work with first generation college students? This presentation will explore the literature on the flipped classroom in higher education with special emphasis on the underprepared and first generation college student. We will then explore the author’s experience shifting from a traditional lecture format to a flipped format in a graduate level course in psychopharmacology. Student’s reactions to the shift in pedagogy and a comparison of student outcomes in the traditional lecture format and the revised flipped format will be examined.
Posters Match the Research Question with the Statistical Test
Carrie M. Brown
Agnes Scott College, Atlanta, Georgia, USA
Abstract
One of the fundamentals of the undergraduate psychology major is to equip students with a strong foundation in scientific inquiry (American Psychological Association, 2012), which includes the ability to design research studies. Unfortunately, psychology majors often struggle with knowing which statistical test is the correct choice for their research question (Hackathorn et al., 2012). In this poster presentation, I will share a game I created, “Match the Research Question with the Statistical Test.” I first developed the game for a 300-level Social Psychology course. Using social psychology topics. I challenged students to match research questions with their correct statistical test. During the game, we covered many statistical tests, including t tests, ANOVAs, and Pearson correlation. I believe “Match the Research Question with the Statistical Test” could be effective in other courses, too, as it helps students practice, and gain confidence with, research design and statistics.
How and Why to Incorporate the Topic of Sleep in Introductory Psychology
Rebecca Achtman
Denison University, Granville, Ohio, USA
Abstract
In my Introductory Psychology course I introduce the section on sleep (found in most introductory textbooks in the chapter on consciousness) by having students complete a questionnaire about their sleep debt. We discuss the negative effects of carrying a large sleep debt and how we can measure how much sleep an individual needs. This exercise can easily be adapted as a lead-in to research on sleep & memory, sleep & health (immune response, mind-body connection), or sleep disorders… depending on what the instructor wants to focus on. Many undergraduates don’t maintain healthy sleep habits, impacting their academic success, health, and safety. With education and having the students measure and reflect on their own experiences we should be able to improve sleep and reduce the negative impacts of sleep debt while simultaneously demonstrating key principles of psychology. I will share the resources I use when teaching the section on sleep.
Improving Attitudes and Performance in Introductory Statistics
Ryan C. Leonard and Steffani A. Stauffer
Gannon University, Erie, Pennsylvania, USA
Abstract
Previous research has identified several activities that can improve students’ attitudes toward statistics. While the value of improved attitudes is clear, few studies have investigated whether the improved attitudes translate to improved performance in statistics. In the current study, two Psychological Statistics I classes were compared: a) a traditionally taught class and b) a class that was exposed to an in-class demonstration that was previously determined to improve attitudes toward statistics (confidence class). The results indicated that students in the confidence class did show a significant improvement in attitudes toward statistics. In addition, students in the confidence class performed significantly better than the traditional class on the first exam of the semester and marginally better on subsequent exams. Possibilities for future research are explored.
Assessments, Teaching Strategies and Factors That Have Contributed to Low Academic Performance in Psychology among Students with the Hearing Impairment at the Zambia Institute of Special Education
Joachim Nyoni
Zambia Institute of Special Education, Lusaka, Zambia
Abstract
Since its inception in 1971, Zambia Institute of Special Education (ZAMISE) has been a beacon of hope for many students with disabilities. It is the only Special Education Institution in Zambia that exclusively train in-service teachers and other professionals in courses such as Hearing and Visual Impairments, Practical Subjects, Learning Disabilities and Early Childhood Education. Many students, mainly hearing impaired students see the Institution’s programmes as their only pathway to higher specialised, special quality education and upward mobility in employment. Enrollment rates for full time students with hearing impairment (H.I) has been on an increase. In 1996 only one student was enrolled compared to six students in 2014. Despite the increase, academic performance amongst H.I students during the exams has been very poor. Some repeating 3 -5 times on average and at times excluded from the college. Poor performance is almost in all courses including psychology except practical subjects like art, H.E and sports. The researcher wanted to find out on whether the cause of poor performance is related to the mode of assessment and teaching methodologies used by psychology lectures. A qualitative exploratory survey method was employed. The sample consisted of 8 participants, one H.I first Zamise Student, six current students (2 females and 4 males) and one administrator. All students were in-service teachers with 2-5 years’ experience in teaching. Questionnaires, interview guides were used to collect data. The finding showed that all students loved and understood the value of psychology. Participants acknowledged that lecturers knew the subject content and were well qualified but had little or no knowledge of sign language. Teaching methodologies used by lecturers were less friendly to H.I students and bias towards normal students. All assignments, tests and examinations were not modified to suit H.I learners. Marking and grading system was advantaging the normal students as compared to H.I students. Participants preferred to be taught by a lecturer who knows sign language as compared to sign interpreters. H.I students wanted tests, assignments, and exams to be modified in their own language as compared to the current setting and marking of exams. The college should introduce positive discriminations during exams and in the awarding of certificates. There is a need to establish a computer lab for H.I student with modern computer programmes, which can be used during exams and lessons.
Evaluating and Implementing Social Justice Content in a Counseling Psychology Master’s Program
Brian Tilley
National University, San Diego, California, USA
Abstract
In the literature on teaching of counseling psychology, recommendations abound for increased attention to multicultural issues, the impact of social factors on client issues, bias against women, and social justice awareness in these Master’s programs. The most frequent recommendations call for hands-on, experiential learning in these areas. To that end, several areas of importance in social justice counseling—socioeconomic influences, need for personal reflection, bias against women and gender issues, and the need for faculty as social justice role models—were assessed in a non-traditional MA in Counseling program. Results indicate areas of strength in non-traditional psychology programs such as a student body with diverse life experiences. Areas of need include increased hiring of diverse practicum instructors and active pursuit of diversity in faculty hiring. Also included among the recommendations is a sample plan for teaching social justice and building appreciation for multiculturalism into a counseling psychology curriculum.
Research Mentoring Within a Community of Practice Model
Faith-Anne Dohm, Patricia Calderwood, Paula Gill Lopez and Emily Smith
Fairfield University, Fairfield, Connecticut, USA
Abstract
While there is a growing literature on mentoring, there has been relatively little written regarding the role of mentoring in the training of students to be scientists. In two surveys of clinical psychologists, Dohm & Cummings (2002; 2003) reported that the research experiences and mentoring received by clinical psychology students correlated positively with whether they chose to do research as part of their careers. Recently, Smith, Calderwood, Dohm, & Gill Lopez (2013) proposed a community of practice (CoP) model for the mentoring of faculty in academia. The foundation of a CoP is shared engagement in the work to be done. This model is useful as a mechanism for understanding more fully the findings of Dohm & Cummings. The authors will discuss their re-examination of the findings of Dohm & Cummings and identify how the apparent predictive ability of a shared engagement in research fits within the context of a CoP.
Behavioural and Psychological Determinants of Academic Outcomes in an Introductory Psychology Course
Nicholas Burns, Matthew Dry, Clemence Due and Anna Chur-Hansen
University of Adelaide, Adelaide, South Australia, Australia
Abstract
We are studying the behavioural and psychological variables that impact on academic outcomes in an introductory psychology course. Research has indicated that psychological variables such as intellectual ability and various personality traits are predictive of academic success. Our unpublished data also suggest that the degree to which students interact with online resources that are provided to them are also predictive of academic outcomes. Here, we report preliminary data from a one-year study designed to determine if these measurable behaviours have an effect on academic outcomes above and beyond what we would expect based upon underlying differences in students’ intellectual ability and personality traits. In a cohort of N = 649 we measured inductive reasoning ability, personality (Openness and Conscientiousness), intellectual engagement (Need for Cognition and Epistemic Curiosity) and interaction with the online learning tool LearnSmart®. These variables were used to model the determinants of academic outcomes across Semester One.
Teaching About Mental Health Stigmatization Using Popular Media
Joseph L. Breitenstein
Luther College, Decorah, Iowa, USA
Abstract
One possible way of teaching about mental health stigmatization is to analyze the portrayal of psychiatric conditions in popular media. Frequency data from various television genres (i.e., top cable news programs, situational comedies, and dramas) and three leading radio shows (two political shows and Howard Stern) indicate that stigmatizing language is seemingly ubiquitous. It also appears as if viewing particular shows affects stigmatization in varying ways. Changes in stigmatization were indicated after students viewed different media using the Perceived Discrimination and Devaluation Scale (PDDS; Link, 1987). More specifically, stigmatization increased after watching the sensationalized “journalism” of Nancy Grace, stayed the same after viewing “Monk,” a compassionate, humorous portrayal of OCD, and decreased significantly after watching several public service announcements regarding mental health. These findings are discussed in the context of suggested teaching techniques to increase awareness of such stigmatization.
Is Students’ Critical Thinking Disposition Improved by Gaining Research Literacy?
Hajimu Hayashi1 and Tsuyoshi Yamada2
1Kobe University, Kobe, Japan
2Okayama University, Okayama, Japan
Abstract
This study examines whether university students’ disposition to critical thinking can be improved by gaining “research literacy,” a term referring to the basic academic skills needed for research. Junior-year undergraduate students participated in a seminar on research literacy. They studied research literacy related to academic writing and data analysis, with emphasis on thinking about and discussing academic issues critically. They were also measured with a critical thinking disposition scale before and after the seminar. The results revealed that performance on this scale for participants who learned techniques of research literacy in the seminar clearly improved over the performance for a control group not taking the seminar. These results suggest that it is important not only to teach research literacy to university students around the sophomore or junior year but also to give them opportunities to think critically. This would lead to an improved disposition of the students to critical thinking.
A Peer Mentor Program: Assessment of the Effectiveness of Supplemental Instruction in Psychology
Derek Zhenxinyu Zhang, Crystal S.J. Byun, Juliane Dmyterko, Sue Song, Ryan Villamin and Dr. Sunaina Assanand
University of British Columbia, Vancouver, British Columbia, Canada
Abstract
Previous research suggests that students in the STEM fields benefit from supplemental instruction (SI) programs. The present study aimed at replicating the effectiveness of SI programs in an Arts discipline—Psychology. Students in an upper-level Psychology course were offered the opportunity to participate in a Peer Mentor Program. Under the supervision of a faculty member, peer mentors supported student learning through regular tutorials, Q&A sessions, and in-person meetings with students. Students’ attendance in program tutorials and examination performance in the course were recorded. Statistical analyses involving both program participants and non-participants indicated that tutorial attendance was significantly related to improved course grades (p < 0.05). Midterm and exit program evaluation questionnaires revealed participating students’ strong support and appreciation of the program, as well as their calls for the implementation of the program in more courses.
Open vs. Traditional Textbooks for Introductory Psychology: A Quantitative Content Analysis
Rebecca Deutschmann, Emilie Lang and Rajiv Jhangiani
Kwantlen Polytechnic University, Surrey, British Columbia, Canada
Abstract
Given the increase in popularity of online and open educational resources, psychology instructors and students may be interested in using open textbooks instead of traditional, print textbooks. We performed an analysis of the three available introductory psychology textbooks, developed by Openstax College, the NOBA project, and BCcampus. These textbooks were of comparable length and in their first editions. Using Griggs’ (2014) rubric for analyzing introductory psychology textbooks, we found similarities in the proportions of the three open textbooks devoted to major topics within introductory psychology when compared to traditional print textbooks. Further analyses are underway to confirm and extend these initial findings.
Addressing HIV Stigma in the Classroom
Lisa K. Paler
Kingsborough Community College, New York, New York, USA
Abstract
As an instructor interested in promoting awareness of social justice, I address controversial issues in the classroom regularly. Experiential and reflective work may be particularly useful for dealing with emotionally laden topics such as the impact of discrimination and stigma experienced by women (Collier & Williams, 2013). Women who are HIV positive may be particularly subject to the impact of stigma and discrimination. To create engagement with the women of this population, a reading and exercise were assigned in a Psychology of Women course. Using a mixed method approach, student reactions to the exercise, the reading, and overall class segment addressing the experiences of women with HIV/AIDS were investigated. While quantitative analysis did not indicate a significant change in attitudes toward this population of women, qualitative analysis of student reflection papers indicated students have far more nuanced perspectives toward women living with HIV. Students were able to make personal connections with the material and critically evaluate their beliefs.
Individual Difference Correlates of Success in a Blended Class Design
Carol F. Shoptaugh, Michelle E. Visio, Brooke L. Whisenhunt, Danae L. Hudson, Ann D. Rost and Christie Cathey
Missouri State University, Springfield, Missouri, USA
Abstract
Blended courses have been used to increase the richness of course content, social interaction and autonomy. Online activities give students alternative exposure to the course content, thereby allowing for more meaningful learning interactions during class. The redesigned Introductory Psychology course at Missouri State University has successfully increased student engagement and learning (Hudson et al., 2014). In this study, we examined the role of personality and motivational differences in relation to academic performance, affiliation, commitment, and satisfaction with the university in both traditional and blended sections. Bivariate correlations among study variables will be presented. Consistent with Self-Determination Theory, learning climate predicted performance over and above needs for autonomy, relatedness and competence. Conscientiousness emerged as a moderator of the relationship between learning climate and academic performance, such that students low in conscientiousness performed significantly better when they perceived the learning climate as positive. Implications for the classroom will be discussed.
A Community-Based Networking Model for Multicultural Education for Social Inclusion of North Korean Refugees
Hyang Eun Kim1, Stephen Suh2 and Tracey Lam3
1Kosin University, Busan, South Korea
2University of Minnesota, Minneapolis, Minnesota, USA
3Harvard University, Boston, Massachusetts, USA
Abstract
Recently, the number of people with multicultural backgrounds in South Korea has been increasing. North Korean refugees have factored prominently into this growth. Research has shown numerous challenges to North Korean refugee resettlement. To reinforce ideals of multicultural acceptance and social inclusion, a community-based networking project involving educational programs in various classrooms was developed. The classroom activities were led by a North Korean lecturer and designed to create an outreach strategy where North Korean refugees could become their own advocates in dispelling negative stereotypes. Classroom activities included lectures, group discussions, and Q & A sessions. This study focuses on using a model of collaboration among numerous community sites: including a public support center for North Korean refugees, local schools (elementary schools, high schools), and colleges, and youth groups. We also discuss the implications of this community-based model in developing future education programs aimed at community capacity building.
Individualized Use of Cognitive Therapy and Mindfulness Tools in Treating Depression and in Training Counseling Students
Valerie L. Alexander and B. Charles Tatum
National University, San Diego, California, USA
Abstract
Depression is a common mental disorder worldwide. Cognitive Therapy has been found to be an effective tool in treatment and relapse prevention. Mindfulness has been introduced into the field with CT in treatment of depression. This study identified which cognitive therapy and mindfulness tools participants used to reduce depression. Results are discussed with students in the Counseling Psychology program in identifying the need for individualized treatment for clients.
Korean College Students’ Needs for Multicultural Education for Social Inclusion of North Korean Refugees
Hyang Eun Kim and Sang Yoon Kim
Kosin University, Busan, South Korea
Abstract
This study focused on South Korean youths’ educational needs for social inclusion of North Korean refugees. A survey was conducted with 145 college students. Most of the subjects wanted education on North Korea and North Korean refugees. Two thirds of the subjects wanted to be taught by North Koreans. Three quarters of the subjects preferred female lecturers in their twenties and thirties, with a preferred class size of 20 to 40 students in a smaller classroom. The mode for a teaching style was a combination of lectures, discussions, and Q&A. The subjects had a preference for a session that lasted two hours over a period of two or three sessions. The students expressed the most interest in subject areas which included real pictures of North Korea, the issue of reunification and the social inclusion of North Korean refugees. Implications for developing multicultural educational programs for youth are discussed.
Can’t See the Forest for the Trees: Helping Students Develop an Integrated Understanding of Quantitative Methods
Belinda Morrill
California Polytechnic State University, San Luis Obispo, California, USA
Abstract
The instructor of a quantitative methods class has found that students with prior statistics experience come to her course with a scattered and piecemeal understanding of various formulas and lack a fundamental understanding of quantitative methods and their place in psychological science. In addition, the instructor has found that available textbooks are either formula based or filled with SPSS window shots, not allowing students a more conceptual understanding of the process of hypothesis testing. The instructor of this course will share her development of a conceptually based workbook that integrates psychological concepts with SPSS quantitative tools. The workbook uses a hypothesis testing approach and allows students to develop questions, formulate hypotheses, explore variables with descriptive statistics, select and run appropriate tests for the hypothesis, and interpret and write up the results. Results of pre-post student tests, samples of student work, and the integrated workbook will be shared.
Digging for Gold: Data Mining the First Class Session to Obtain Relatable Examples for an Introduction to Psychology Class
Belinda Morrill
California Polytechnic State University, San Luis Obispo, California, USA
Abstract
The instructor team-teaches a large lecture introductory psychology course that is accompanied by once weekly 50 minute discussion sections. The challenge is to engage the students in discussion section and to integrate concepts from the textbook and lecture. On the first day of discussion section, this instructor conducts a short didactic memory experiment with randomly assigned conditions and collects information related to student characteristics such as preferred learning style, hours of sleep, ounces of caffeine consumption, ratings of anxiety, depression, and stress, GPA, gender, and college major. This short exercise yields plentiful data on a variety of class concepts such as experimental design, correlational studies, short and long term memory, emotional functioning of college students. The goal of this poster will be to share the strategy, discuss the topics yielded, and to share the results of the data collected from over 400 students.
Improving Attitudes Toward Care of the Dying
Kathleen E. Cook
Seattle University, Seattle, Washington, USA
Abstract
With our aging population comes an increased need for clinicians who can capably and comfortably provide care for those at the end of life (EOL). Both the AACN and APA expect would-be practitioners to be competent with EOL issues. Offering entire courses on EOL may be difficult for already-stretched departments. However, might exposure to a single EOL class shape attitudes toward care of the dying? We used Frommelt’s Attitude Toward Care of the Dying scale (FATCOD, 2003). In study 1, after one class session on caring for those at EOL, nursing students showed scores above the midpoint on all FATCOD items. Using a within-subjects design in Study 2, nursing students who experienced an EOL class session showed significantly improved FATCOD scores. In Study 3, psychology students showed improved FATCOD scores after a single EOL discussion. These results indicate that devoting even a single class session to EOL issues is beneficial.
Learning Futures: Designing a Module to Increase Student Participation
Karen Ryder
University of Westminster, London, England, UK
Abstract
The University of Westminster in London, UK is currently undergoing a transition in the structure of the undergraduate courses offered. The purpose of this is to meet the growing expectations of students, and to remain current and competitive in a changing higher education landscape. One of the six strands in the new Learning Futures vision is to situate students as co-creators of knowledge through active participation in learning communities and encourage collaborative partnerships with staff. This poster will demonstrate how the level 4 module Developmental Psychology has been adapted to suit the Learning Futures initiative, that aims to increase active participation across a range of learning activities and assessments.
My Genes Tell Me How I Learn Best: The Implications of Perceiving Learning Styles as having a Genetic Basis
Benjamin Y. Cheung1, Emily T. White2, Jarad Sumitani2, Grace Truong1 and Steven J. Heine1
1University of British Columbia
2Prince of Wales Secondary School Vancouver, British Columbia, Canada
Abstract
For decades, learning styles, especially the idea that learning outcomes are optimized when learning and teaching styles mesh (i.e. the Meshing Hypothesis) have been immensely popular, despite the lack of evidence supporting such an hypothesis (Pashler, McDaniel, Rohrer, & Bjork, 2008). Given previous research showing the fatalistic consequences of ascribing various attributes to genetic origins (e.g. Dar-Nimrod, Cheung, Ruby, & Heine, 2014), ascribing learning styles to one’s genes may further reify people’s belief in the importance of learning styles, leading to important consequences for learners. We aimed to understand the relationship between people’s etiological perceptions about learning styles and various consequences. Results suggest that attributing learning styles to genetic (vs. environmental) causes is associated with less perceived control over, and ability to change, one’s learning style. Such genetic ascriptions were also associated with greater expected challenges in learning when teaching and learning styles do not mesh – reifying the Meshing Hypothesis.
Low performance in a Research Methods Course- Search for the Culprit
Iram Fatima, Fatima Husnain and Naumana Amjad
Institute of Applied Psychology, University of Punjab, Pakistan
Abstract
We were puzzled and concerned about performance in research methods course. Regular morning group of Applied psychology undergraduates had higher GPA and less failures than the students in Replica programme (exact same course with afternoon classes for students who did not qualify for regular programme). The two groups were taught by two different teachers, both highly experienced and known for good rapport with students. We examined difficulty level of examination paper (as rated by independent raters), student evaluation of teachers, students’ prior grades, prior experience of studying Psychology and as an afterthought, IQ of students. Replica group had lower prior grades, less years in psychology study and marginally significant difference in IQ. However there was greater variation in grades as well as in IQ among the Replica group than the morning group with some extreme scores. No significant difference in difficulty level of examination and overall student evaluation of teachers was found.
Participant Idea Exchange
Teaching Discussion-Based Courses: Considerations and Insight
Lawrence Burns
Grand Valley State University, Allendale, Michigan, USA
Abstract
I have been teaching for over 20 years and teaching discussion-based classes for the past 10 years. My courses are based entirely on primary source readings. Through extensive trial-and-error including a variety of types of student input, I have adapted a variety of ideas and methods regarding course design. These include selecting and linking course topics, motivating students’ extensive reading and writing, conceptual integration, how to encourage discussion, and so on. My interest is in sharing some of these ideas as part of an open discussion about participants’ ideas, including mistakes and successes, and my enthusiasm for teaching discussion-based classes. These types of exchanges prove helpful for everyone from beginning instructors to seasoned teachers (including me). Please come prepared to share your experiences, and meet others interested in teaching discussion-based classes such as controversial issues, capstone, or other courses.
Transforming the Student’s Perspective From a “Test-Taker” to that of the “Test-Maker”
Jacqueline I. Kampman
Thompson Rivers University, Kamloops, British Columbia, Canada
Abstract
Foremost on many psychology students’ minds is their performance on upcoming examinations and how they might improve their grades. The classic questions most often asked of the instructor (such as “What’s on the exam?” and “Do I need to know this for the test?”) are not only rather basic but also indicate a very limited perspective of the desired outcomes that the instructor intends to assess in such examinations. Students’ perspectives not only influence the topics they choose to focus on in their studies for an exam but also the degree to which they employ higher level thinking skills in their studies. Those students who more accurately identify the intended skills to be assessed (as well as understand the indicators of such skills) are likely those who also perform better on the exam. This discussion group will examine how we as instructors can more effectively coach students to become better “Test-Takers” and facilitate a more accurate understanding of the goals and perspective of the “Test-Maker”. This exchange will allow participants to share ideas and activities designed to bridge this gap in the student’s perspective on effectively preparing for an examination.
Improving Research Methods Test Banks
I-C. Chiang1 and C. Rawn2
1Quest University, Squamish, British Columbia, Canada
2University of British Columbia, Vancouver, British Columbia, Canada
Abstract
The test banks that often accompany psychology textbooks can be extremely valuable, time‐saving resources for instructors. However, question quality varies widely, often failing to reflect psychological principles of learning, principles of reliable and valid assessments, or Bloom’s taxonomy accurately. How can we create better test banks to reduce instructor load while maximizing student learning and fair assessment? In this Participant Idea Exchange, we will (1) share some resources and facilitate a discussion about how to apply psychological principles to design better test questions, and (2) propose a new, collaborative model of test bank creation to accompany a specific research methods text (i.e., Cozby & Rawn, 2nd Canadian Edition). We welcome anyone interested in effective test (bank) design to join this discussion. Instructors interested in contributing to a new data‐driven research methods test bank are particularly encouraged to join us, regardless of the text they currently use.
The Community as Teacher: Service-Learning in Psychology
Alison Kulak and Bryan J. Rooney
Concordia University of Edmonton, Edmonton, Alberta, Canada
Abstract
A number of Canadian university programs offer students the opportunity to engage in community service-learning. Judging from course descriptions found on departmental websites, these learning opportunities vary considerably. For example, some placements are associated with a particular course whereas others are required as part of a program; in some instances students are responsible for finding a field placement, in others they are assigned a site. There are both pedagogical and practical concerns relating to community-service learning: How can we help students to bridge the gap between the academy and the community settings? How do we ensure that students have an opportunity to augment their learning while also contributing more to their placement than they require in terms of supervisory resources? This exchange will provide an opportunity for people to share their experiences with community-service learning courses and programs and to learn from the successes and challenges of others.
Developing a Deeper Understanding of Mentoring
Guy Balice and Jessie Flitter
The Chicago School of Professional Psychology, Los Angeles, California, USA
Abstract
Mentoring is often defined as a kind of educative process of advising and training a younger colleague (Taherian & Shekarchian, 2008). It usually plays a big role in professional development, where protégés regularly view their mentors as especially influential persons in their careers. Professions such as nursing (Gardener, 2014), teaching (Trask, Marotz-Baden, Settles, Gentry, & Berke, 2009), and medicine (Lachman, Christensen, & Pawlina, 2013) all use the mentoring process as a way of training their researchers and practitioners, and it often plays a pivotal role in pedagogy. But what criteria define the boundaries in this simultaneously professional and personal relationship? And specifically how does a mentor-protégés relationship affect up-and-coming professionals? Can persons entering the profession relatively recently be good mentors, or is significant experience necessary for good mentoring? What qualifies one as a “good” mentor? Ultimately, how can we gain a deeper understanding of this oftentimes mutually beneficial relationship?
The Implications of Teaching Post-Formal Thought in Institutions of Higher Learning
Chris Montoya
Thompson Rivers University, Kamloops, British Columbia, Canada
Abstract
Post-formal thought goes beyond formal operational thought as defined by Piaget. Most emerging adults (undergraduates) are formal thinkers. Post formal thinkers are more flexible, logical, and willing to accept moral and intellectual complexities. Post-formal thinkers are therefore more Socratic and dialectic: favoring truth as the highest value, logic passion free. Formal thinkers operate on just one input variable. Their conclusions therefore are limited and tend to be in conflict with other studies with alternate input variables. Post-formal thinkers implement meta-theoretical convergent validity which contributes to an expanded nomological net: a net that bridges these non-existent conflicts. Warning: This presentation is not for the faint of heart. Participants will be challenged with three or more post-formal thought scenarios that will stimulate their nucleus basalis and alter the plastic morphology of their cerebral cortices.
To Russia with love? Teaching psychology in Russia: What I leaned about the Fulbright Program, the Discipline of Psychology in Russia and Higher Education in Russia
Valerie Melburg
Onondaga Community College, State University of New York, New York, USA
Abstract
As a community college psychology professor I was successful in being awarded a Fulbright Scholar during 2013-14 to teach Psychology in one of Russia’s large Federal Universities – South Federal University, located in Rostov on Don in southern Russia about 250 miles north of Sochi and close to the Ukraine border. My presentation will focus on the following: 1) the foreign exchange programs offered through the US State Department for teaching and research; 2) the challenges of teaching psychology in a Russian university and 3) what I learned about the discipline of psychology in Russia; 4) being in Russia during the historical events of the Sochi Olympics, the war in Ukraine, and the annexation of Crimea. Not surprising, the discipline of psychology in Russia is quite different than Western psychology largely due to historical impacts (being annihilated during the Soviet reign) such that the theoretical perspectives dominant in Russian psychology are those not considered scientific by American psychologists.
What are our Introductory Psychology Students Truly Learning? A Discussion on Assessment Practices
Julie Lazzara
Paradise Valley Community College, Phoenix, Arizona, USA
Abstract
After a student completes an Introductory Psychology course, what do we hope that they have learned? How do we know that students across all of our sections and different professors leave with a similar learning outcome? This discussion will be on what we think are the most important concepts and skills for graduates of Introductory Psychology to master. Oftentimes, our courses are filled with non-majors and this may be their only exposure to a psychology course. Does your department use a common assessment that is given across all sections to measure student performance? Opportunities for collaboration and future research across colleges will be encouraged. Ideas and rubrics from Paradise Valley Community College in Phoenix, Arizona will be shared. In a typical semester we teach 1000 introductory psychology students across 40 different sections, with 30 different professors.
The Emerging Field of Conservation Psychology: ‘Traditional’ and Newer Topics
Andrea S. Zeren and Tim Mavroules
Salem State University, Massachusetts, USA
Abstract
This Participant Idea Exchange will be geared towards those who want to explore the idea of teaching a course in Conservation Psychology, that is, how psychological processes influence behaviors that help or hurt the environment, and how psychology can help encourage environmental conservation (Brooks, 2009). This new and emerging field draws from almost every ‘traditional’ domain in psychology as well as being related to other allied environmental social science fields such as eco-psychology, human ecology, and environmental sociology, and others. Furthermore, Conservation Psychology directly links to disciplines such as economics, political science, ethics, and conservation biology. How does one decide what to cover so that learners become better stewards of the planet? As a central Conservation Psychology course goal is to improve the relationship between people and the natural systems they both benefit from and depend on (Myers, 2005), this idea exchange will review the more commonly covered areas as well as a few that are now emerging. The developing topic of food choice and sustainability, for example, will be discussed due to recent research showing that the largest sectors for anthropogenic emissions are energy and agriculture, together comprising more than 95 percent of human-induced green-house gas emissions (Oppenlander, 2014). Conservationists frequently tell us how we can best help planet Earth - recycle, buy efficient cars and appliances and buy only locally grown food. Rarely, if ever, do we read about the effects of our food choices on climate change and global depletion. This idea exchange will include both customary and newly emerging areas.
How Can We Get Our Students to Read? A Discussion on Pedagogical Approaches to Foster Compliance with Assigned Reading
Maria Bartolomeo-Maida
Kingsborough Community College, Brooklyn, NY
Abstract
College professors struggle with motivating students to read their textbooks and other course readings. When students complete readings prior to class, they have greater familiarity with topics and class time could be spent on in-depth discussions versus replication of what is in the book (Henderson & Rosenthal, 2006). Course reading positively impacts individual achievement (Burchfield &Sappington, 2000) and enhances understanding of material, which is important in psychology courses that contain complex concepts. Unfortunately, research has shown (Burchfield & Sappington, 2000; Clump, Bauer & Bradley, 2004) that students are not complying with assigned readings. Professors, therefore, are urged to explore strategies to increase compliance (Sappington, Kinsey, & Munsayek, 2002). The purpose of this participation idea exchange, hence, is to facilitate discussion about pedagogical approaches to foster course reading and meaningful engagement with the text, with attention given to the uses of an assignment that this author developed in an upper level psychology course
Psychologists, Self Reflection and Application of Knowledge
Asir Ajmal, Maryam Suheyl Umar and Naumana Amjad
Kinnaird College for Women, Lahore, Pakistan
Abstract
“So how come Psychologists have conflicts and lose their temper?” . This question was asked recently during a teachers training session at my university and here is the inspiration for this participant Idea exchange. Such remarks are quite common. We are often construed as skilled in introspection and self- control as well as knowledge of personality and understanding of human behaviour. Psychologists are perceived as helpful, good facial and personality analysts, insightful, and somewhat eccentric as a survey at our university revealed. Married psychologists should be better parents and effective at social skills. I argue that academic psychology does not confer these proficiencies on us; personal growth is another journey. In the group exchange of ideas we will explore whether as psychologists we need to do more self-reflection than others and apply our research based knowledge to personal and collective settings?