15-MINUTE TEACHING AND RESEARCH REPORTS

Thursday, June 23, 10:30-11:45
Micro to Macro: You and Bronfenbrenner's Ecological Systems Model
Nathalie Yuen (The Evergreen State College)​
Description: This interactive demonstration focuses on Bronfenbrenner's ecological systems model. Although this model is not typically included in introductory psychology courses, this activity could be used to introduce developmental psychology. Students are invited to respond to the writing prompt, "Share an experience from childhood or adolescence." Next, students are introduced to the model. Finally, students are asked to apply the model to their own experience. This activity could support student learning in understanding bio-psycho-social processes, as well as developing community in the classroom.
​The Write Stuff: Using Graphology to Assess Personality
Carolyn Cavanaugh Toft (Arizona State ​University)
Description: I like to do a demonstration of Personality Assessment that involves students submitting handwriting samples and receiving feedback that is a series of Barnum statements. We talk about our tendency to seek confirming evidence, and the parallels to horoscopes, mediums, fortune tellers, etc.
Is a Hot Dog a Sandwich? A Fun and Engaging Example for Both Cognition and Research Methods
Rachelle Tannenbaum (Anne Arundel Community College)
Description: Is a hot dog a sandwich? It's a tricky question! More importantly, though, it's one that can be used as a segue into a number of concepts related to cognition and memory (e.g., concepts, prototypes, top-down processing). In my classes I use it to illustrate those concepts, but also use it as an opportunity to introduce or reinforce several concepts related to research methods (e.g., sampling, experiments, the need for replication).

Bio: Rachelle Tannenbaum is a psychology professor at Anne Arundel Community College in Arnold, MD. She primarily teaches Introduction to Psychology and Developmental Psychology, and is course coordinator for the latter. She has been actively involved in training and review processes related to online learning and course design, including mentoring colleagues, serving as a Quality Matters master reviewer, and providing professional development for colleagues who are new (or not so new) to online teaching. She is also involved in her department’s learning outcomes assessment efforts, and efforts to reshape the curriculum to emphasize access, equity, and inclusion.
Demonstrating Psychological Phenomena Using BYOD Technology and Self-Generated Student Data in the Classroom
Gary Muir (St. Olaf College)
Description: BYOD polling systems in the classroom provide a powerful opportunity to use self-generated student data to demonstrate and increase student engagement in understanding psychological phenomena. Over the course of a semester, students in my Principles of Psychology course generate data using PollEverywhere to describe, for example, frequency distributions, correspondence bias and attentional processing. This brief teaching technique demonstration will show how to use Kahoot! to collect data to demonstrate the Stroop Effect (Stroop, 1935), and how that is integrated into a broader discussion of attentional processes.

Bio: Gary Muir is Associate Professor and Chair of Psychology at St. Olaf College, and former Director of its teaching and learning center – the Center for Innovation in The Liberal Arts (CILA) – and Director of Assessment and Evaluation. In addition to his neuroscience research examining the neural mechanisms of spatial cognition and navigation using single-unit electrophysiology techniques, Muir has published in the areas of Scholarship of Teaching and Learning (SoTL) and assessment, and teaches Principles of Psychology (introductory psychology) every year, along with Biological Psychology and other neuroscience-related courses.
Thursday, June 23, 1:15-2:30
​Introducing LGBTQ+ Terminology and Relevant Clinical Concepts to Introductory Psychology Students
Meg Pilling (Colby-Sawyer College)
Description: My proposal includes a simple, but important and informative presentation I give to my introductory psychology students on understanding LGBTQ+ terms and concepts. Next, I hone in and talk about LGBTQ+ youth, the unique clinical needs of the population, and how group therapy seeks to address some of these needs. I also expand upon this topic by discussing the LGBTQ+ population represented among children in foster care settings. I also provide current resources and references as part of my presentation.
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Bio: Dr. Meg Pilling is a licensed clinical psychologist and assistant professor at Colby-Sawyer College in New Hampshire. She primarily works with children, adolescents, families, and groups, using relational, psychodynamic, and systemic theoretical perspectives. Dr. Pilling specializes in working with interpersonal trauma, and with marginalized populations. She also teaches courses at the undergraduate and graduate level in both Massachusetts and Vermont.
Making it Stick: Centering PSY 101 Around the Theme of Habit Learning
Allison O'Leary (Brevard College)
Description: I plan to discuss and demo an experiential, semester-long project I use in PSY 101, in which students complete a new habit or stop a bad habit for 50 days. Throughout this project, students complete journal prompts asking them to relate their new habit to course topics like operationalization, operant conditioning, motivation, and others. Students also log and share their progress with the instructor and other students on an app called HabitShare. Finally, students reflect on their habit journey in a final presentation at the semester's end.

Bio: Dr. Allison O’Leary is an Assistant Professor of Psychology at Brevard College, where she coordinates the psychology program and teaches undergraduate courses like introductory psychology, research methods and statistics, life-span development, and cognitive psychology, among others. She received her PhD at The Ohio State University and has also taught at Abraham Baldwin Agricultural College before coming to Brevard College. Her research focuses on the development and dynamics of metacognition, including the development of metacognition in young children, and the benefits of metacognition in college students.
Earlier Start Time for an Undergraduate Introductory Psychology Course is Associated with Worse Academic and Sleep-Related Outcomes
Susan Wenze (Lafayette College)
Description: We tested whether course start time predicts student outcomes &/or evaluations of teaching in 82 Introductory Psychology students (8:00-8:50am n = 39, 10-10:50am n = 43). GPA was lower in the earlier section. Controlling for GPA, students in this section reported lower ease of wakefulness and marginally greater sleepiness and fewer assignments completed. Teaching implications (choice of class time, introduction to quasi-random experiments) will be discussed.

Bio: Susan Wenze is an Associate Professor of Psychology at Lafayette College in Easton, PA. She primarily teaches courses related to psychopathology and applied/clinical psychology, although she also regularly teaches Lafayette’s introductory psychology course and a first-year seminar on psychology and media. Her research interests center broadly on the assessment and treatment of mood disorders and related concerns. As a licensed clinical psychologist, she carries a small caseload of clients at a group practice in Bethlehem, PA; in addition to exercising an important part of her professional identity, this work directly informs her roles as an educator, mentor, and researcher.
​Real-time Captioning in the Classroom: Is it Worth All the Fuss?
Alison Melley (George Mason University)
Description: Real-time captioning in remote learning situations has been a common accessibility technology, and it is easy to implement in the seated classroom. Students want it but is the added technology stress worth it? Does it improve learning or simply perceived accessibility? Preliminary in-class data in large introductory psychology courses suggest that immediate concept checks are improved for students given real-time captioning compared to those with no captioning, and this was true both between and within subjects. Investigation continues and subjective as well as objective assessments will be discussed. 

Bio: Alison Heinhold Melley has taught PSYC100 for over 10 years, first at Montgomery College Maryland, and now at George Mason University in Fairfax, VA. She also facilitates the Teaching Practicum and related training experiences for graduate students. Major interests are in developing inclusive, accessible, and resilient classrooms (both online and in person). Alison is in an almost constant state of curiosity, and is driven towards making psychology more accessible. Although currently focused on teaching, Alison's research background includes infant mental health, preschool STEM education, parent-child interaction, personality disorders and social functioning, eating disorders, attachment and emotion. She earned the Ph.D. in Clinical Psychology at the University of Virginia, M.A. at West Chester University Pennsylvania, and B.A. at Loyola College Maryland. When not teaching, she is hanging with her husband Pete and their five children, (ages 8-22), hiking, swimming, biking, running, or gardening.
Friday, June 24, 11:00-12:15
Remote Brain Bingo: Combining Zoom and Live Streaming for Group Learning Games
Monica Thieu (Columbia University)
Description: Group games can teach and assess content while building camaraderie, but can be tricky to adapt from the in-person classroom to the remote classroom. I will demonstrate a remote learning "brain bingo" module for testing students' neuroanatomy knowledge. Students play in Zoom breakout room teams while following a YouTube Live feed from the instructor. This method can be adapted to run any game or activity requiring both a continuous feed from the instructor and breakout room functions.

Bio: Monica is an incoming NIH-funded IRACDA postdoctoral fellow at Emory University, where she will be researching in Phil Kragel's lab and teaching in the Atlanta University Center Consortium. She recently completed her PhD in psychology at Columbia University in Kevin Ochsner's lab, studying how we perceive and categorize social and affective stimuli. At Columbia, she co-founded an introductory coding boot camp in the psychology department and co-designed two new psychology courses. She is currently teaching one of those courses, a team-based introductory psychology class, as a 6-week summer term course at Columbia.
10 Modern Replacements for 10 Tired Examples
Mark Healy (De Anza College)
Description:  Commonly-facilitated topics in Psych One have achieved "Sacred Cow" status, and so have their explanations. During this short session, Mark Healy, Chair of Psychology at De Anza College, substitutes well-worn and complex examples with evidence-based, easily-comprehended stories relevant to college students.  These include operant conditioning (paying commission), correlation-not-causation (college admissions), normal curve (Big 5 factor distribution), dream research (modern findings from Cartwright's paradigm), personality traits (correlates with career success), group influence/decision-making (school group projects), social/cultural influence on sexuality (global and cultural comparisons) and more. Research references, as well as popular sources, will be provided, as will graphics where applicable.
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Bio: Mark C. Healy is Chair of the Department of Psychology at De Anza College in Cupertino, California. He taught Psych One for the first time in 1992, and today facilitates the course in all formats; he also teaches the social science version of statistics. He maintains his own research program, and was a Founding Faculty Member of the Palo Alto University B.S. program in Psychology & Social Action. Mark is also President of the Board of Trustees for the California History Center Foundation, and leads the OER effort on campus. In addition to teaching at De Anza since 2004, Mark learned the craft as a graduate student at the University of Akron. And with over 25 years working in the real world of Industrial/Organizational Psychology, he helps Fortune 500 organizations improve testing and interviewing systems, design leadership development programs, and statistically analyze employee data.
​Increasing Scientific Literacy in Introductory Psychology
Jarred Jenkins (Anne Arundel Community College)
Description: My colleague and I designed twelve interactive, research lessons for our introductory psychology course. These lessons are delivered through the Canvas LMS "new quizzes tool. The lessons cover typical methods topics, but they are spread out across the entire semester. Each topic integrates with a broader content area to better contextualize the research content. To determine impact, we created a scientific literacy quiz that was given to students at the beginning and end of fall 2021. We also have comparative, control data from the previous spring. We plan to share some of our preliminary findings and outline our next steps.
Introductory Psychology Students’ Learning Engagement During the Outbreak of COVID-19 Pandemic
Feihong Wang (University of Florida)
Description: COVID-19 led to an abrupt transition from in-person to online instruction in most of U.S. higher education institutions in Spring 2020, resulting in a significant disruption of college students' learning routines, motivation, and outcomes. This disruption is especially detrimental to Intro Psych students, many of whom are first-year students challenged to adapt to the application and critical thinking-oriented learning expected from this course. This research examines Intro Psych students’ behavioral, emotional, and cognitive engagement strategies at the start of the pandemic, and group differences in their strategies to proceed in learning given the obstacle.

Bio: Feihong Wang, Ph.D. is an Assistant Instructional Professor in the department of psychology at University of Florida where she teaches Abnormal Psychology, Developmental Psychology, and General Psychology for undergraduate students. She also provides regular bootcamp training preparing graduate instructors for their first-time teaching of varied psychological courses and supervises first-time graduate instructors for the General Psychology sections via the Coordinated General Psychology Program in the department. She earned her Ph.D. in Developmental Psychology in 2011 and enjoys the opportunities to facilitate intellectual and academic growth in her students via teaching. She likes to engage students in imaginative and innovative ways so as to boost students’ intrinsic motivation for learning. Recently she won the 2021 Exemplary Online Award in Imaginative or Innovative Approach for her cruise ship themed CLP3144 Abnormal Psychology course from Center for Teaching Excellence of University of Florida. When she isn’t in the classroom or lab, she can be found taking a walk in the neighborhood, driving her daughter to different extracurricular activities, volunteering, cooking and gardening. 
Demonstrating the Say-Do Gap in Survey Research
Melanie Tabak (Kent State University)
Description: This demo shows students that how they respond in a survey may not be indicative of their behavior. A survey is given asking if people would eat a new foreign food, and then are given the opportunity to do so. There is often a large discrepancy between how many say they would eat it and how many actually choose to eat it. Post-demonstration, discussion centers around the implications for reading and interpreting survey research.

Bio: Melanie Tabak, Ph.D (Social/Health psychology, Kent State) is an Associate Professor of Psychological Sciences at the Trumbull Campus. Her past research examined Stress, Stigma and Social Support, but has since shifted her focus to teaching and counseling, earning an M.A in Instructional Technology and an M.A in Clinical Mental Health Counseling. She teaches a variety of courses including Intro to Psychology, Biopsychology, Abnormal Psychology, Health Psychology, and Motivation.
Do We Have to Be so Extra?
Des Robinson (Tarrant County College)
Description: Four studies conducted in General Psychology examine student responses on major exam when presented a subset of questions listed either as SHORT ANSWER or EXTRA CREDIT. Study 1 explored performance differences if students thought questions were either for credit or extra credit. The following studies examine 1) if the effect lasts through a 16 week semester, 2) if the value of the extra credit influences responses and 3) how students responded with a third condition indicating that the questions were for no credit. Implications, suggestions, and alternatives to extra credit are discussed.