Roundtable Discussion Topics
Thursday, June 27th
1. The reliability of psychological science – A topic for Introductory Psychology class? – Alison Clabaugh (Arcadia University)
*Topic repeats at Friday roundtables
Description: Research suggests that psychology instructors often struggle in deciding whether and how to discuss psychology’s replication crisis in their classes. The purpose of the proposed discussion group is to create an opportunity for Introductory Psychology instructors to discuss the implications of the replication crisis for their classroom teaching.
Bio: Dr. Alison Clabaugh is a member of the psychology faculty at Arcadia University in Glenside, PA. Arcadia is a liberal arts college with a student body of approximately 4,000. She received her PhD in social psychology from Temple University in 2008. Alison regularly teaches Introduction to Psychology and Senior Seminar in Psychology, in addition to Social, Personality, and Health Psychology. Her research interests include the psychology of teaching and learning as well as the social and psychological implications of stigmatized identity.
*Topic repeats at Friday roundtables
Description: Research suggests that psychology instructors often struggle in deciding whether and how to discuss psychology’s replication crisis in their classes. The purpose of the proposed discussion group is to create an opportunity for Introductory Psychology instructors to discuss the implications of the replication crisis for their classroom teaching.
Bio: Dr. Alison Clabaugh is a member of the psychology faculty at Arcadia University in Glenside, PA. Arcadia is a liberal arts college with a student body of approximately 4,000. She received her PhD in social psychology from Temple University in 2008. Alison regularly teaches Introduction to Psychology and Senior Seminar in Psychology, in addition to Social, Personality, and Health Psychology. Her research interests include the psychology of teaching and learning as well as the social and psychological implications of stigmatized identity.
2. Mindfulness in education – Gillian Norton & Paige Roseman (Wake Technical Community College)
Description: As defined by Dr. Jon Kabat-Zinn, mindfulness is “the awareness that arises by paying attention on purpose, in the present moment with non-judgment.” Students need tools to manage distractions, stress, and be successful in college. Mindfulness is one tool to learn to pay attention to oneself and environment, experiences of positive or negative judgment, to determine the necessary actions to manage the self, education, stress, and work towards meaningful actions. Our focused discussion will involve defining mindfulness, engaging in mindful practices such as breath awareness, mindful eating, mindful listening and speaking, kindness and compassion, and discussing ways to include mindfulness in general psychology classes.
Bios: Gillian Norton earned her master’s degree from North Carolina State University in 2004 in Social Psychology, with a concentration in research methods. She has had the opportunity to teach amazingly diverse students during her career. She began her career helping students prepare for the G.E.D., with a strong memory of two sisters who completed their high school equivalency at 85, explaining to her, “Why not!” She was fortunate to teach a variety of psychology students in graduate school, and then served as an Equal Opportunity Assistant at NCSU, teaching diversity topics to faculty, staff, and students. Since 2010, she has had the privilege to teach introductory psychology and social psychology with her amazing students at Wake Technical Community College. She strives to integrate positive psychology and mindfulness into her teaching, approaching her students with kindness, compassion, and non-judgment.
Paige Roseman earned her master’s degree from Wake Forest University in 2013 in Experimental Psychology, with a concentration in neuroscience. She began teaching research methods courses as a graduate student, and has been hooked on teaching ever since! She taught science courses for three years at the high school level in eastern NC, then moved to Raleigh to teach psychology at Wake Technical Community College. In her free time, she enjoys studying and practicing mindfulness with the encouragement of colleagues, especially Gillian Norton who facilitated faculty and student groups! Inside both seated and online classrooms, she works to share positive psychology practices including mindfulness with my students.
Description: As defined by Dr. Jon Kabat-Zinn, mindfulness is “the awareness that arises by paying attention on purpose, in the present moment with non-judgment.” Students need tools to manage distractions, stress, and be successful in college. Mindfulness is one tool to learn to pay attention to oneself and environment, experiences of positive or negative judgment, to determine the necessary actions to manage the self, education, stress, and work towards meaningful actions. Our focused discussion will involve defining mindfulness, engaging in mindful practices such as breath awareness, mindful eating, mindful listening and speaking, kindness and compassion, and discussing ways to include mindfulness in general psychology classes.
Bios: Gillian Norton earned her master’s degree from North Carolina State University in 2004 in Social Psychology, with a concentration in research methods. She has had the opportunity to teach amazingly diverse students during her career. She began her career helping students prepare for the G.E.D., with a strong memory of two sisters who completed their high school equivalency at 85, explaining to her, “Why not!” She was fortunate to teach a variety of psychology students in graduate school, and then served as an Equal Opportunity Assistant at NCSU, teaching diversity topics to faculty, staff, and students. Since 2010, she has had the privilege to teach introductory psychology and social psychology with her amazing students at Wake Technical Community College. She strives to integrate positive psychology and mindfulness into her teaching, approaching her students with kindness, compassion, and non-judgment.
Paige Roseman earned her master’s degree from Wake Forest University in 2013 in Experimental Psychology, with a concentration in neuroscience. She began teaching research methods courses as a graduate student, and has been hooked on teaching ever since! She taught science courses for three years at the high school level in eastern NC, then moved to Raleigh to teach psychology at Wake Technical Community College. In her free time, she enjoys studying and practicing mindfulness with the encouragement of colleagues, especially Gillian Norton who facilitated faculty and student groups! Inside both seated and online classrooms, she works to share positive psychology practices including mindfulness with my students.
3. Writing about research: What do we really want students to learn? – Cynthia Lonsbary (SUNY Jefferson Community College)
*Topic repeats at Friday roundtables
Description: Many introductory psychology instructors have research writing assignments (ex., analyze a journal article). While valuable, these assignments can be tedious to grade, and it can be difficult to assess exactly what students are learning. It can be difficult to design an effective and creative research writing assignment. This round table will focus on 1) sharing different versions of research writing assignments, 2) the key learning outcomes attendees want students to achieve, and 3) discussing creative assignments that achieve these outcomes. Attendees are encouraged to bring a copy of their favorite version of this assignment and/or grading rubrics to share.
Bio: Cynthia Lonsbary is an Assistant Professor of Psychology and Chair of the Social Science Department at SUNY Jefferson Community College in Watertown, NY. She grew up in Eastern Pennsylvania and got her Ph.D. in Social Psychology at the University of Houston in Texas. She teaches Introductory Psychology, Social Psychology, Research Methods, and Lifespan Development. As a community college professor, teaching is her primary focus. JCC serves traditional-aged students and many returning adult-learners. Many students have complicated lives involving full-time jobs and families, and many are affiliated with the military (Fort Drum). She wants to prepare her students to transfer or enter the work force, but also to recognize how psychology is relevant to and can enrich their lives. When she’s not in the classroom, she likes to read, and watch movies with her husband and their 7-year-old daughter and they like to explore the woods around our North Country home.
*Topic repeats at Friday roundtables
Description: Many introductory psychology instructors have research writing assignments (ex., analyze a journal article). While valuable, these assignments can be tedious to grade, and it can be difficult to assess exactly what students are learning. It can be difficult to design an effective and creative research writing assignment. This round table will focus on 1) sharing different versions of research writing assignments, 2) the key learning outcomes attendees want students to achieve, and 3) discussing creative assignments that achieve these outcomes. Attendees are encouraged to bring a copy of their favorite version of this assignment and/or grading rubrics to share.
Bio: Cynthia Lonsbary is an Assistant Professor of Psychology and Chair of the Social Science Department at SUNY Jefferson Community College in Watertown, NY. She grew up in Eastern Pennsylvania and got her Ph.D. in Social Psychology at the University of Houston in Texas. She teaches Introductory Psychology, Social Psychology, Research Methods, and Lifespan Development. As a community college professor, teaching is her primary focus. JCC serves traditional-aged students and many returning adult-learners. Many students have complicated lives involving full-time jobs and families, and many are affiliated with the military (Fort Drum). She wants to prepare her students to transfer or enter the work force, but also to recognize how psychology is relevant to and can enrich their lives. When she’s not in the classroom, she likes to read, and watch movies with her husband and their 7-year-old daughter and they like to explore the woods around our North Country home.
4. Increasing student use of cognitively active learning behaviors – Karenna Malavanti (Baylor University)
Description: Over 1 million undergraduate students take Introductory Psychology each year, which represents an important opportunity to foster deep learning through the use of cognitively active learning behaviors and elaborative rehearsal strategies. We will discuss exercises that can be utilized in Introductory Psychology to foster deep learning and increased use of cognitive active learning strategies, and student feedback regarding these exercises. We will share experiences in fostering cognitively active learning behaviors in and out of the classroom, and challenges faced when asking freshman students (and many times, students outside of the major) to think critically about their learning.
Bio: Karenna Malavanti is a lecturer of psychology and neuroscience at Baylor University since 2017. She received her Ph.D. in Experimental Cognitive Psychology from Baylor in 2014. Prior to joining the Baylor faculty, she worked as an assistant professor of psychology at Carson-Newman University. She currently teaches Introductory Psychology, Sensation and Perception, and Cognition. Her primary research interest is in applied cognition and education (i.e., increasing retention of course material). She has been recognized for student advocacy and advising by Carson-Newman University and excellence in teaching by Baylor University’s Provost Office.
Description: Over 1 million undergraduate students take Introductory Psychology each year, which represents an important opportunity to foster deep learning through the use of cognitively active learning behaviors and elaborative rehearsal strategies. We will discuss exercises that can be utilized in Introductory Psychology to foster deep learning and increased use of cognitive active learning strategies, and student feedback regarding these exercises. We will share experiences in fostering cognitively active learning behaviors in and out of the classroom, and challenges faced when asking freshman students (and many times, students outside of the major) to think critically about their learning.
Bio: Karenna Malavanti is a lecturer of psychology and neuroscience at Baylor University since 2017. She received her Ph.D. in Experimental Cognitive Psychology from Baylor in 2014. Prior to joining the Baylor faculty, she worked as an assistant professor of psychology at Carson-Newman University. She currently teaches Introductory Psychology, Sensation and Perception, and Cognition. Her primary research interest is in applied cognition and education (i.e., increasing retention of course material). She has been recognized for student advocacy and advising by Carson-Newman University and excellence in teaching by Baylor University’s Provost Office.
5. Honoring Honors Psychology – Ellen Carpenter (Virginia Commonwealth University)
Description: Honors sections of Introductory Psychology are, well, an honor to teach! They usually have lower enrollment and bright, responsible, and inquisitive students. How do we maximize these variables to make it the best possible learning experience for both the students and you, the instructor? Join us to not only share best practices, but also to triage good ideas that did not unfold the way you had envisioned.
Bio: Ellen has recently completed her second year at Virginia Commonwealth University (Richmond, Virginia), with prior appointments at South University, Old Dominion University, and the College of Saint Benedict, where she taught a large range of psychology courses. Her primary role at VCU is to teach and thus far she has taught Perception, Learning and Cognition, and Honors Introduction to Psychology at the undergraduate level and Cognition at the graduate level, and uses these classes as laboratories for scholarship of teaching and learning (SOTL). Her education includes a BA from Oberlin College (Psychology, Physical Education), MA from the University of North Carolina at Chapel Hill (Sport Psychology), and PhD from Old Dominion University (Human Factors, Industrial/Organizational Psychology). Her interests include physical activity (hiking, the occasional triathlon), travel, gardening, reading, learning, and cooking/baking. She is allergic to housework!
Description: Honors sections of Introductory Psychology are, well, an honor to teach! They usually have lower enrollment and bright, responsible, and inquisitive students. How do we maximize these variables to make it the best possible learning experience for both the students and you, the instructor? Join us to not only share best practices, but also to triage good ideas that did not unfold the way you had envisioned.
Bio: Ellen has recently completed her second year at Virginia Commonwealth University (Richmond, Virginia), with prior appointments at South University, Old Dominion University, and the College of Saint Benedict, where she taught a large range of psychology courses. Her primary role at VCU is to teach and thus far she has taught Perception, Learning and Cognition, and Honors Introduction to Psychology at the undergraduate level and Cognition at the graduate level, and uses these classes as laboratories for scholarship of teaching and learning (SOTL). Her education includes a BA from Oberlin College (Psychology, Physical Education), MA from the University of North Carolina at Chapel Hill (Sport Psychology), and PhD from Old Dominion University (Human Factors, Industrial/Organizational Psychology). Her interests include physical activity (hiking, the occasional triathlon), travel, gardening, reading, learning, and cooking/baking. She is allergic to housework!
6. Redesigning Intro Psychology: What is most effective for a diverse student population? – Joan Bihun (University of Colorado, Denver)
Description: Introductory Psychology is one of the most common courses taken at our urban university and the gateway to the psychology major, yet due to high rates of DFW grades, we are in need of a redesign. The class is offered as a two-course sequence, with an equal number of topical chapters along with the introductory and research methods chapter covered in each. Each class has multiple sections that have two lectures a week and no lab component. The emphasis has been on building a knowledge base over scientific thinking, despite recent recommendations by the APA intro psychology group suggesting statistics and research methods be the foundation underlying all topical coverage. Other approaches to teaching introductory psychology in the literature include organizing the class around common myths or intriguing questions about human behavior and/or using a hybrid model for the course. We are looking for the most effective ways to help a diverse student body (students of color, first generation students) master introductory psychology. Have others gone through a redesign? What worked and what didn’t in terms of making a difference in the percentage of students passing the class?
Bio: Joan Bihun is an Associate Professor, Clinical Teaching Track at the University of Colorado Denver. Her degree is in Developmental Psychology and she teaches classes in infancy through late adulthood, statistics and, of course, introductory psychology courses. Her current research interests include studying metacognition in college students, fostering student belonging, and piloting free writes in math classes :-). Her primary focus for the next year will be on heading up a redesign of a two-semester intro psych class to accommodate an increasingly diverse student population.
Description: Introductory Psychology is one of the most common courses taken at our urban university and the gateway to the psychology major, yet due to high rates of DFW grades, we are in need of a redesign. The class is offered as a two-course sequence, with an equal number of topical chapters along with the introductory and research methods chapter covered in each. Each class has multiple sections that have two lectures a week and no lab component. The emphasis has been on building a knowledge base over scientific thinking, despite recent recommendations by the APA intro psychology group suggesting statistics and research methods be the foundation underlying all topical coverage. Other approaches to teaching introductory psychology in the literature include organizing the class around common myths or intriguing questions about human behavior and/or using a hybrid model for the course. We are looking for the most effective ways to help a diverse student body (students of color, first generation students) master introductory psychology. Have others gone through a redesign? What worked and what didn’t in terms of making a difference in the percentage of students passing the class?
Bio: Joan Bihun is an Associate Professor, Clinical Teaching Track at the University of Colorado Denver. Her degree is in Developmental Psychology and she teaches classes in infancy through late adulthood, statistics and, of course, introductory psychology courses. Her current research interests include studying metacognition in college students, fostering student belonging, and piloting free writes in math classes :-). Her primary focus for the next year will be on heading up a redesign of a two-semester intro psych class to accommodate an increasingly diverse student population.
7. "Call it anything but critical thinking!" and other helpful advice – Taylor Newton (Lenoir Rhyne College)
Description: We professors love the idea of encouraging critical thinking in our students but the business of actually doing it can seem opaque. Participants in this roundtable will share and explore epistemological frameworks, in-class activities, and assignments inspired by Jane Halonen, Diane Halpern, and others to support a critical stance in our introductory psychology students. In addition to empowering participants with practical tools to cultivate critical thinking, we will also discuss student resistance and why critical thinking may be a dish best served disguised.
Bio: Taylor Newton is an Assistant Professor of Psychology at Lenoir-Rhyne University, Hickory, North Carolina. She holds her Ph.D. from the University of Denver in Social Psychology with an emphasis in Developmental Cognitive Neuroscience. Her research interests include the mechanisms of the effects of religion on thinking, behaving, and feeling, factors that influence prosociality, vectors of religion in culture, and the positive and negative relationships between religion and stress. In her teaching, she emphasizes critical thinking and “real world” applications of classroom concepts. She has a particular passion for engaging students in discussion about controversial topics as a way of encouraging civic-mindedness.
Description: We professors love the idea of encouraging critical thinking in our students but the business of actually doing it can seem opaque. Participants in this roundtable will share and explore epistemological frameworks, in-class activities, and assignments inspired by Jane Halonen, Diane Halpern, and others to support a critical stance in our introductory psychology students. In addition to empowering participants with practical tools to cultivate critical thinking, we will also discuss student resistance and why critical thinking may be a dish best served disguised.
Bio: Taylor Newton is an Assistant Professor of Psychology at Lenoir-Rhyne University, Hickory, North Carolina. She holds her Ph.D. from the University of Denver in Social Psychology with an emphasis in Developmental Cognitive Neuroscience. Her research interests include the mechanisms of the effects of religion on thinking, behaving, and feeling, factors that influence prosociality, vectors of religion in culture, and the positive and negative relationships between religion and stress. In her teaching, she emphasizes critical thinking and “real world” applications of classroom concepts. She has a particular passion for engaging students in discussion about controversial topics as a way of encouraging civic-mindedness.
8. Organizing the course around broad questions - Rachelle Tannenbaum (Anne Arundel Community College)
*Topic repeats in Friday roundtables
Description: Many Introduction to Psychology faculty have been starting to organize their courses around broad questions (or at least thinking about doing so), rather than simply following the order of chapters in the book. This discussion will focus on (1) ideas for themes and what content they would address, and (2) strategies for implementation. For example, what are some assignments that can be used to integrate course content? What are some logistical challenges that arise as a result of not following the textbook order? What considerations arise with courses that are online or accelerated?
Bio: Rachelle Tannenbaum has been a psychology professor since 2000 at Anne Arundel Community College in Arnold, MD. She teaches Introduction to Psychology, Child 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, offering training in Canvas, and teaching a “how to teach online” course for faculty. She is also heavily involved in her department’s learning outcomes assessment efforts, and efforts to reshape the curriculum to emphasize access, equity, and inclusion.
*Topic repeats in Friday roundtables
Description: Many Introduction to Psychology faculty have been starting to organize their courses around broad questions (or at least thinking about doing so), rather than simply following the order of chapters in the book. This discussion will focus on (1) ideas for themes and what content they would address, and (2) strategies for implementation. For example, what are some assignments that can be used to integrate course content? What are some logistical challenges that arise as a result of not following the textbook order? What considerations arise with courses that are online or accelerated?
Bio: Rachelle Tannenbaum has been a psychology professor since 2000 at Anne Arundel Community College in Arnold, MD. She teaches Introduction to Psychology, Child 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, offering training in Canvas, and teaching a “how to teach online” course for faculty. She is also heavily involved in her department’s learning outcomes assessment efforts, and efforts to reshape the curriculum to emphasize access, equity, and inclusion.
9. The elephant in the classroom: Strategies and techniques to help students cope with anxiety and test-taking – Benjamin White (Blinn College)
Description: A LOT of students experience anxiety in their lives and in the classroom and many students indicate that they have specific anxiety related to taking exams. What we (and they) often fail to realize is that the issue has roots in poor or ineffective study and test preparation skills and/or poor test taking strategies. Much of the time students see the exam as the weak point in the learning process, and feel like they can do nothing about it. This round table will focus on what we, as faculty can do to help students tame the elephant in the room and help them understand how to identify, confront deal with their test taking anxieties by employing proactive methods throughout the semester.
Bio: Benjamin White is a Professor of Psychology at Blinn College where he teaches General and Social Psychology with an emphasis on assisting students in developing practical applications of material to their individual lives. He serves as the Faculty Fellow for the Center for Teaching and Learning, developing and presenting workshops on a variety of topics concerning andragogy, teaching methods, and student success with a goal to provide faculty with different perspectives and methodologies to promote success for themselves and their students inside and outside of the classroom. He is also a member of the Psi Beta / Psychology Club research group which provides students with an opportunity to participate in a national research project for which Blinn College is this year’s Psi Beta National Research Study host institution.
Description: A LOT of students experience anxiety in their lives and in the classroom and many students indicate that they have specific anxiety related to taking exams. What we (and they) often fail to realize is that the issue has roots in poor or ineffective study and test preparation skills and/or poor test taking strategies. Much of the time students see the exam as the weak point in the learning process, and feel like they can do nothing about it. This round table will focus on what we, as faculty can do to help students tame the elephant in the room and help them understand how to identify, confront deal with their test taking anxieties by employing proactive methods throughout the semester.
Bio: Benjamin White is a Professor of Psychology at Blinn College where he teaches General and Social Psychology with an emphasis on assisting students in developing practical applications of material to their individual lives. He serves as the Faculty Fellow for the Center for Teaching and Learning, developing and presenting workshops on a variety of topics concerning andragogy, teaching methods, and student success with a goal to provide faculty with different perspectives and methodologies to promote success for themselves and their students inside and outside of the classroom. He is also a member of the Psi Beta / Psychology Club research group which provides students with an opportunity to participate in a national research project for which Blinn College is this year’s Psi Beta National Research Study host institution.