Psychology One Conference
Roundtable Discussion Topics
Thursday, June 28th
1. How to Write like a Psychologist - Anne Nordmeyer (Southern New Hampshire University)
Description: Introductory Psychology students often struggle to translate what they've learned in other writing classes to the field of psychology. This can lead to a disconnect where the professors see the same mistakes repeatedly, but students don’t necessarily understand where they have gone wrong. I am collecting examples of “Psychology writing pitfalls” to create a set of “Guidelines for writing like a psychologist” that can be distributed to Intro Psych students. At this roundtable discussion I’ll share the tips I’ve collected so far, and hear suggestions from others about teaching students to write like a psychologist.
Bio: Ann Nordmeyer is an Assistant Professor of Psychology at Southern New Hampshire University. She received her PhD from Stanford University, where she was a Teaching Fellow in the Psych One program. At SNHU she teaches Introduction to Psychology, Statistics for Psychologists, Lifespan Development, and Child Development. She loves teaching Intro Psych and seeing students apply the science of psychology to their own lives.
Description: Introductory Psychology students often struggle to translate what they've learned in other writing classes to the field of psychology. This can lead to a disconnect where the professors see the same mistakes repeatedly, but students don’t necessarily understand where they have gone wrong. I am collecting examples of “Psychology writing pitfalls” to create a set of “Guidelines for writing like a psychologist” that can be distributed to Intro Psych students. At this roundtable discussion I’ll share the tips I’ve collected so far, and hear suggestions from others about teaching students to write like a psychologist.
Bio: Ann Nordmeyer is an Assistant Professor of Psychology at Southern New Hampshire University. She received her PhD from Stanford University, where she was a Teaching Fellow in the Psych One program. At SNHU she teaches Introduction to Psychology, Statistics for Psychologists, Lifespan Development, and Child Development. She loves teaching Intro Psych and seeing students apply the science of psychology to their own lives.
2. Various Approaches to Teaching Large Sections of Introductory Psychology - Dana Narter (University of Arizona)
Description: For the first time in Spring 2018 our large sections of introduction psychology for non-majors were taught using a hybrid model developed by the teaching faculty in our department. The idea for creating this model grew out of a practical need due to a shortage of very large classrooms on campus, so in our new hybrid approach we never have the entire class meet together in the same classroom. Content-delivery and exams are done online, and there are smaller active engagement sessions that meet in-person. I would be interested in hearing about creative ways that others are approaching introductory psychology.
Bio: I am a faculty member in the Psychology Department at the University of Arizona, and my Ph.D. is in Developmental Psychology. I teach Introductory Psychology and Research Methods on a regular basis, and I also teach courses in Cognitive Psychology, Human Memory, Cognitive Development and Developmental Psychology. I am the instructor for the first of a two-course sequence for the university’s Student Advocates for Improved Learning (SAIL) Program. The SAIL Program is designed to teach students about the science of successful learning and then have them share this evidence-based knowledge with other students and student organizations on campus. I am also involved with Faculty Learning Communities (FLCs) on campus as a facilitator and FLC member.
Description: For the first time in Spring 2018 our large sections of introduction psychology for non-majors were taught using a hybrid model developed by the teaching faculty in our department. The idea for creating this model grew out of a practical need due to a shortage of very large classrooms on campus, so in our new hybrid approach we never have the entire class meet together in the same classroom. Content-delivery and exams are done online, and there are smaller active engagement sessions that meet in-person. I would be interested in hearing about creative ways that others are approaching introductory psychology.
Bio: I am a faculty member in the Psychology Department at the University of Arizona, and my Ph.D. is in Developmental Psychology. I teach Introductory Psychology and Research Methods on a regular basis, and I also teach courses in Cognitive Psychology, Human Memory, Cognitive Development and Developmental Psychology. I am the instructor for the first of a two-course sequence for the university’s Student Advocates for Improved Learning (SAIL) Program. The SAIL Program is designed to teach students about the science of successful learning and then have them share this evidence-based knowledge with other students and student organizations on campus. I am also involved with Faculty Learning Communities (FLCs) on campus as a facilitator and FLC member.
3. Encouraging Students to Apply Psychological Science to Improve Their Learning - Gregory Dam (Indiana University East)
Description: We expect our students to do much of their learning outside of the classroom. However, students are not often instructed on the most effective strategies for studying. Research shows that the most common strategies used by undergraduate students are ineffective and time-consuming. In this roundtable discussion we will consider best practices for helping students put to use evidence from psychological science towards improving their own learning. We will discuss the empirically supported most effective study strategies, approaches for encouraging students to adopt these strategies and challenges faced when attempting to change students’ study habits and intuitions about learning.
Bio: Gregory L. Dam is an Assistant Professor of Psychology at Indiana University East in Richmond, Indiana. He teaches introduction to psychology, neuroscience and learning. His research explores how emotional states affect the execution and control of voluntary movements. He received his undergraduate degree in chemistry from Sacred Heart University and his doctorate in neuroscience from Northwestern University. He began his teaching career in the Bronx, New York City, where he taught middle and high school science.
Description: We expect our students to do much of their learning outside of the classroom. However, students are not often instructed on the most effective strategies for studying. Research shows that the most common strategies used by undergraduate students are ineffective and time-consuming. In this roundtable discussion we will consider best practices for helping students put to use evidence from psychological science towards improving their own learning. We will discuss the empirically supported most effective study strategies, approaches for encouraging students to adopt these strategies and challenges faced when attempting to change students’ study habits and intuitions about learning.
Bio: Gregory L. Dam is an Assistant Professor of Psychology at Indiana University East in Richmond, Indiana. He teaches introduction to psychology, neuroscience and learning. His research explores how emotional states affect the execution and control of voluntary movements. He received his undergraduate degree in chemistry from Sacred Heart University and his doctorate in neuroscience from Northwestern University. He began his teaching career in the Bronx, New York City, where he taught middle and high school science.
4. Best Practices for Teaching Students How to Communicate the Science of Psychology - Karla Lassonde and Emily Stark (Minnesota State University, Mankato)
Description: Our national organizations have created task forces focusing on Psychological Science and called for scientists to improve how they talk about their work to general audiences. In addition, the way people consume scientific information is rapidly changing, through increased use of social media and many more options to acquire news and information. What can we do to ensure our students are able to communicate the science of psychology to the public? Come ready to share and discuss teaching strategies that develop students’ ability to communicate psychological findings to broad audiences, including writing assignments, presentations, community outreach and other novel ideas.
Bio: Karla Lassonde has spent the last ten years teaching in the area of Cognitive Psychology at Minnesota State University, Mankato. Her research in basic memory processes has laid a great foundation for studying effective methods of teaching and learning. She is passionate about working with undergraduates on research. For three years, she directed her university’s Undergraduate Research Center and is currently developing an interest in best communicating the science of psychology both in undergraduate classrooms and in the community.
Emily Stark is a Professor of Psychology at Minnesota State University, Mankato. She earned her PhD in Social Psychology from the University of Minnesota, Twin Cities, in 2007. Her first experience teaching an Introduction to Psychology course online led to her research interests in studying what predicts successful course performance in an online setting. Her research interests also include understanding how to develop critical thinking abilities in students, as well as the factors that relate to successful experiences with groupwork. She maintains an active research lab with numerous undergraduate students, mentoring students through the process of designing studies, collecting data, and presenting their results. In additional to Introduction to Psychology, she teaches courses in research methods, social psychology, psychology and the law, and history of psychology.
Description: Our national organizations have created task forces focusing on Psychological Science and called for scientists to improve how they talk about their work to general audiences. In addition, the way people consume scientific information is rapidly changing, through increased use of social media and many more options to acquire news and information. What can we do to ensure our students are able to communicate the science of psychology to the public? Come ready to share and discuss teaching strategies that develop students’ ability to communicate psychological findings to broad audiences, including writing assignments, presentations, community outreach and other novel ideas.
Bio: Karla Lassonde has spent the last ten years teaching in the area of Cognitive Psychology at Minnesota State University, Mankato. Her research in basic memory processes has laid a great foundation for studying effective methods of teaching and learning. She is passionate about working with undergraduates on research. For three years, she directed her university’s Undergraduate Research Center and is currently developing an interest in best communicating the science of psychology both in undergraduate classrooms and in the community.
Emily Stark is a Professor of Psychology at Minnesota State University, Mankato. She earned her PhD in Social Psychology from the University of Minnesota, Twin Cities, in 2007. Her first experience teaching an Introduction to Psychology course online led to her research interests in studying what predicts successful course performance in an online setting. Her research interests also include understanding how to develop critical thinking abilities in students, as well as the factors that relate to successful experiences with groupwork. She maintains an active research lab with numerous undergraduate students, mentoring students through the process of designing studies, collecting data, and presenting their results. In additional to Introduction to Psychology, she teaches courses in research methods, social psychology, psychology and the law, and history of psychology.
5. “This Class is Too Hard!" Calibrating the Level of Difficulty in Introductory Psychology - Eric Olofson (Wabash College)
*Topic repeats in Friday roundtable
Description: Instructors in Introductory Psychology must balance two often-competing demands: maintaining a rigorous educational experience and generating excitement about psychological science. Teaching challenging concepts like research design and philosophy of science will help our students build skills to understand the research they will encounter in their daily lives. Unfortunately, doing so while maintaining high standards can dampen students’ enthusiasm for the field. How should instructors balance these competing demands? We will start by discussing the level of rigor in our courses by sharing example exams and/or assignments and will then transition to discussing the broader issue of rigor vs. excitement.
Bio: Eric Olofson is an Associate Professor of Psychology at Wabash College in Crawfordsville, Indiana. He earned a BA in Psychology and Philosophy from Concordia College in Moorhead, Minnesota and his MS and PhD from the University of Oregon. His research program has shifted from a focus on the development of social cognition to the nature of the father-child relationship. He has been teaching Introduction to Psychology almost annually since his arrival at Wabash in 2008. In addition to his teaching duties, he is the supervisor for the Wabash Coffee Club and the Ultimate Disc Club, which allows him to improve his coffee roasting and Ultimate skills. He wishes that his participation in the Chinese Club allowed him to improve his Mandarin skills but those, unfortunately, are floundering.
6. Engaging the Introverted Learner - Christina Ragan (Purdue University, Northwest)
Description: She’s knows the answer, or does she? What if she’s wrong? He has great ideas for his group project, but just can’t seem to get a word in edgewise. We ask an easy question and there’s crickets. We all have introverted students in our courses, in fact studies suggest that up to 50% of the population is introverted. How do we reach out to our introverted students who have brilliant ideas and insightful contributions but are reluctant to speak up in class? Together, in this roundtable discussion we will share and assess strategies that best serve our introverted learners.
Bio: Christina Ragan is an Assistant Professor of Psychology at Purdue University Northwest in Indiana. Prior to her current position, she was a Visiting Assistant Professor of Psychology at Colgate University in Upstate New York. She earned her PhD in Neuroscience in 2011 and it was during her time as a graduate student that she realized she enjoyed being creative in the classroom and had a soft spot for introverted learners. In graduate school, she earned the Biobehavioral Health Outstanding Graduate Teaching Award and the Nina Fedoroff Teaching Assistant Award. She will be the Psychology Club Adviser at PNW in Fall 2018. When she isn’t in the classroom or lab, she can be found playing with her two cats, Lola and Rusty, wondering if she can successfully clicker train them to do tricks for treats.
Description: She’s knows the answer, or does she? What if she’s wrong? He has great ideas for his group project, but just can’t seem to get a word in edgewise. We ask an easy question and there’s crickets. We all have introverted students in our courses, in fact studies suggest that up to 50% of the population is introverted. How do we reach out to our introverted students who have brilliant ideas and insightful contributions but are reluctant to speak up in class? Together, in this roundtable discussion we will share and assess strategies that best serve our introverted learners.
Bio: Christina Ragan is an Assistant Professor of Psychology at Purdue University Northwest in Indiana. Prior to her current position, she was a Visiting Assistant Professor of Psychology at Colgate University in Upstate New York. She earned her PhD in Neuroscience in 2011 and it was during her time as a graduate student that she realized she enjoyed being creative in the classroom and had a soft spot for introverted learners. In graduate school, she earned the Biobehavioral Health Outstanding Graduate Teaching Award and the Nina Fedoroff Teaching Assistant Award. She will be the Psychology Club Adviser at PNW in Fall 2018. When she isn’t in the classroom or lab, she can be found playing with her two cats, Lola and Rusty, wondering if she can successfully clicker train them to do tricks for treats.
7. Tweets, Likes, Snaps, and Insta: (How) Can We Use Social Media as a Tool for Engagement Beyond the Classroom - Carrie Bulger (Quinnipac University)
*Topic repeats in Friday roundtable
Description: This roundtable discussion will explore the ways social media might be used to engage with introductory psychology outside the classroom. Are particular social media platforms better or worse in general, or are there specific uses that make the most sense? What privacy concerns might we have using social media for class? I will ask participants to share their classroom experiences with social media and I will share my experience from the current spring semester using social media for “psychology mythbusting.”
Bio: Carrie A. Bulger is Professor of Psychology at Quinnipiac University. She teaches courses in Industrial-Organizational (I-O) Psychology, Occupational Health Psychology, Introduction to Psychology, History of Psychology, and Senior Seminar in Psychology. She was a 2005 winner of the Excellence in Teaching Award from Quinnipiac University. Dr. Bulger is an I-O psychologist whose research interests focus on employee stress, health, and well-being, as well as on employee attitudes. Currently, she studies the ways mobile technologies impact the boundaries around and between work and home. Dr. Bulger is a member of the Society for Industrial-Organizational Psychology, a charter member of the Society for Occupational Health Psychology, a member of the Society for the Teaching of Psychology and a member of the Association for Psychological Science. Dr. Bulger, her partner Ben, and their two kids try to spend as much time as possible enjoying outdoor music, walks in the woods, and good food.
*Topic repeats in Friday roundtable
Description: This roundtable discussion will explore the ways social media might be used to engage with introductory psychology outside the classroom. Are particular social media platforms better or worse in general, or are there specific uses that make the most sense? What privacy concerns might we have using social media for class? I will ask participants to share their classroom experiences with social media and I will share my experience from the current spring semester using social media for “psychology mythbusting.”
Bio: Carrie A. Bulger is Professor of Psychology at Quinnipiac University. She teaches courses in Industrial-Organizational (I-O) Psychology, Occupational Health Psychology, Introduction to Psychology, History of Psychology, and Senior Seminar in Psychology. She was a 2005 winner of the Excellence in Teaching Award from Quinnipiac University. Dr. Bulger is an I-O psychologist whose research interests focus on employee stress, health, and well-being, as well as on employee attitudes. Currently, she studies the ways mobile technologies impact the boundaries around and between work and home. Dr. Bulger is a member of the Society for Industrial-Organizational Psychology, a charter member of the Society for Occupational Health Psychology, a member of the Society for the Teaching of Psychology and a member of the Association for Psychological Science. Dr. Bulger, her partner Ben, and their two kids try to spend as much time as possible enjoying outdoor music, walks in the woods, and good food.
8. Variations on the Multiple Choice Exam - Jenny Cooper (Stonehill College)
Description: In classes, a common goal is to have assessments be an opportunity for learning. In my classes, one of the ways I address this is to have portions of the tests are taken in a group and/or incorporating opportunities during that class period for students to revise their answers for partial credit (a low-tech version of immediate feedback for both multiple choice and short answer). In this roundtable, I will share the techniques I am using and some survey results about students’ experiences with different group arrangements. The main purpose of the roundtable is an open discussion with opportunities for everyone to share their experiences, problem solve difficulties using variations on more conventional multiple choice exams, and brainstorm variations that could further support student learning.
Bio: Dr. Jennifer Cooper is an Assistant Professor of Psychology at Stonehill College in Easton, MA with research and teaching interests in educational applications of cognitive psychology as well as in statistics education and the effects of visuals on mathematical learning. Teaching general psychology now, She holds her Ph.D. in cognitive psychology from Rutgers-New Brunswick and completed post docs at the University of Wisconsin-Madison and Wesleyan University.
Description: In classes, a common goal is to have assessments be an opportunity for learning. In my classes, one of the ways I address this is to have portions of the tests are taken in a group and/or incorporating opportunities during that class period for students to revise their answers for partial credit (a low-tech version of immediate feedback for both multiple choice and short answer). In this roundtable, I will share the techniques I am using and some survey results about students’ experiences with different group arrangements. The main purpose of the roundtable is an open discussion with opportunities for everyone to share their experiences, problem solve difficulties using variations on more conventional multiple choice exams, and brainstorm variations that could further support student learning.
Bio: Dr. Jennifer Cooper is an Assistant Professor of Psychology at Stonehill College in Easton, MA with research and teaching interests in educational applications of cognitive psychology as well as in statistics education and the effects of visuals on mathematical learning. Teaching general psychology now, She holds her Ph.D. in cognitive psychology from Rutgers-New Brunswick and completed post docs at the University of Wisconsin-Madison and Wesleyan University.
