As experts on teaching and learning who teach a wildly popular gen ed course, psychology instructors have a unique opportunity to address AI’s pitfalls and promises with our students. But like many of us, I’ve been approaching AI with a mixture of experimentation and skepticism. In this talk, we will explore ways to harness students’ curiosity by relating AI to Intro Psych course topics. I will also share some strategies for using it to enhance both teaching and learning with the twin goals of allowing us to use our time more effectively, while helping students to become more thoughtful and ethical users. [Full disclosure: I used ChatGPT to draft a few versions of this abstract. I then edited heavily to maintain my own voice and avoid ChatGPT's flowery style, while also keeping a few turns of phrase that were better than what I would have thought of on my own. I also asked ChatGPT to draft several catchy titles for this talk, and wound up combining two of them.]

Rachelle Tannenbaum is a psychology professor at Anne Arundel Community College in Arnold, MD. She primarily teaches Introduction to Psychology, which is her favorite course by far; she also teaches Developmental Psychology. She has been actively involved in training and review processes related to online learning and course design, digital accessibility, and efforts to reshape the curriculum to emphasize diversity, accessibility, equity, and inclusion. After 26 years at AACC, she's still in love with the fact that she gets paid to spend her time learning new things. Her fantastic experiences with PsychOne have inspired her to start a similar conference (MAESTRO Psych) in the mid-Atlantic.

1. POG Melee

Justice Morath, Salt Lake Community College 

Description: POG Melee is a Tragedy of the Commons game that teaches various principles of social psychology including in/out group formation, norm formation, trust, altruism, the prisoner's dilemma, cooperation, and competition. It requires utilizing durable skills such as critical thinking and team building. It is also an excellent icebreaker activity. Because most of the rules are created by the students on the fly, every game is uniquely different. Students find it very memorable and I have even had them go play it at their own house parties.

Bio: Justice Morath is an Associate Professor of psychology at Salt Lake Community College in beautiful Salt Lake City, Utah. He teaches Intro Psych every semester in various modalities: face-to-face, online, hybrid, and occasionally in the Utah State Prison. Along with teaching psychology at the 100 and 200 levels, he is a professional Science Communicator. At both the national and local level he works to communicate science to the public and engage them better with science. He does this in a lot of ways but currently the most fun are being a speaker coach for TEDxSaltLakeCity and producing and performing in science themed cabaret shows.

2. Using AI to Enhance Asynchronous  Course Content Development 

Sharon Loza, Indiana Wesleyan University 

Description: This interactive 15-minute demonstration will showcase how AI can enhance asynchronous course development for undergraduate psychology courses. Attendees will learn practical strategies for leveraging BoodleBox.ai’s AI tools to 1) enhance existing content and assignments based on student evaluations/feedback, 2) develop bots to support student learning, and 3) create interactive learning materials that engage students. The session will include a step-by-step demonstration on how to use this collaborative AI tool where participants can explore real-time content creation. This demonstration will introduce educators to how we can leverage AI to streamline course design and foster student engagement in asynchronous psychology education.

Bio: Dr. Sharon Loza is the Program Director and Assistant Professor in the Psychology and Human Services program. Sharon’s career spans over 25 years working domestically and globally on a wide range of initiatives. She has worked as research investigator, implementation specialist, technical assistance provider, consultant, and project director on small and large-scale projects supporting health, education and well-being initiatives. Further to this, she has held senior leadership positions in the state and federal government supporting large human services programs, as well as served as a consultant with UNICEF to enhance ministerial program and policy efforts to improve health and educational outcomes for the most vulnerable and marginalized communities in developing countries. Sharon also has over five years of teaching experience at the bachelor’s, master’s, and doctoral level for programs in psychology, public health, and education.

3. Firing on All Cylinders: Mad Libs as Metaphor

Abby Nance, University of North Carolina at Pembroke

Description: This brief exercise uses MadLibs (a road trip game created in the 1950s) as a framework for students to create quick metaphors as a tool for understanding.  In this demonstration students will create a metaphor to help conceptualize the movement of ions in the axon of a neuron.

Bio: Abby Nance is an Assistant Professor of Psychology at the University of North Carolina Pembroke. Before pursuing her doctorate in applied social and community psychology, she spent a decade teaching writing, which may explain why her courses tend to be writing-intensive and applied, whether she is teaching Introductory Psychology, Health Psychology, Personality Theories, or Research Methods. A proud measurement nerd, she serves on her department's assessment team. Her research examines how childhood adversity and unpredictability shape psychosocial outcomes in emerging adults, including perceived social status and academic self-efficacy, with implications for college retention. Outside of work, she can usually be found with a book or at the bowling alley.

4. What Do You Already Know? Using Neuromyths to Inspire a Paradigm Shift From the Outset 

Natalie Davies, Episcopal High School

Description: Many of us kick off our course with exposure to a variety of neuromyths to get students engaged. This activity does a deep dive, generating discussion around source credibility and asking students to do their own research into popular psychology myths. The goal is to help students understand, from the very beginning of the course, the need to filter information through an academic and scientific lens.

Bio: Natalie Davies earned her B.A. in Psychology at Columbia University and her M.A. in Counseling Psychology at Northwestern University, and after a very (very) brief stint in the clinical world, moved into education. She currently teaches Psychology at Episcopal High School in Alexandria, Virginia. She has designed introductory psychology courses at three different independent schools over the past twenty years, always with an emphasis on scientific literacy first. She especially enjoys providing high school students with a taste of what it means to be a social scientist and then hearing later from former students who have decided to study psychology in college.

5. Demonstrating motivated reasoning in the evaluation of science

Jessica Salvatore, James Madison University 

Description: Many intro instructors seek to foster critical thinking about science, and we need interesting points of entry for students. I have developed a classroom-friendly activity based on the protocol we developed for one of my research papers (Salvatore & Morton, 2021, Exp. 1).  The activity allows the instructor to experientially show motivated reasoning in how we evaluate science, while being able to also talk about a) how “hype cycles” can emerge for initially exciting findings; b) prenatal hormone exposure; and c) the basic concepts of experimental methodology in psychology (ex: IV vs. DV, random assignment to condition, visualization of results, etc.).

Bio: Jessica Salvatore is on the faculty at James Madison University. Trained as an experimental social psychologist, she focuses on social stigmas, identity, and social (meta-)perception. She previously served as associate editor of the British Journal of Social Psychology and is a SPSSI Fellow and former SPSSI Council member.

1. I Learn from Them: Impact of Student-Faculty Relationships on Faculty Psychosocial Development 

Monet Somerville, NC Wesleyan University 

Description: Research has shown how faculty make a significant impact on student development and learning, but little is known about how students impact faculty, specifically psychosocially. The research highlights the impact students have on faculty in and outside the classroom.

Bio: Dr. Monet Somerville is an Area Coordinator in Residence Life and an adjunct professor of psychology at North Carolina Wesleyan University. She holds a Bachelor of Arts in Psychology from North Carolina Wesleyan College, as well as a Master of Science in Psychology and a Doctor of Philosophy in Psychology degrees from Capella University. Dr. Somerville’s professional work centers on student development, academic engagement, and the integration of psychological theory into practical educational and residential living settings. Through her roles in higher education, she is committed to fostering inclusive residential learning environments and supporting student success both inside and outside the classroom.

2. From Tool to Tutor: Using AI to Improve Learning in Introductory Psychology  

Josh Wede, Penn State University 

Description: Students are using AI— but are they using it well? This presentation shares two practical AI activities implemented in a large introductory psychology course: structured Socratic dialogues to explore core questions, and AI-generated practice questions for exam prep. Both were designed using the Scott Cognitive Pyramid (2026) to keep students cognitively engaged rather than outsourcing it. Survey results showed higher student engagement and satisfaction compared to traditional study approaches. Attendees will leave with concrete, adaptable models for bringing intentional AI use into their course. 

Bio: Dr. Josh Wede is a Teaching Professor of Psychology at Penn State University, where he specializes in evidence-based teaching, large-course design, and the integration of emerging technologies into introductory psychology. He teaches large-enrollment courses with a focus on helping students develop effective learning strategies grounded in cognitive science. Beyond the classroom, Dr. Wede is deeply engaged in faculty development and institutional leadership. He has held multiple roles in Penn State's Faculty Senate, including Chair, contributing to initiatives around teaching effectiveness, faculty development, and shared governance. His current work explores how generative AI can be meaningfully integrated into psychology education to foster deeper learning, critical thinking, and reflective dialogue. Through both his teaching and scholarship, Dr. Wede aims to enhance the student learning experience and strengthen the broader culture of teaching in higher education.

3. Emotion Regulation and Academic Achievement: Evaluating the ERT Model in Varied Examination Contexts

Daisy Park, Miami University Hamilton

Description: The presentation evaluates the Emotion Regulation During Test-Taking (ERT) model by examining how regulatory processes predict exam performance across two conditions: Online Standardized and In-Person Non-Standardized. Findings from 39 undergraduate students reveal that the model's predictive power is highly context-dependent; broad Cognitive Appraisal Processes (CAP) significantly predicted higher test performance in the online standardized environment, whereas the model was weak in the in-person context. Ultimately, these results highlight the critical need for educators to consider the unique psychological and regulatory demands of different exam modalities when designing interventions for high-pressure academic settings.

Bio: Dr. Daisy Park is a Psychological Science Assistant Professor at Miami University’s Hamilton Campus. She received her Ph.D. in Educational Psychology from the University of Arizona. Dr. Park teaches courses such as introduction to psychology, statistics, cognitive psychology, and developmental psychology. Her research focuses on learning emotions and emotion regulation. 

4. Designing Scaffolded Research Assignments in Introduction to Psychology: Supporting Student Learning, Self-Efficacy, and Scientific Literacy (30 minutes) 

Jennifer Boyd, University of Tennessee 

Description: This presentation examines a scaffolded, multi-phase annotated research assignment implemented in Introduction to Psychology courses as a strategy to support student learning, research skill development, and academic self-efficacy. Grounded in research on scaffolding, metacognition, and self-reflection, the project explores how breaking large research assignments into structured phases helps introductory psychology students build confidence and competence in locating, reading, and using scientific sources. The project also examines how structured reflection can support metacognitive development and engagement. Findings and instructional design implications will be discussed, with a focus on how Introductory Psychology courses can better support students in learning how to read, understand, and report psychological research.

Bio: Jennifer Boyd earned her Bachelor of Science in Psychology (Tri-State University, Angola, IN) followed by a Master of Science in Psychology (University of Saint Francis, Fort Wayne, IN). She has over a decade of experience teaching psychology courses at Chandler–Gilbert Community College in Chandler, Arizona (2008–2026), and now with Pellissippi Community College (Knoxville, TN). In addition to her teaching role, she served for eight years in administrative and leadership support roles for multiple school directors at Arizona State University. She is currently a PhD student in the Evaluation, Statistics, and Methodology program at the University of Tennessee, and a Graduate Teaching Associate with the Department of Psychology. Her current research focus examines graduate teaching assistant self-efficacy and the evolving role of assessment in the age of AI, with broader interests in assessment literacy, pedagogy, and student learning outcomes.

1. Yes, you CAN develop an Undergraduate Learning Assistant Program with Limited Resources: Here’s how! 

Alison Melley, George Mason University 

Description: In this session, I'll share with attendees the story of my undergraduate learning assistant program: the ups and downs, the good, bad and the ugly. It all began with a conversation at PsychOne in 2019, and another at a January 2020 conference. The seed was planted and nurtured, and it grew and blossomed. This is not a formula, but an example. I will share lessons learned, failures, successes, and the ultimate joys. The benefits to students and for me far outweigh the challenges, and I hope to provide you with motivation to start small and see what you can grow.

Bio: Alison Melley is an Instructional Associate Professor at George Mason University in Fairfax, Virginia, where she teaches large-enrollment Introductory Psychology classes on campus and online. She leads an integrated Learning Assistant program, mentors PhD students through the Teaching Practicum, and is developing a resource built around the seven key integrative themes of psychology. Her work is driven by a commitment to mentoring educators, making education accessible, and helping students see how psychological science applies to their own lives and communities. Alison earned her M.A. from West Chester University of Pennsylvania and her Ph.D. in Clinical Psychology from the University of Virginia in 2003. Before joining GMU in 2019, she spent eight years teaching at Montgomery College and consulted at a therapeutic nursery serving families experiencing housing insecurity — work she balanced while raising five children. When she steps away from work, you'll likely find her outside and far from a screen.

2. Responsible AI Integration in the Virtual Classroom: Policies and Practices 

Sharon Loza, Indiana Wesleyan University 

Description: This roundtable will explore practical strategies for incorporating artificial intelligence into asynchronous/online teaching and learning in undergraduate psychology courses, leveraging experience from Indiana Wesleyan University’s (IWU) established policies and ethical frameworks. Participants will discuss:

• How academic integrity and technology use policies shape the adoption of AI in coursework

• Best practices for faculty in leveraging AI to enhance student engagement, assessment, and personalized learning

• Approaches for teaching students about responsible and ethical use of AI use,

• Challenges and proposed solutions in maintaining academic standards while embracing innovation

• Examples from their experiences where AI has been successfully integrated

• Attendees will leave with actionable ideas for responsibly and effectively using AI in their own teaching contexts.

Bio: Dr. Sharon Loza is the Program Director and Assistant Professor in the Psychology and Human Services program. Sharon’s career spans over 25 years working domestically and globally on a wide range of initiatives. She has worked as research investigator, implementation specialist, technical assistance provider, consultant, and project director on small and large-scale projects supporting health, education and well-being initiatives. Further to this, she has held senior leadership positions in the state and federal government supporting large human services programs, as well as served as a consultant with UNICEF to enhance ministerial program and policy efforts to improve health and educational outcomes for the most vulnerable and marginalized communities in developing countries. Sharon also has over five years of teaching experience at the bachelor’s, master’s, and doctoral level for programs in psychology, public health, and education.

3. Idea Exchange: Remixing Course Content in Integrative Ways (Repeats on Friday)

Jessica Salvatore, James Madison University

Description: Intro textbooks typically feature about a dozen topical chapters arranged in roughly the same order.  However, recent initiatives (e.g., integrative themes) provoke us to see the course content in more cross-cutting ways. Questions about 1) individual/cultural variation, 2) psychopathology, and 3) development can be asked at all three of the traditional levels of analysis (brain, mind, and behavior).  The purpose of this conversation is to provide examples of unusual ways of thinking about the placement of course topics, and invite others to generate their own ideas about material they could re-order or bundle in a more integrative way.

Bio: Jessica Salvatore is on the faculty at James Madison University. Trained as an experimental social psychologist, she focuses on social stigmas, identity, and social (meta-)perception. She previously served as associate editor of the British Journal of Social Psychology and is a SPSSI Fellow and former SPSSI Council member.

4. Interactive Activities and Demonstrations  for Introduction to Psychology 

Lauren Myers, Lafayette College

Description: Introduction to Psychology courses are often large and heavily populated by non-majors, which makes capturing and maintaining student engagement a primary challenge for instructors. Fortunately, there is a robust body of empirical literature demonstrating that moving away from passive lecturing toward interactive, student-centered activities significantly improves both engagement and learning outcomes. At this discussion table, we will share interactive demonstrations and activities that we have used in our Intro Psych classrooms.

Bio: Lauren Myers is an Associate Professor of Psychology at Lafayette College in Easton PA. At Lafayette, she has been the recipient of the 2020 Hoff Award for Superior Teaching, and most recently the 2026 Lennertz Prize for Exceptional Teaching and Mentoring. She has been teaching Introduction to Psychology for 18 years, first at Bryn Mawr College and then at Lafayette, and especially enjoys teaching first-year students in the course.  

5. Click, Connect, Participate: Engaging Students in Synchronous Classrooms

Felicia Brown-Anderson,  University of Maryland Global Campus and ECPI University 

Description: Many colleges and universities continue to increase availability of online courses. However, similar to in-person courses, student engagement in synchronous courses remains an issue, even though in psychology students are encouraged to study how humans think, feel, and behave. It is important to continue to address this issue, enhance critical thinking to meet learning outcomes. Offering ongoing interaction, inclusive community building, and direct application of psychological concepts are among the top tasks. This session will be an opportunity to dialogue and explore evidence-based strategies that enhance engagement as well as identify creative ways to promote critical thinking and real-world application of psychology concepts.

Bio: Felicia Brown-Anderson is currently an Adjunct Psychology Instructor for ECPI University and an Adjunct Associate Psychology Professor for the University of Maryland Global Campus, primarily teaching introduction to psychology and teaching in multiple accelerated formats (remote, face to face, asynchronous). She holds a B.S. in psychology from Longwood University, two M.A. degrees (student development and community counseling) from Appalachian State University, and a doctorate clinical psychology degree from James Madison University. With over 20 years of experience in the mental health field that has included teaching psychology courses and facilitating doctoral internship seminars, Felicia is passionate about encouraging critical thinking and applying psychological concepts to everyday life. Over the last 3 years, she has focused on the teaching of psychology in the context of an ever-changing online educational environment. Outside the classroom, Felicia enjoys spending time with family, as well as volunteering in the community and reading.

6. Use Your Psychological Powers for Good

Paula Hylton, Cannon School

Description: During this round table discussion we will focus on how we can harness the topics and themes within an intro psychology course to better the lives of our students. Major themes such as perspective taking/empathy, ownership/know yourself, wellness, ethics, and reasoning come up across different topics, but how intentional are we with addressing how it impacts the lives of our students? Do we address when psychological tools and ideas have been used to harm? Does your course lean into one theme more than others? Do our students leave our care better than when they started? We will explore these topics as well as how we integrate the science of learning into our curriculum to help our students learn.  

Bio: Paula Hylton is an Upper School Psychology Teacher and advisor at Cannon School located in Concord, NC. She holds a B.A. from St. Lawrence University and M.A. from the University of North Carolina at Charlotte. With 20 years of experience teaching psychology, Paula is passionate about applying psychological science to help students and colleagues learn and thrive beyond the classroom. Over the last 6 years, she has helped in providing Cannon School faculty with access to resources and professional development focused on the science of teaching and learning. Outside the classroom, Paula enjoys spending time with her husband and two beautiful girls, as well as crossfitting, running, and reading. 

7. Life Happens: Teaching Through Life’s Unexpected or Major Transitions (Repeats on Friday)

Abbie Thompson, Valparaiso University 

Description: Teaching general psychology while navigating a major life transition—such as illness, parenthood, or loss—reshapes both perspective and practice. This roundtable explores how instructors adapt course design, communication, and expectations during periods of personal upheaval. Participants will discuss strategies for maintaining instructional quality, setting boundaries, and modeling resilience for students. The session leader will share their experience teaching while being diagnosed with cancer and continuing through treatment. Attendees will reflect on vulnerability in the classroom and consider how lived experience can deepen engagement with core concepts. Participants will leave recognizing that personal challenges, while disruptive, can also humanize and enrich teaching and learning.

Bio: Abbie Thompson is an Associate Professor of Psychology at Valparaiso University in Valparaiso, Indiana. Since joining the faculty in 2019, she has faced an unusual string of challenges—including the COVID-19 pandemic in her first year, a lab fire in her third, and a breast cancer diagnosis in her seventh—and has consistently turned them into opportunities for growth and discovery. The pandemic sparked her interest in the science of teaching and learning, leading her to co-develop an easy-to-implement information literacy curriculum for General Psychology. The lab fire pushed her research in a new direction, expanding from statistical learning in infants to analyzing the contents of children's picture books. Her cancer diagnosis revealed a gap in the literature on teaching while ill. She is now collaborating with a colleague who faced a similar diagnosis—both continued teaching through active treatment—on research examining the impact on students, as well as a practical guide for instructors navigating comparable life events

8. Incorporating Disability Perspectives into Introductory Psychology

Nestor Matthews, Denison University

Description: How can Intro Psych help students understand disability through a psychological lens? In this roundtable discussion, participants will share ideas, activities, and resources for integrating the topic of disability across the Intro Psych curriculum. We will explore examples from sensation and perception, including blindness and deafness, and discuss how different frameworks—including the medical model, social model, and biopsychosocial model—shape our understanding of disability. Participants are encouraged to bring their own examples and strategies for highlighting disability as an important dimension of human experience. 

Bio: Nestor Matthews is Professor of Psychology at Denison University, director of the Denison University Neuroscience Program, and the secretary for the Psychology Division of the Council on Undergraduate Research (CUR). He has been teaching at Denison since 2001. A recipient of Denison University’s Brickman Family Teaching Excellence Award, Nestor's Sensation & Perception course emphasizes Power and Justice issues affecting people with sensory disabilities.  His research addresses issues in human vision and audition, with a focus on how these sensory systems improve with practice. 

Stories are central to how humans make sense of their lives—and to how students connect with psychology. In this talk, Dr. Adler introduces the field of research on narrative identity, which explores how the stories we tell about ourselves shape who we are and how we flourish. Dr. Adler will share foundational theory, major empirical findings, and real-world applications that demonstrate how the “science and art of stories” can enhance understanding of identity, community, and well-being.

Jonathan Adler is Professor of Psychology at Olin College of Engineering and Senior Lecturer at Harvard Medical School.  His mixed-methods research focuses on the ways in which our personal stories constitute our identity and support our well-being.  His work has been covered by The New York Times, National Public Radio, The Wall Street Journal, The Boston Globe, The Atlantic, Scientific American, Hidden Brain, The Today Show, and many more.  Dr. Adler is the Editor of Personality and Social Psychology Review, the highest-impact journal in those subfields.  Dr. Adler is also very engaged in applied work.  He serves as Co-Director of The Story Lab at Olin College, producing annual story slams and facilitating workshops, and as Chief Academic Office of Health Story Collaborative, a non-profit organization aimed at amplifying the role of stories in healthcare.  In addition, Dr. Adler is a theater director and playwright.  His play Reverse Transcription (co-written with Jim Petosa) premiered Off-Broadway in July 2022 at The Atlantic Theater Company’s Stage 2, produced by PTP/NYC.  Dr. Adler lives outside Boston with his husband, their two kids, and a brand-new rescue puppy.

1. The Power of We and Me: Team-Based Learning that Balances Collaboration and Accountability  

Alison Melley, George Mason University

Ellen Carpenter, Virginia Commonwealth University

Description: We will simulate a team-based learning activity we have successfully implemented over multiple semesters with lower and upper-level classes ranging from 20 to 280 students. Students take an individual quiz, then discuss difficult questions in teams, then take a team assessment using scratch-off cards. Individual accountability is built into the process. These strategies help mitigate disparities in prior knowledge, allowing all students to engage meaningfully.

By preparing individually and then collaborating, students gain confidence and contribute as both teachers and learners—making psychology more accessible and inclusive, and the scratch cards add an element of fun.

Bio: Alison Melley is an Instructional Associate Professor at George Mason University in Fairfax, Virginia, where she teaches large-enrollment Introductory Psychology classes on campus and online. She leads an integrated Learning Assistant program, mentors PhD students through the Teaching Practicum, and is developing a resource built around the seven key integrative themes of psychology. Her work is driven by a commitment to mentoring educators, making education accessible, and helping students see how psychological science applies to their own lives and communities. Alison earned her M.A. from West Chester University of Pennsylvania and her Ph.D. in Clinical Psychology from the University of Virginia in 2003. Before joining GMU in 2019, she spent eight years teaching at Montgomery College and consulted at a therapeutic nursery serving families experiencing housing insecurity — work she balanced while raising five children. When she steps away from work, you'll likely find her outside and far from a screen.

Bio: Ellen Carpenter, PhD, is Associate Professor of Psychology, as well as the Program Director for Undergraduate Psychology at Virginia Commonwealth University in Richmond, Virginia.  She also served four years as a Faculty Fellow for the VCU’s First Generation/AAPI Student Success Center.  Ellen received the department’s Outstanding Teaching Award in 2022 and Outstanding Service Award in 2023. She currently teaches both undergraduate and graduate courses in the areas of cognition, learning, perception, cognitive development, and biological psychology. At the national level, she serves as the Director of STP’s SoTL Mentoring Workshop was a committee chair for a Presidential Task Force in 2021. She recently started competing in Masters Track and Field and is having a blast!

2. Learning to Use Evidence-Based Information in a Debate

Michelle Hathaway, Central Maine Community College 

Description: This session shares a classroom-tested debate activity that builds students' skills in sourcing, evaluating, and applying evidence-based research. Students are assigned peer-reviewed articles on adolescent marijuana use and take on roles as pro, con, or "fact-finder." Before any claim reaches the debate floor, fact-finders vet each source for credibility, accuracy of interpretation, and relevance to the question, then accept or reject statements live during the debate.

Beyond honing debate and research skills, the activity confronts students with the real neurological risks of adolescent marijuana use against common misconceptions about its safety in adulthood. A post-debate discussion and reflection ask students to examine how their understanding shifted.

Bio: Michelle Hathaway, PsyD, BCBA-D Michelle Hathaway is a doctoral level School Psychologist and Board-Certified Behavior Analyst, completing her studies at Guilford College (Greensboro, NC) and the University of Southern Maine (Gorham, Maine). She is the founder/Senior Director of the Margaret Murphy Centers for Children (2000), non-profit educational and clinical treatment centers for children and young adults with developmental disabilities, learning disabilities, emotional and behavioral disorders. Michelle is a faculty member in the Social Sciences Department at Central Maine Community College, teaching a variety of courses in Psychology, both in-person and online. She brings her passion and love for psychology and the science of learning into her classroom, hoping to inspire the next generation of practitioners. She is currently taking coursework in Animal Assisted Therapy, pursuing her own love of continued learning. She resides in Maine with her husband and three sons.

3. An Authenticity Walk- Exploring Conformity Beyond Asch 

Katie Hope Grobman, California State University 

Description: This interactive session introduces the “Authenticity Walk,” an activity inviting students to physically and emotionally engage with questions of conformity, self-expression, and belonging. As students move through real-life scenarios, they are asked to consider when they would express their true selves. And when they might hold back. The experience surfaces moments of tension: our desire to be authentic alongside a need for safety, acceptance, and connection. The activity helps students build self-awareness, recognize the emotional weight of social pressure, and reflect upon how identity and context shape our choices, particularly in moments where we may feel visible, vulnerable, or marginalized.

Bio: Katie Hope Grobman is a Professor of Psychology at California State University – Monterey Bay.  She has taught a diverse range of college psychology classes including intro, social, developmental, and cognitive, and special topics in infancy, education, and creativity.  Her breadth of teaching includes sharing mathematics with underprivileged elementary and middle school students, physics at an all-girls high school, philosophy in college, and psychology to high school, undergraduate, and graduate students.  Her psychology lab studies deep conceptual change through struggle - our creativity, moments of insight, struggles with morality, and the power of teaching and parenting to transform our lives.  Her website, CopernicanRevolution.org, shares psychology lessons fostering self-discovery through online activities, hands-on classroom experiences, engaging lectures, and discussion prompts. Beyond academics, she loves skating, volunteering, thrifting, hiking, and especially her daughter Abigail.

1. Life Happens: Teaching Through Life’s Unexpected or Major Transitions (Repeats on Thursday)

Abbie Thompson, Valparaiso University 

Description: Teaching general psychology while navigating a major life transition—such as illness, parenthood, or loss—reshapes both perspective and practice. This roundtable explores how instructors adapt course design, communication, and expectations during periods of personal upheaval. Participants will discuss strategies for maintaining instructional quality, setting boundaries, and modeling resilience for students. The session leader will share their experience teaching while being diagnosed with cancer and continuing through treatment. Attendees will reflect on vulnerability in the classroom and consider how lived experience can deepen engagement with core concepts. Participants will leave recognizing that personal challenges, while disruptive, can also humanize and enrich teaching and learning.

Bio: Abbie Thompson is an Associate Professor of Psychology at Valparaiso University in Valparaiso, Indiana. Since joining the faculty in 2019, she has faced an unusual string of challenges—including the COVID-19 pandemic in her first year, a lab fire in her third, and a breast cancer diagnosis in her seventh—and has consistently turned them into opportunities for growth and discovery. The pandemic sparked her interest in the science of teaching and learning, leading her to co-develop an easy-to-implement information literacy curriculum for General Psychology. The lab fire pushed her research in a new direction, expanding from statistical learning in infants to analyzing the contents of children's picture books. Her cancer diagnosis revealed a gap in the literature on teaching while ill. She is now collaborating with a colleague who faced a similar diagnosis—both continued teaching through active treatment—on research examining the impact on students, as well as a practical guide for instructors navigating comparable life events.

2. Integrating AI Literacy Into General Psychology: Opportunities and Challenges 

Katie Rowinski, University of Tennessee Knoxville

Description: This roundtable discussion will explore strategies for building AI literacy in your Introduction to Psychology (General Psychology) courses. Practical teaching strategies, sample activities, and discussion prompts that help students critically engage with AI concepts will be shared. Participants will exchange ideas, discuss challenges, and share teaching approaches, fostering the collaborative development of adaptable, evidence-based methods for incorporating AI into general psychology curricula.

Bio: Dr. Katie Rowinski is a Full Teaching Professor of Psychology & Neuroscience at the University of Tennessee, Knoxville, where she has taught since 2010. She teaches General Psychology, Abnormal Psychology, Childhood Psychopathology, and Developmental Psychology. As a member of the UTK GenAI 2026 Faculty Fellowship, she is actively engaged in examining how generative AI can support student learning, faculty teaching practices, and educational innovation. She collaborates with faculty across disciplines to develop ethical, evidence-informed approaches to AI integration in higher education. This roundtable is intended for educators interested in building AI literacy and integrating AI-related concepts into their courses to prepare students for an evolving workforce. Join colleagues in sharing ideas, discussing effective practices, and exploring strategies that have successfully engaged students in learning about and working with AI.

3. Diving Right In: Teaching Full-Length Articles in Introduction to Psychology 

Douglas Kowalewski, Lehigh University 

Description: Many Intro Psych instructors understandably use a textbook to guide student learning. While this is generally effective at providing a broad overview of the field, it unfortunately doesn’t involve students engaging directly with the main primary source of our science – the peer-reviewed research article! In this interactive discussion, participants will have the opportunity to share their thoughts on assigning research articles to their Intro students to read, including current approaches they may already use, potential benefits/drawbacks/concerns in doing so, practical considerations (class size, etc.), and which articles may be particularly well suited (or not suited) for their particular course style/structure.

Bio: Doug Kowalewski (PhD, Social/Personality Psychology, SUNY Albany) is a Teaching Assistant Professor of Psychology at Lehigh University, where he teaches Introduction to Psychology, Research Methods and Data Analysis, and upper-level seminars relating to his area of expertise (Music Psychology, Educational Psychology, etc.). He utilizes a combination of backward course design, team-based classroom activities, reflection exercises, and project-based assessments to motivate students to think like expert psychologists by meaningfully engaging with psychological research. His favorite course to teach is Intro Psych (in fact, he hasn’t gone a single semester without teaching it since beginning his teaching career!), where he relishes the opportunity to help guide students as they formally encounter and grapple with – for the first time – the psychological phenomena that surround everyday life. He also has complimentary interests in academic advising, teaching training and professional development for graduate students, and promoting evidence-based teaching and learning strategies in the psychology classroom.

4. AI Tools for Student Engagement

Mark Laumakis, San Diego State University 

Description: This facilitated discussion will focus on a range of AI tools available to increase student engagement, particularly in large-enrollment sections of Introductory Psychology.  Tools run the range from Chat GPT course-specific Chat TAs to publisher-provided AI tutor discussion activities.  Discussion will solicit additional ideas about extant AI tools and evidence regarding the effectiveness of such tools from the student perspective.  The plan is for an interactive, show-and-tell sort of experience to benefit instructors all along the continuum of experience with the use of AI tools in their courses.

Bio: Mark Laumakis has been a Lecturer in the Department of Psychology at San Diego State University (SDSU) for 26 years. During that time, he has taught almost 40,000 students, primarily in large sections of Introductory Psychology. His teaching rests on three pillars – instructional design principles, learning science principles, and the strategic and purposeful use of instructional technology. Mark has long deployed and evaluated the effectiveness of a variety of tools for teaching, including audience response systems, adaptive quizzing, and, in recent semesters, an AI-powered chat TA which provides students with guidance, support, and opportunities to engage in retrieval practice in his Introductory Psychology courses. Dr. Laumakis holds a Ph.D. in Clinical Psychology from the University of Southern California. Originally from Philadelphia, he is naturally a rabid fan of the Super Bowl LII and Super Bowl LIX Champion Philadelphia Eagles and the Philadelphia Phillies.

5. Creating and Maintaining Equilibrium: Job Crafting, Boundaries, and Harmony

Ellen Carpenter, Virginia Commonwealth University

Description: In this roundtable discussion you’ll have the opportunity to share, and learn from others, how to personalize your approach to work to boost engagement and satisfaction, and generate deeper meaning and autonomy.  We’ll also explore when to say yes or no to opportunities, and how to create harmony among the many important facets of your life.

Bio: Ellen Carpenter, PhD, is Associate Professor of Psychology, as well as the Program Director for Undergraduate Psychology at Virginia Commonwealth University in Richmond, Virginia.  She also served four years as a Faculty Fellow for the VCU’s First Generation/AAPI Student Success Center.  Ellen received the department’s Outstanding Teaching Award in 2022 and Outstanding Service Award in 2023. She currently teaches both undergraduate and graduate courses in the areas of cognition, learning, perception, cognitive development, and biological psychology. At the national level, she serves as the Director of STP’s SoTL Mentoring Workshop was a committee chair for a Presidential Task Force in 2021. She recently started competing in Masters Track and Field and is having a blast!

6. Idea Exchange: Remixing Course Content in Integrative Ways (Repeats on Thursday)

Jessica Salvatore, James Madison University

Description: Intro textbooks typically feature about a dozen topical chapters arranged in roughly the same order.  However, recent initiatives (e.g., integrative themes) provoke us to see the course content in more cross-cutting ways. Questions about 1) individual/cultural variation, 2) psychopathology, and 3) development can be asked at all three of the traditional levels of analysis (brain, mind, and behavior).  The purpose of this conversation is to provide examples of unusual ways of thinking about the placement of course topics, and invite others to generate their own ideas about material they could re-order or bundle in a more integrative way.

Bio: Jessica Salvatore is on the faculty at James Madison University. Trained as an experimental social psychologist, she focuses on social stigmas, identity, and social (meta-)perception. She previously served as associate editor of the British Journal of Social Psychology and is a SPSSI Fellow and former SPSSI Council member.

7. Connecting High School Psychology Educators: No Psychology Teacher Is an Island

Paula Hylton, Cannon School

Description: Psychology teaches us that people thrive through connection, collaboration, and a sense of belonging. As psychology educators, we benefit from those same principles. This interactive roundtable invites high school psychology teachers to connect with colleagues, exchange ideas, and learn from one another's experiences in the classroom. Together, we'll discuss the successes and challenges of teaching psychology, share practical strategies and classroom resources, and explore solutions to common instructional questions. Whether you are new to teaching psychology or have years of experience, everyone at the table is both a learner and an expert. Each participant brings valuable perspectives, creative ideas, and practical wisdom that can support fellow educators. Our goal is for participants to leave with new teaching ideas, meaningful professional connections, and a stronger sense of community among high school psychology teachers.

Bio: Paula Hylton is an Upper School Psychology Teacher and advisor at Cannon School located in Concord, NC. She holds a B.A. from St. Lawrence University and M.A. from the University of North Carolina at Charlotte. With 20 years of experience teaching psychology, Paula is passionate about applying psychological science to help students and colleagues learn and thrive beyond the classroom. Over the last 6 years, she has helped in providing Cannon School faculty with access to resources and professional development focused on the science of teaching and learning. Outside the classroom, Paula enjoys spending time with her husband and two beautiful girls, as well as crossfitting, running, and reading.

8. Integrating Research Methods into Introduction to Psychology

Ann Nordmeyer, University of Vermont

Description: Research Methods is the foundation of the APA Introductory Psychology Initiative Pillar Model. How can we help scaffold research methods content so that students see how research is woven through all of Psychology, and continue to apply research methods concepts beyond the classroom as critical consumers of research? In this roundtable I will share activities I use throughout my Introductory Psychology course to reinforce these concepts throughout the semester, and participants can share their own resources and activities that instructors can use to help their students become critical consumers of psychological research.

Bio: Ann Nordmeyer is a Senior Lecturer at the University of Vermont. She teaches large-enrollment courses on Introduction to Psychology, Statistics for Psychologists, and Developmental Psychology. Prior to teaching at UVM, Ann was an Associate Professor at Southern New Hampshire University. She received her PhD from Stanford Unviversity in 2016, where she worked with Michael Frank in the Language and Cognition Lab studying how children learn and understand logical words in communicative contexts.

1. What’s the Big Idea? Revealing Integrative Themes

Emma Grisham, Duke University

Bio: Emma Grisham is teaching faculty at Duke University. She received her BS in Psychology from University of Florida and MA and PhD in Social Psychology from the University of California, Irvine. Her work primarily focuses on the practice, training, and science of teaching. At Duke, she teaches Intro Psych and Social Psych and co-supervises the Costanzo Teaching Fellowship. In addition to teaching Intro, she loves getting to build individual and team mentoring bonds with her teaching team of undergraduates and learning from the next generation.

2. A Student-Generated Course Recap: More Fun Than it Sounds!

Sue Frantz, New Mexico State University

Bio: Sue Frantz is a first-generation college student who earned her BA in psychology from Indiana University of Pennsylvania in 1989 and her MA in social psychology from the University of Kansas in 1992. She has been in love with sharing the concepts of psychology with her diverse student community since she began her teaching career as an adjunct professor at community colleges in the Kansas City area, before landing her first full-time professor job at New Mexico State University—Alamogordo (NMSU-A). After teaching at Highline College in the Seattle area for 22 years, she is now faculty emerita. Having relocated to Las Cruces, NM, she is affiliate faculty of psychology at New Mexico State University. Her primary jobs now are writing textbooks (which feels exactly like teaching but without the grading) and serving as the executive director for the Society for the Teaching of Psychology. Visit Sue's Psych Matters blog for discussion and assignment suggestions for the Intro Psych course. 

3. Let's All Say it Again: Behavior is Really, REALLY Complicated

Rachelle Tannenbaumm, Anne Arundel Community College

Bio: Rachelle Tannenbaum is a Professor at Anne Arundel Community College in Arnold, MD. She primarily teaches Introduction to Psychology, which is her favorite course by far; she also teaches Developmental Psychology. She has been actively involved in training and review processes related to online learning and course design, learning outcomes assessment, digital accessibility, and diversity, equity, access, and inclusion. After 25 years, she's still in love with the fact that she gets paid to spend her time learning new things. Her fantastic experiences with Psych One have inspired her to start a similar conference (MAESTRO Psych) in the mid-Atlantic.