Instructors share favorite demonstrations, assignments, teaching tips, class practices, and current research on teaching. 

1. Zombie Dash: Reviewing Neuroscience In a Post-Apocalyptic World 

Amy Koch, Raleigh Charter High School

Description: For this review activity, students work in pairs to practice identifying neuroscience terms by reading zombie-themed scenarios. The scenarios are hung around the room and students must earn enough correct answers to survive and earn a prize. Students benefit from the opportunity to discuss or debate answers with peers while the physical movement and role play adds a bit of fun.

Bio: Amy started her high school teaching career as a Biology Teacher many years ago. She switched to AP Psychology on a whim in 2001, and has been teaching it exclusively ever since. Amy currently teaches at Raleigh Charter High School.

2. Sleep Through the Five Pillars* 

Christina Luzzi, Columbia High School

Description: Teens aged 13 to 18 should sleep 8 to 10 hours. Sadly, 60% of middle school students and 70% of high school students are not sleeping the recommended hours. CDC data states, in 2021, 80% of female students, 84% of 12th grade students, and 84% of black students do not get the recommended hours of sleep. Lack of education, our capitalist society, but more importantly, the pressures to succeed at all costs are just some of the reasons why lack of sleep has become an epidemic. During my presentation, I’ll provide information about how you can help your students to change their sleep for the better.

Bio: Miss Luzzi is a teacher at Columbia High School in New Jersey. During her tenure, she’s taught various history classes and, since 2019, has primarily taught AP psychology and on-level psychology. Miss Luzzi is an energetic, enthusiastic, and lifelong learner. Her love for learning and increasing her content knowledge of psychology inspired her to apply to psychology teacher workshops nationwide. She attended the three-day Clark University and Oregon State University workshops. Her experiences sparked Miss Luzzi’s interest in attending more professional development opportunities and starting her own. In 2024, she started the Tri-State High School Psychology Teacher Workshop to offer a more local, inexpensive, and meaningful professional development opportunity for psychology teachers in her area. Miss Luzzi’s experiences at the 2023 NCSS and the 2024 PsychologyONE conferences inspired her to submit a proposal to present at the 2025 NCSS conference in Boston. At the conference, she presented Sleep through the Five Pillars. The response to her presentation inspired her to apply to present the same topic at the 2025 PsychologyONE conference.

3. Teaching about Therapy: Cognitive Restructuring Therapy (CRT)

Katherine Rowinski, University of Tennessee, Knoxville

Description: Cognitive Restructuring Therapy (CRT) is a therapeutic technique that helps individuals identify and change unhelpful thinking patterns. Since our thoughts influence our emotions and behaviors, CRT can improve emotional regulation and reduce psychological distress by changing negative or irrational thoughts. In this teaching demonstration, you’ll experience what it feels like to participate in CRT by identifying unhealthy assumptions, challenging them, and replacing them with more realistic and constructive ones. This type of psychotherapy is helpful for a wide-range of mental health problems and is empirically supported to treat depression, anxiety, trauma-related disorders (such as PTSD) and eating disorders.

Bio: [TBD]

4. Facilitating High-Engagement, Zero-Cost Online Delivery of Introductory Psychology*

Tim Flemming, Georgia State University
(co-author Chantal Tusher, Georgia State University)

Description: In the current academic climate, some of us may feel pressure to offer more online sections of courses with even larger enrollment caps – typically coming at a cost to both faculty and students. In this demo, I will preview many materials developed for a fully self-authored large online, asynchronous Intro to General Psych course. Also being mindful of the corresponding rise of generative-AI services, we have created a large library of engaging activities that are “AI-unfriendly” and offer students a more authentic learning experience with highly personalized course materials. Roundtable discussion to follow.

Bio (Tim): As a Senior Lecturer in the Psychology Department at Georgia State University, I serve as both PSYC 1101 Course Coordinator and Director of Online Studies for our Online BA/BS Degree-Completion Program. My research background in Cognitive and Comparative Psychology utilized only nonhuman primate models for learning, but I have transitioned to a focus on my human students to examine their online and classroom learning approaches and studying strategies. Along with a large (450+ enrollment) section of PSYC 1101 which I teach online nearly every semester, I teach courses in the Cognitive Sciences area. Finally, I have become interested in and teach Cross-Cultural Psychology both on campus and as a Study Abroad experience in Japan.

*indicates a roundtable discussion will be held on this topic

While enjoying lunch, guests will be given a collection of teaching topics to discuss with fellow attendees in a roundtable format. 

Guests will select from a range of teaching topics and exchange ideas in a roundtable format, led by a group facilitator. Halfway through the session, attendees will have an opportunity to switch to a different discussion topic. *A few roundtables focused on general, widely relatable topics will repeat across Thursday and Friday roundtable sessions, giving attendees more flexibility to engage with different topics. 

1. *Save Time (and Sanity!) While Grading (repeats on Friday)

Rachelle Tannenbaum, Anne Arundel Community College

Description: As educators we want to foster intrinsic motivation, encourage critical thinking, give students opportunities for growth, and make them feel engaged and supported. At the same time, we need to maintain our own boundaries and health. How can we modify assignments, change our workflows, or use tech tools to save time while grading without sacrificing rigor or the quality of our students’ learning experiences? Bring your ideas and questions!

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 and is course coordinator for Developmental Psychology. She has been actively involved in training and review processes related to online learning and course design, her department’s learning outcomes assessment efforts, and efforts to reshape the curriculum to emphasize access, diversity, equity, and inclusion. After 24 years, she's still in love with the fact that she gets paid to spend her time learning new things. Her fantastic experiences with the Psych One conference have inspired her to start a similar conference in the mid-Atlantic.

2. Research Participation Requirements in Introductory Psychology: A Discussion

Laura Knouse, University of Richmond

Description: A majority of four year institutions report having a research participation requirement for Introductory Psychology, but most do not examine the educational value of these experiences (Flynn & Rocheleau, 2022). At the University of Richmond over the past year, we have restructured our research participation component (Research IRL) to increase its educational value, provide opportunities for student reflection and assessment, and meet the needs of research active faculty and students. During this discussion, I will share our experiences and outcomes as a case study while guiding a discussion of the many challenges of designing and revising undergraduate research participation requirements. 

Bio: Dr. Laura E. Knouse is Professor of Psychology at the University of Richmond and a clinical psychologist whose research and clinical expertise focuses on Attention-Deficit/Hyperactivity Disorder (ADHD) in adults, specializing in cognitive-behavioral therapy (CBT). She is co-author of the CBT skills-based Thriving in College with ADHD program for therapists and students. Her research focuses on cognitive and behavioral processes that contribute to avoidant coping and self-regulation difficulties in everyday life, with interdisciplinary work addressing the role of growth mindsets in mental health and the psychology of leadership during personal crisis.

3. Teach With Team-Based Learning 

Laura Madson and Mary Gourley, New Mexico State University

Description: Team-based learning (TBL) is a teaching paradigm where students are assigned to permanent learning teams, held accountable for completing pre-class preparation, and use class time to apply course material to authentic tasks; to “do psychology” even in Intro Psych. This roundtable invites experienced TBL users and “TBL curious” participants to share ideas relevant to Introduction to Psychology and brainstorm potential solutions to implementation challenges they have encountered. We will also discuss why TBL is especially effective in Intro Psych and how implementing TBL does and does not change when teaching high school students enrolled in community college vs. traditional undergraduates. 

4. Equity and Inclusion in Course Design 

Tabitha Kirkland, University of Washington

Description: Inclusive pedagogy describes how courses can engage all students in learning that is meaningful, relevant, and accessible. Teaching inclusively requires intentional effort by educators to create comfort and community, to acknowledge their students as whole humans with diverse experiences and needs, and to include and celebrate the diversity of students’ lived experiences. We can do this by creating thoughtful syllabi, course policies, assignments, and assessments. Let’s discuss some of the equitable policies and inclusive practices we have used in our courses.

Bio: I love teaching and mentoring students as an Associate Teaching Professor at the University of Washington. I teach a range of undergraduate classes, including introductory psychology, research methods, social psychology, and senior seminars on emotion and well-being. My teaching philosophy encourages contemplative practices that deepen our understanding of our own minds and active collaboration with other learners in community. I am also the founder and director of the UW Psychology Undergraduate Mentoring Program, which matches psychology students from underrepresented groups with mentors. I'm interested in helping people become the healthiest and happiest versions of themselves.

5.  Navigating Complexity: Concept Mapping for Psychology’s Key Integrative Themes

Alison Melley, George Mason University

Description: The Key Integrative Themes are somewhat dense and are written in teacher-facing language, presenting a challenge to learners, especially those new to college-level reading and deconstructing complex ideas. Some educators, including myself, have attempted to shorten them or write them in plain language. I have also rewritten them as questions. The over-simplification has not led to the nuanced understanding and connections to other course material that I am striving for. In this roundtable, I will share several recent approaches to emphasizing the themes and integrated content areas, including readings, activities, and assessments. Ideas, feedback, and discussion are more than welcome at this table.

Bio: Alison Melley is an Instructional Associate Professor at George Mason University in Fairfax Virginia. She teaches large enrollment introductory psychology courses, and has a growing undergraduate Learning Assistant program. She also facilitates the Teaching Practicum and related experiences for PhD students. She is especially interested in mentoring teachers, making psychology accessible, and encouraging students to apply the science of psychology to positively impact their own lives and the world around them. She is currently developing a resource for Introductory Psychology focused on the seven key integrative themes. Alison earned her M.A. at West Chester University of Pennsylvania and her PhD in Clinical Psychology in 2003 at the University of Virginia. After that, she was raising kids (5 of them) and part-time research consulting, then added teaching at Montgomery College Maryland for eight years before beginning at GMU in 2019. Her other interests include anything outdoors away from a screen. 

6. Big Questions and Big Answers: A Thematic Approach to Introductory Psychology 

Alisha Holland, Trinity College

Description: The APA-IPI recommends highlighting integrative themes that transcend the pillars of psychology to demonstrate that the field’s subdisciplines are not merely silos. Thematic course organization has been a successful pedagogical approach in other social sciences and may benefit both students (e.g., in retention of course material) and instructors (e.g., in reducing pressure to cover a long list of specific topics/textbook chapters). This roundtable discussion, which accompanies a teaching demo on organizing intro around “big questions,” will facilitate conversation about additional ways in which instructors might incorporate integrative themes into their own courses. 

Bio: Alisha Holland is a Lecturer in the Psychology Department at Trinity College in Hartford, CT, where she also serves as the coordinator for the introductory psychology program. In addition to teaching intro, she teaches courses related to her doctoral training in cognitive psychology and human memory. Alisha supervises undergraduate thesis students on work related to autobiographical memory and emotion regulation, and more recently, on intro-related scholarship of teaching and learning projects. As a member of the Society for Teaching Psychology, she participated in a joint STP-CABE working group on making market-ready psychology majors and is currently serving as a reviewer for IPI assessments to be included in the APA Project Assessment repository. 

7. Proctoring of Online Exams: Opportunistic Differences in Time Spent (and Scores) When Not Proctored 

Tim Flemming, Georgia State University

Description: Integrity in online exam taking has been under scrutiny in recent years. With several proctoring services and questions about the need for and/or effectiveness of them, I have implemented and will share my experiences using several variants of proctoring services and software along with student exam performance. Interestingly, the type of proctoring does have a significant impact on scores and other intervening variables. From data in my courses, I have developed several recommendations both on proctoring methods and re-thinking exam design and content to avoid biases. Together we will dissect and discuss best pedagogical practices when administering online exams. 

Bio: With a background in animal learning and behavior, my interests in psychology are rooted in the cognitive sciences. At Georgia State University, I am a Senior Lecturer and the Director of Online Studies in the Department of Psychology. I often teach Introduction to General Psychology, for which I also serve as the course coordinator. Additionally, I teach courses in Cognition, Learning, Research Methods and Statistics, Behavior Modification and Cross-Cultural Psychology. Outside of the classroom, I have developed a study abroad program in Cross-Cultural Cognition in which we explore differences and similarities in thinking in Japan. Beyond course-related learning, my research interests apply many of the same topic areas. As a researcher, I continually seek feedback from students on their study habits and investigate their learning efforts both in and out of the classroom.

8. *Reflecting on Introductory Psychology:  How It Started, How It's Going (repeats on Friday)

Dana Narter, University of Arizona

Description: Whether you are new to teaching introductory psychology or you have been teaching it for a long time, it is  important to reflect upon the course. I recently had a break from teaching introductory psychology, which provided me with time away from the class that allowed me to gain new insights and perspectives on the course. I thought about what my introductory psychology course was like when I first started teaching it, and the ways in which it has changed over time. I would like to exchange ideas with others about how it started and how it’s going in your course. 

Bio: Dr. Dana Narter is an Associate Professor of Practice at the University of Arizona in Tucson, where she has taught psychology courses for 15 years. In addition to teaching introductory psychology, she also teaches research methods, human memory, developmental psychology and cognitive development. Dana has been involved in Faculty Learning Communities at her university as a participant and as a facilitator. She and a colleague recently started a program at the science center on campus called Psychology Discovery to introduce 6th to 12 grade students to the field of psychology. In her free time, Dana enjoys reading, spending time with her husband and sons and exploring the Sonoran Desert.

9.  *Using Generative Artificial Intelligence (GenAI) in Our Teaching (repeats on Friday)

Brianna Gonzalez, Farmingdale State College

Description: Generative artificial intelligence (GenAI) is rapidly changing the way we teach and learn. Despite the challenges that it presents, there are numerous practical opportunities to enhance our teaching methods through its use. From redesigning lesson plans to creating personalized examples for students, GenAI tools can support our work in a variety of ways. This session will discuss creative strategies for incorporating GenAI in teaching and learning. Participants will be invited to share their experiences, ideas, and resources for GenAI use in the classroom.

Bio: Dr. Brianna L. Gonzalez is an Assistant Professor of Biopsychology at Farmingdale State College. She received her B.S. in Psychology from University of Florida, M.A. in Psychology from Stony Brook University, and Ph.D. in Integrative Neuroscience from Stony Brook University. She currently teaches undergraduate courses in Introduction to Psychology, Introduction to Biopsychology, Learning, and Research Methods. Her research focuses on the behavioral and cognitive processes involved in learning, memory, and decision making, with a special interest in growth mindset.

Guests will select from a range of teaching topics and exchange ideas in a roundtable format, led by a group facilitator.  Halfway through the session, attendees will have the opportunity to switch to a different discussion topic. *A few roundtables focused on general, widely relatable topics will repeat across Thursday and Friday roundtable sessions, giving attendees more flexibility to engage with different topics. 

1.Teaching Research Methods in PSY 100—Practical and Ethical Considerations 

Samantha Deffler, York College of Pennsylvania

Description: The APA Introductory Psychology Initiative (IPI) presents research methods as the foundation of instruction in Psy100. Given the importance of presenting research methods to diverse students with varied interests, we will discuss how instructors can frame research methodology to be accessible to all students. Furthermore, many Psychology programs incorporate experiential learning in the form of a participant pool into their Psy100 curriculum, so we will brainstorm solutions to the ethical and practical problems that instructors should consider when utilizing a participant pool. The facilitator is a current IRB chair and a Psy100 and methods/statistics instructor. 

Bio: Samantha Deffler, Ph.D. is an Associate Professor of Psychology at York College of Pennsylvania and the Chair of the YCP Institutional Review Board. She received her B.S. in Neuroscience from Bucknell University and Ph.D. in Cognitive Psychology with a Certificate in College Teaching from Duke University. She teaches courses in Cognitive Psychology, Learning and Memory, Statistics, and Research Methods. Her primary research interests include autobiographical memory and the application of cognitive principles to enhance student learning; secondary interests include the ethical conduct of research and the intersection of research in cognitive and social psychologies.

2.  AP Psychology Course Changes and Discussion

Paula Hylton, Cannon School

Description: For the first time since AP Psychology’s inception, it has gone through a thorough redesign that will align more with the APA Pillar model of Introductory Psychology. The change asks high school educators to focus more on the science of the field than ever before. This table talk will discuss the specific changes in content, what topics have been removed, and how students will be evaluated with this new redesigned curriculum. This talk will invite educators to help brainstorm ideas on activities and assessments as well as helpful advice for our high school educators with regards to research methods curriculum.

Bio: I teach on-level and AP Psychology at Cannon School in Concord, NC and will begin my 18th year in the classroom this fall. I earned my undergraduate degree from St. Lawrence University and M.A. from University of North Carolina at Charlotte. Teaching psychology is a lifelong passion in which I am able to make a positive impact on my students and faculty. I am currently working on classroom initiatives that bring more of the science of teaching and learning pedagogy to all classrooms Jk-12 at Cannon. Additionally, I am working on analyzing assessment data and understanding various factors that impact student sense of belonging. I am also blessed with an amazing husband and two beautiful little girls.

3.  Reflecting on Introductory Psychology:  How It Started, How It's Going (repeats from Thursday)

Dana Narter, University of Arizona

Description: Whether you are new to teaching introductory psychology or you have been teaching it for a long time, it is  important to reflect upon the course. I recently had a break from teaching introductory psychology, which provided me with time away from the class that allowed me to gain new insights and perspectives on the course. I thought about what my introductory psychology course was like when I first started teaching it, and the ways in which it has changed over time. I would like to exchange ideas with others about how it started and how it’s going in your course. 

Bio: Dr. Dana Narter is an Associate Professor of Practice at the University of Arizona in Tucson, where she has taught psychology courses for 15 years. In addition to teaching introductory psychology, she also teaches research methods, human memory, developmental psychology and cognitive development. Dana has been involved in Faculty Learning Communities at her university as a participant and as a facilitator. She and a colleague recently started a program at the science center on campus called Psychology Discovery to introduce 6th to 12 grade students to the field of psychology. In her free time, Dana enjoys reading, spending time with her husband and sons and exploring the Sonoran Desert.

4.  Using Flip As a Team-Teaching Tool to Promote Active Learning

Michelle Griego and Andrea Hogan, Grand Canyon University

Description: Creating a connection among students, faculty, and professionals in an introductory psychology course can prove to be difficult. This can be especially true in large class sizes and in online modalities. Flip can be used as a platform that gives faculty and students the ability to personally share information about themselves and the topics, building a community between them. Additionally, Flip can be used to bring in professionals from the field to tie in more expertise to the content. This discussion will provide a demonstration of Flip and experience how this asynchronous technology can create an environment similar to synchronous learning. 

Bio: Dr. Michelle Griego is a faculty member for the College of Humanities and Social Science at Grand Canyon University. She has over 16 years of experience teaching online and feels like the connection she makes with her students is what helps them to be successful in her courses. Previously, she was a children’s trauma therapist, and this experience really helped her create a teaching style using support and open communication. Dr. Griego received her Ed. D. in Leadership with an Emphasis in Behavior Health in 2019. Using her education and professional experience, she collaborates with her colleagues to provide students with a solid academic experience. Michelle is married and busy with 3 amazing children. Her family loves to travel, try new foods, and experience new cultures. She also loves to cook and learn new recipes. 

Bio: Dr. Andrea Hogan has taught introductory psychology and “university success” at Grand Canyon University for 16 years. She’s taught at the traditional ground campus, online and in hybrid learning environments. She works with a diversity of learners, helping traditional college students, high school seniors and working adults gain a passion for psychology. Andrea earned her PhD in Psychology with an emphasis in integrating technology in learning while being a mom and teaching full time and feels particularly connected to all students balancing life and work while pursuing higher education. She has researched and presented on topics in the scholarship of teaching and learning and enjoys employing those strategies in her classes. Andrea and her husband live in Arizona with their 2 children and are avid hikers and golfers. She volunteers her time leading her daughters Girl Scout troop and as team mom for her son’s little league team. 

5.  How to Find, Develop, and Implement Activities in the Classroom That Are Based on Social Media Trends to Get Students Reengaged in the Classroom

Shannon Wittig, Missouri Southern State University

Description: Social media has become a part of daily life. We often use social media for good, but we also use social media in irresponsible ways. The push towards short-form content has created a challenge to keep students’ attention in the classroom with ever shorter short-form content. However, what if we could harness the power of social media and use ideas sparked by social media in our own classrooms? This roundtable explores ideas on how to find, develop, and implement activities in the classroom that are based on social media trends to get students reengaged in the classroom.

Bio: Shannon Wittig is a tenure-track Assistant Professor in the Department of Psychology at Missouri Southern State University. She teaches a variety of courses including General Psychology, Child Development, Adolescent Development, Adult Development and Aging, and Educational Psychology. Over the course of her development as an educator, she has become hopelessly devoted to the discipline of psychology as a whole and to passing this passion onto the next generation of college students. It is now her passion to 1) engage students to be an active participant in their own learning; 2) utilize the diversity that students bring into the classroom; 3) provide an open and safe environment for learning; 4) employ multiple means of assessment and teaching methodology; 5) use active learning activities to promote independence; 6) promote a growth mindset; and 7) be a life-long learner to find more effective and exciting ways to engage students in the classroom.

6.  Coordinating General Psychology Teaching by Graduate Student Instructors: Accomplishments and Challenges

Feihong Wang, University of Florida

Description:  The introductory psychology course is hard to teach given the breadth of content, diversity in students, and the need to consistently teach common knowledge in the field. Teaching this course is even more challenging for graduate students given their lack of experiences in pedagogy and demands from their own coursework and research besides teaching. In this roundtable session, I share our coordinated general psychology program that aims at supporting graduate instructors’ course teaching and maintaining consistent course delivery quality across sections by graduate instructors and faculty members in this program. Discussion for best practices and future directions will be conducted. 

Bio: Dr. Feihong Wang is an Associate Instructional Professor in the Department of Psychology at the University of Florida where she teaches Abnormal Psychology, Developmental Psychology, and General Psychology for undergraduate students. She also provided regular bootcamp training preparing graduate instructors for their first-time teaching of varied psychological courses and supervises first-time graduate instructors of the General Psychology sections via the Coordinated General Psychology Program in the department in the past five years. She earned her Ph.D. in Developmental Psychology in 2011 and enjoys the opportunities to facilitate intellectual and academic growth in her students via teaching, research and service. She is an awardee of the 2021 Exemplary Online Award in Imaginative or Innovative Approach, a Teaching Excellence Faculty Fellow for 2022-2023, and an awardee of the 2024 Global Learning Institute Award at the University of Florida.  When she is not in the classroom or lab, she can be found taking a walk in the neighborhood, driving her daughter to different extracurricular activities, volunteering, cooking, or gardening. 

7.  Practical and Time-sensitive Suggestions on How to Build Community and Foster Feelings of Belonging

Thursby Bourke, University of Illinois Chicago

Description: Introductory Psychology courses offer instructors a novel opportunity to expose students to the various sub-disciplines in Psychology (e.g., Clinical, Social, Community), and encourage the application of the study of human behavior to their own lives. For students to apply course concepts to their lives and learn from the experiences of others, students must feel like they belong in the classroom. Indeed, students’ feelings of belonging have been shown to predict their final grades, course impressions, and feelings of belonging later in the semester (Yust et al., 2021). This roundtable discussion will offer practical and time-sensitive suggestions on how to build community and foster feelings of belonging, and discuss the positive impacts these exercises have had on my students and myself. 

Bio: After serving as a high school special education teacher, Kay started graduate school in the Community & Applied Developmental Psychology program at the University of Illinois Chicago. Kay’s primary research interests are related to youth mentoring relationships and how to train and support mentors to best support their mentees. Kay is an adjunct instructor at Dominican University, a small, liberal arts, Hispanic serving institution in River Forest, Illinois, where she has taught Introductory Psychology and will be teaching Introduction to Community Psychology. 

8.  Using Generative Artificial Intelligence (GenAI) in Our Teaching (repeats from Thursday)

Brianna Gonzalez, Farmingdale State College

Description: Generative artificial intelligence (GenAI) is rapidly changing the way we teach and learn. Despite the challenges that it presents, there are numerous practical opportunities to enhance our teaching methods through its use. From redesigning lesson plans to creating personalized examples for students, GenAI tools can support our work in a variety of ways. This session will discuss creative strategies for incorporating GenAI in teaching and learning. Participants will be invited to share their experiences, ideas, and resources for GenAI use in the classroom.

Bio: Dr. Brianna L. Gonzalez is an Assistant Professor of Biopsychology at Farmingdale State College. She received her B.S. in Psychology from University of Florida, M.A. in Psychology from Stony Brook University, and Ph.D. in Integrative Neuroscience from Stony Brook University. She currently teaches undergraduate courses in Introduction to Psychology, Introduction to Biopsychology, Learning, and Research Methods. Her research focuses on the behavioral and cognitive processes involved in learning, memory, and decision making, with a special interest in growth mindset.

9. Save Time (and Sanity!) While Grading (repeats from Thursday)

Rachelle Tannenbaum, Anne Arundel Community College

Description: As educators we want to foster intrinsic motivation, encourage critical thinking, give students opportunities for growth, and make them feel engaged and supported. At the same time, we need to maintain our own boundaries and health. How can we modify assignments, change our workflows, or use tech tools to save time while grading without sacrificing rigor or the quality of our students’ learning experiences? Bring your ideas and questions!

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 and is course coordinator for Developmental Psychology. She has been actively involved in training and review processes related to online learning and course design, her department’s learning outcomes assessment efforts, and efforts to reshape the curriculum to emphasize access, diversity, equity, and inclusion. After 24 years, she's still in love with the fact that she gets paid to spend her time learning new things. Her fantastic experiences with the Psych One conference have inspired her to start a similar conference in the mid-Atlantic.