9:00 AM

Bernard C. Beins Teaching Poster Session

Prerecorded

More Research With Fewer Resources: Providing Student-Led Research Opportunities At A Primarily Teaching Institution
Karla Batres (School of Psychology and Counseling, Caldwell University) Stephanie Sitnick (School of Psychology and Counseling, Caldwell University) Jon Sigurjonsson (School of Psychology and Counseling, Caldwell University)

Undergraduates and faculty at primarily teaching institutions are afforded fewer opportunities to engage in research. We developed an Advanced Research Methods course to bridge the gap between basic research methods and the research experience necessary for graduate programs. This course was co-taught and included a student-led syllabus on various research topics. Students developed individual research projects, while also focusing on career development and graduate school preparation. Results indicated that the course significantly increased research self-efficacy and science identity in students. The course was associated with continued interest in research and submissions for peer reviewed conferences and journals for multiple students.

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Revising Statistics: Shifting From Hand-Calculations to Computer-Based Analysis in a General Education Statistics Course
Anne E. Stuart (American International College) Sandra A. Sego (American International College) Destinee L. Chambers (American International College)

Motivated by changes to our school’s general education curriculum, we revised our general education statistics course from traditional, hand-based calculations to a course focused on computer-based analyses (e.g., SPSS) and hands-on opportunities to apply statistics. Comparing the traditional approach to the revised approach, we assessed students on statistics anxiety, statistics efficacy, and research and statistical skills. Regardless of method, we found that anxiety decreased and that efficacy and skills increased over the semester. However, there was an interaction between instructional method and skills over time; the increase in skills was greater under the revised method than the traditional method.

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Need Satisfaction And Learning Outcomes: A Comparative Study of Synchronous and Asynchronous Learning Contexts
Nicole M. Rosa (Worcester State University) Colleen J. Sullivan (Worcester State University) Jacquelyn N. Raftery-Helmer (Worcester State University) Kathryn E. Frazier (Worcester State University)

This research project, informed by Self-Determination Theory, uses longitudinal data collected during the Covid-19 pandemic, to examine psychological need satisfaction as a predictor of student motivation, engagement, and learning, across different methods of instruction (e.g., synchronous vs. asynchronous delivery). Knowledge gained from this study will provide important implications for online learning environments.

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Increasing Collegiality and Social-Emotional Competencies in a Virtual Learning Environment
Robyn B. Bratica (William James College)

This poster presentation provides examples of activities and teaching strategies utilized to develop cohesion within a first-year cohort of graduate students in school psychology, while also developing the social and emotional competencies of these students. By effectively using team-based learning approaches and creative implementation of course websites and Zoom-based breakout rooms, student satisfaction and learning outcomes remained high, as evidenced in course grades and faculty evaluations, and student attrition rate remained consistent to previous cohorts.

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