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Bernard C. Beins Teaching Poster Session
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.
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.
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.
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.
Big Learning, Little Brains
Undergraduate research can be an inclusive, high-impact teaching practice, and hands-on instruction in laboratory research is a desirable element of a psychology curriculum. There are some barriers to laboratory instruction at teaching-focused institutions that can be addressed using invertebrates. This presentation will discuss the rationale, logistics, and outcomes associated with the use of harvester ants to support equitable and inclusive teaching opportunities. Harvester ants are an excellent option for instructors who are interested in conducting animal research, and they have provided opportunities for students to quickly become involved in every stage of the research process, including the collection and analysis of primary data. This animal model has created opportunities for people from a variety of backgrounds to become practicing scientists, to develop expertise, and to explore novel research questions.
10:00 AM – 11:00 AM
Participant Idea Exchange 1
Incorporating Mindfulness Meditation Into Psychology Courses
Renee N. Saris-Baglama
Justine N. Egan-Kunicki
Amanda M. Vanner
Lynne Andreozzi Fontaine
Community College of Rhode Island
With growing concerns about college students’ mental health, some research suggests that mindfulness meditation may be an effective health promotion intervention in higher education. In this participant idea exchange, we will share our experiences of how we have introduced and/or integrated mindfulness meditation into our diverse psychology courses (e.g., General Psychology, Developmental Psychology, Educational Psychology, Theories of Personality) and exchange ideas for how to give students practical information, training, and opportunities for practice to enhance their well-being.
10:00 AM – 11:00 AM
Participant Idea Exchange 2
You don’t have to choose: Using both synchronous and asynchronous instruction in an online course
Jennifer P. Leszczynski
Eastern Connecticut State University
The COVID-19 pandemic challenged many of us to teach in unfamiliar modalities. One of the choices we were asked to make was whether our online courses would be offered synchronously or asynchronously. During this idea exchange, I would like to discuss my positive experience breaking outside of these two modalities and including both asynchronous and synchronous components to my courses. I designed my courses as “flipped classroom” experiences where the lecture content was asynchronously accessible to students, but we also had weekly ZOOM meetings.
10:00 AM – 11:00 AM
Participant Idea Exchange 3
Connecting Students to Psychology Through Programmatic Themes and Professional Experience
Nick Dominello, PhD
Barb Lesniak, PsyD
Tom MacCarty, PhD
Southern New Hampshire University
Students seek connections between psychological concepts and the real world. They want to apply what they learn in school to their careers and personal endeavors. Southern New Hampshire University undergraduate psychology students tell us that one of the most meaningful parts of their experience is hearing about their instructors’ real-world work. When we redeveloped the program, we incorporated five themes that serve as a lens through which students view and apply psychological concepts:
• Emotional intelligence
• Social justice
Learn how these themes empower our faculty to share their professional experiences and make real-world connections for their students.
Michael Amico, Ph.D.
Housatonic Community College
900 Lafayette Blvd
256 Beacon Hall
Bridgeport, CT 06604