proceedings of the 18th annual meeting of the …...proceedings of the 18th annual meeting of the...
TRANSCRIPT
Proceedingsof the
18th Annual Meetingof the
Northeast Conferencefor Teachers of Psychology
Worcester Polytechnic InstituteWorcester, Massachusetts
Friday, October 12, 2012 Page 1
SessionTime
Campus CenterThird FloorOdeum A
Campus CenterThird FloorOdeum A
Campus CenterThird FloorOdeum B
Campus CenterThird FloorOdeum C
7:30 AM to 5:00 PM Registration will be available in the Campus Center Third Floor LobbyRegistration will be available in the Campus Center Third Floor LobbyRegistration will be available in the Campus Center Third Floor LobbyRegistration will be available in the Campus Center Third Floor Lobby
7:45 AM to 8:45 AM Light breakfast will be available in the Campus Center Third Floor LobbyLight breakfast will be available in the Campus Center Third Floor LobbyLight breakfast will be available in the Campus Center Third Floor LobbyLight breakfast will be available in the Campus Center Third Floor Lobby
9:00 AM to 10:00 AM Keynote Address:Bryan Saville
Keynote Address:Bryan Saville
10:15 AM to 11:15 AM Concurrent Presentation Session 1Presentation 1 Presentation 2
Concurrent Presentation Session 1Presentation 1 Presentation 2
Concurrent Presentation Session 1Presentation 1 Presentation 2
11:30 AM to 12:30 PM Concurrent Presentation Session 2Presentation 1 Presentation 2
Concurrent Presentation Session 2Presentation 1 Presentation 2
Concurrent Presentation Session 2Presentation 1 Presentation 2
12:45 PM to 1:45 PM Lunch will be served in the Campus Center Forkey Dining Commons, First FloorLunch will be served in the Campus Center Forkey Dining Commons, First FloorLunch will be served in the Campus Center Forkey Dining Commons, First FloorLunch will be served in the Campus Center Forkey Dining Commons, First Floor
2:00 PM to 3:00 PM Keynote Address:Beth Morling
Keynote Address:Beth Morling
3:15 PM to 4:15 PM Concurrent Presentation Session 3Presentation 1 Presentation 2
Concurrent Presentation Session 3Presentation 1 Presentation 2
Concurrent Presentation Session 3Presentation 1 Presentation 2
4:30 PM to 5:30 PM Poster Session
4:30 PM to 5:00 PM Participant Idea Exchange I
5:00 PM to 5:30 PM Participant Idea Exchange II
5:00 PM to 6:00 PM Joint NECTOPand NEPA Reception
Page 2
The New England Psychological Association and the Northeast Conference for Teachers of Psychology would like to thank Worcester Polytechnic Institute for hosting their joint 2012 Annual Meetings, and recognize the following organizations, grants, and individuals for contributing to the success of the 2012 NECTOP meeting:
Dennis Berkey, Ph.D., President, Worcester Polytechnic InstituteEric Overstrom, Ph.D., Provost, Worcester Polytechnic InstituteKaren Oates, Ph.D., Dean, Arts & Sciences, Worcester Polytechnic InstituteJames Doyle, Ph.D., Professor and Chair, Worcester Polytechnic Institute Department of Social Sciences and Policy StudiesJeanine Skorinko, Ph.D., Local Arrangements Chair, Worcester Polytechnic Institute Department of Social Sciences and Policy StudiesJean Siequist, Worcester Polytechnic Institute, Administrative AssistantWorcester Polytechnic Institute Events OfficeWorcester Polytechnic Institute FacilitiesWorcester Polytechnic Institute Department of Social Sciences and Policy StudiesPsychology Society, Worcester Polytechnic Institute Department of Social Sciences and Policy StudiesNortheast Conference For Teachers of Psychology Steering CommitteeAmerican Psychological Association Education Directorate’s Board of Educational AffairsSociety for the Teaching of Psychology
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PARK AVENUE
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CAMPUS STRUCTURES 1 Air Force and Aerospace Studies 2 Alden Memorial 3 Alumni Gym 4 Atwater Kent Laboratories 5 Bartlett Center 6 Boynton Hall 7 Campus Center 8 Campus Police 9 Collegiate Religious Ctr10 20 Trowbridge Road11 Fuller Laboratories12 Gateway Phase II13 Goddard Hall14 Gordon Library15 Harrington Auditorium16 Health Center17 Higgins House18 Higgins Laboratories19 Hughes House20 International House21 Jeppson House (One Drury Lane)22 Kaven Hall23 OASIS
24 Olin Hall25 37 Lee Street 26 Power House27 Project Center28 Salisbury Laboratories29 Skull Tomb 30 Sports & Recreation Center31 Stratton Hall32 Student Development and Counseling Center33 Washburn Shops and Stoddard Laboratories34 WPI Life Sciences and Bioengineering Center35 85 Prescott Street
Campus MapSTUDENT RESIDENCESA Daniels HallB 16 ElbridgeC Ellsworth ApartmentsD Founders HallE Fuller ApartmentsF Unity HouseG Institute HallH Morgan HallJ Sanford Riley HallK 22 SchusslerL Stoddard ComplexM 25 TrowbridgeN East HallO Salisbury Estates
GREEK HOUSESG1 Alpha Chi RhoG2 Alpha Gamma DeltaG3 Alpha Tau OmegaG4 Alpha XI DeltaG5 Lambda Chi AlphaG6 Phi Gamma DeltaG7 Phi Kappa ThetaG8 Phi Sigma KappaG9 Phi Sigma SigmaG10 Sigma Alpha EpsilonG11 Sigma Phi EpsilonG12 Sigma PiG13 Tau Kappa EpsilonG14 Theta Chi G15 Zeta Psi
KEY Campus Structures
Student Residences
Greek Houses
Parking
HIGGINSHOUSE
LOT
HACKFELDLOT
EINHORNLOT
SCHUSSLERLOT WEST
STREETLOT
INSTITUTE LOT
DEANLOT
EAST HALL
GARAGE
GATEWAYGARAGE
BOYNTONSTREET
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CAMPUSCENTER
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A. J. KNIGHT FIELD
ALUMNIFIELD QUAD
Friday Evening Dinner
will be held in Adlen
Memorial (#2)
NECTOP
will be held in the
Campus Center (#7)
Recommended
Parking
Recommended
Parking
Friday Evening Speaker
8:00 PM
Campus Center (#7)
Third Floor Odeum A
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Odeum Rooms
A B C
RegistrationExhibits
Participant Idea Exchanges, Posters, and NECTOP-NEPA Reception
LightBreakfast
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9:00 AM - 10:00 AM
Theodore N. Bosack Keynote Address
Campus Center: Odeum A
Bryan K. Saville(James Madison University)
Interteaching: From the Psychology of Learning to the Learning of Psychology
In recent years, educators have bemoaned the state of American education, citing several reasons for its purported decline. One potential contributor to this negative state of affairs is the continued use of teaching methods that fail to capitalize on how people learn. In this presentation, I will discuss interteaching, a teaching method that has its conceptual roots in the psychology of learning. Specifically, I will explain how to implement interteaching in the classroom, show how it is grounded in well-established psychological principles, and discuss the growing body of research that has found interteaching to be an effective way to promote student learning.
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Odeum A: Presentation 1
Robin Musselman(Lehigh Carbon Community College)
Student Engagement and Increased Learning:Implementing Interteaching Into Introductory Psychology
Today’s students live in a fast-paced world and few traditional-age students have ever been without a means of communicating with peers. Studies have shown that lecture alone is less effective in terms of student performance (Saville & Zinn, 2005). As a result, many professors have moved away from simple lecture format to include more hands-on learning, more relevant material and more student interaction. This may be easier to do at the upper levels where students have been trained to think more critically about material and have an expectation that they will be tasked with more responsibility for their learning. Introductory Psychology provides a platform for bringing students into the field provided we capture their interest. It is crucial that we implement creative teaching techniques in these courses. Interteaching was introduced into sections of the Introduction to Psychology course at Lehigh Carbon Community College in Spring 2011. Interteaching has been shown to be a successful tool towards engagement by creating more discussion and shorter lectures targeted to student interest. This presentation will include an overview of interteaching as implemented at LCCC, sample preparation guides and probes and will demonstrate the efficacy of the method through a comparison of student outcomes using both interteaching and non-interteaching. This interactive session will give participants an opportunity to explore the decision-making process to implement interteaching as well as the successes and failures of various components. There will also be an opportunity to see the extent of outcome assessment that is available on the individual student level as well as the course level throughout the semester.
Odeum B: Presentation 2
Tom Heinzen(William Patterson University)
Clever Hans:The Horse That Won’t Go Away
Psychology’s backstory is a rich resource for demonstrating the value of scientific thinking. For example, the story of Clever Hans creates opportunities to teach our students about the failures of social cognition such as confirmation bias and hindsight bias. But the lesser known details of the Clever Hans affair describe classic conflicts within psychology: ESP versus science, everyday observations versus careful experimentation, popular beliefs versus evidence-driven thinking, generalizing from non-human animals to humans, and the importance of testing competing theories. In addition, the personal dramas surrounding Clever Hans demonstrate the raw choices we face when confronted with cognitive dissonance while the public drama mirrors the challenges we face every day as teachers of psychology. Finally, the striking parallel between the Clever Hans affair and unfounded faith in Facilitated Communication as an intervention for autism makes Clever Hans a voice that our psychology majors need to hear as they make critical career decisions.
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Concurrent Session 1: 10:15 AM- 11:15 AM
Odeum A: Presentation 1
Greg Privitera(St. Bonaventure University)
Teaching Statistics in the Classroom by Combining Technologywith Interpretation: Preparing Students to Be Lab Ready
This session presents a unique approach to using technologies in the classroom. It describes how Excel® and IBM SPSS® can be incorporated in the classroom to better prepare students for careers in science—all while adding only about two to three classes worth of instruction time. Sample exercises are provided to illustrate how useful these technologies can be and how students can benefit from the inclusion of these technologies in the classroom. The talk describes how students acquire valuable skills in the classroom that are needed in a research lab, including the ability to think critically about statistical outcomes displayed in Excel® files and IBM SPSS® output tables. Additional strategies are illustrated in the talk to demonstrate how to introduce statistics in a way that fits well with the fundamentals of research methods and science. The aim of this talk is to introduce a teaching strategy that can immediately prepare students to actively participate in a research setting, such that students can: (1) use Excel® and IBM SPSS® software to enter and analyze data, (2) interpret statistical outcomes and identify the outcomes in IBM SPSS® output tables, (3) apply their knowledge of statistics to understand research design, and (4) think critically about why they are using a statistic, how it can be interpreted, and what it says about the hypothesis being tested. In all, the talk is organized using the acronym LAB READY: Link problems sets to Excel® and IBM SPSS® data files; Allot some time to introduce how to use the technologies you use in the classroom; Breakdown the barriers between statistics and science; Redefine how students think about science; Emphasize interpretation over calculation; Adapt problem sets to published research; Delineate the use of statistics and research design by applying the decision tree; Yield to a pace that is realistic and conducive to student learning.
Odeum B: Presentation 2
Kathryn Wiezbicki-Stevens(Bay Path College)
Community Partnerships: Fostering Goodwill and Creating Experiential Learning Opportunities for Students
Establishing Community Partnerships is a unique way to provide experiential learning opportunities that are also sustainable. The Psychology Program at Bay Path College has established a number of partnerships with local organizations with good success. These organizations sponsor our students and in exchange, Bay Path provides a package of “benefits” to these organizations, such as a free course, to compensate for their involvement. In this way, students are provided with valuable professional skill development and networking, and organizations receive much-needed help on a continuous basis and fostering goodwill with the community.
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Concurrent Session 2: 11:30 AM - 12:30 PM
12:45 PM - 1:45 PMLunch for all registered NECTOP participants
will be served in the Campus CenterForkey Dining Commons, First Floor
2:00 PM - 3:00 PM
Keynote Address: Odeum A
Beth Morling(University of Delaware)
"That Sample's Too Small," "That Sample's Not Random," and Other Tall Tales
Once upon a time, there was a psychology student who thought every study needed a large, random sample that could generalize to the population of the world.....
Does this story sound familiar to you? As teachers of psychology, we share stories about the wonders and power of the scientific method. But our students don't always appreciate the narrative. They get distracted by the long-lived misconceptions that seep into our classrooms—tall tales about the need for large samples, the supreme standards of random selection, and the "problem" of individual differences. I have been listening to their tired tales for lo! these many years, and I've got some tricks for encouraging better thinking. I'll share suggestions for helping students become systematic, appropriately critical readers of our research stories.
The moral? Students can learn to let go of random and recognize the good stuff, too.
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Odeum A: Presentation 1
Victor Benassi(University of New Hampshire)
Applying the Science of Learning in Psychology Curricula:Design, Implementation, and Assessment
This session provides an overview of some powerful science of learning principles—based on research in the area of cognitive psychology—that have been applied in psychology courses and that have been demonstrated to have educationally significant impact. I focus on the design and implementation of instructional interventions as well as on the assessment of their impact on student learning outcomes. Results from two representative projects completed through a Davis Educational Foundation sponsored Cognition Toolbox Project are described: (1) Use of low-stakes in-class and online quizzes in an effort to promote long-term retention and application of academic material (Test-Enhanced Learning, Retention, and Transfer); (2) Use of distributed practice and repetition (interleaving) to enhance students’ success at identifying appropriate statistical tests for research designs. The objectives of this session are to:
1. Inform participants of the scholarship on how the science of learning can improve educational outcomes in higher education in general, and in psychology courses in particular.
2. Describe the Cognition Toolbox Project, using illustrations from instructional interventions done in psychology courses.
3. Involve participants in identifying a learning issue in a psychology course and then in designing a cognitively-based intervention that includes a sound experimental design to assess the impact of the intervention on the identified learning outcome.
Odeum B: Presentation 2
Joann M. Montepare & Loredana Padurean(Lasell College)
The Contemporary Classroom:Older Students and Intergenerational Formats
Dramatic demographic shifts are compelling institutions of higher education to consider curricular opportunities and approaches which engage older learners along with traditional-aged students. And, increasing numbers of older adults are relocating to living environments which provide new educational opportunities. In this session, we discuss intergenerational formats used in Lasell College classes which bring together undergraduate students and older Lasell Village residents. We also explore how teaching older students challenges instructors in unique ways, and offer an opportunity for instructors to generate intergenerational teaching ideas for their classes.
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Concurrent Session 3: 3:15 PM - 4:15 PM
4:30 PM – 5:30 PM / Odeum C
Bernard C. Beins Teaching Poster Session
Poster 1 Simple Video Recording Procedures For Teaching Behavior Observation and Coding. Gary M. Brosvic, Ph.D. (Rider University).
Poster 2 Teaching Behavior Collection With Mice With An Open Field Paradigm. Gary Brosvic, Ph.D. (Rider University) & Eric Balboa, B.S. (Rider University).
Poster 3 Educational Psychology Goes Back to School: Videoconferencing Between Undergraduates and Fifth Graders. Allison G. Butler, Ph.D. (Bryant University), Jenifer Perez (Bryant University) & Sandra Lenore, M.A.T. (Anna McCabe Elementary School).
Poster 4 The Teaching of Systems and Theories. Albert Wakin, C.A.S. (Sacred Heart University).
Poster 5 Creating an Active Learning Environment in Psychology Statistics Using a Hybrid Course Design. Heather D Hussey, Ph.D. (Northcentral University) & Bethany K.B. Fleck, Ph.D. (Metropolitan State College of Denver).
Poster 6 Using Social Media to Enhance Instruction in Higher Education. Bethany K.B. Fleck, Ph.D. (Metropolitan State College of Denver), Heather D. Hussey, Ph.D. (Northcentral
University) & Aaron S. Richmond (Metropolitan State College of Denver). Page 12
Poster 7 Coming in Contact: The Power of Experiential Learning to Shape Student Perceptions of Mental Illness. Tracy A. Prout, Ph.D. (College of Mount Saint Vincent).
Poster 8 Using Undergraduate Teaching Assistants to Facilitate Peer Mentorship. Jennifer L. Weiner, Ph.D. (Fisher College).
Poster 9 Enhancing Communication Skills in a Psychology of Women Course. Tara Broccoli, Ph.D. (Mitchell College).
Poster 10 Assessing Attitudinal Change After Taking an Undergraduate Gender Course. Jennifer Pickard Leszczynski, Ph.D. (Eastern Connecticut State University).
Poster 11 Study Of Student Life: Using Group And Individual Research To Enhance Students’ Professional Development. Christina Hardway, Ph.D. (Merrimack College) & Michael Stroud, Ph.D.
(Merrimack College)
Poster 12 Integrating Sport And Exercise Psychology Into Introductory Psychology Lessons. Andrew Vincent, B.A. (Springfield College) & Julia Rizzo, B.A. (Springfield College)
Poster 13 Using Online Tutorials to Assist Students in a Research Methods Course. Lyndsey K. Lanagan-Leitzel, Madeleine A. Fugère & Alita J. Cousins (Eastern Connecticut State University)
Poster 14 Flipping Intro Psych: Use Of An Inverted Classroom Approach In Introduction To Psychology. Brandi Silver, Ph.D. (Worcester State University)
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Poster 15 From Psychoanalysis to Cognitive Therapy: Evolution of Endorsement by the American Mental Health Foundation. William Van Ornum, Ph.D., FAPA (Director of Research, American Mental Health Foundation) & Evander Lomke (CEO, American Mental Health Foundation)
Poster 16 Intersecting Venn Diagrams: Anxiety Disorders, Temperament, and Highly Sensitive Persons. Kathryn Roberson (Marist College), Amanda Torres (Marist College) & William Van Ornum, Ph.D. (Marist College)
Poster 17 The Use of Technology in Psychotherapy Training. Laura A. Noblet, M.A. (Massachusetts School of Professional Psychology)
Poster 18 Disability Studies in Psychology Graduate Programs. Nicole M. Rosa, M.S.W., M.A. (Brandeis University)
Poster 19 Attachment Anxiety And Teamwork In The Classroom. Katherine Alexander, M.A. (Rutgers University, Newark) & Harold Siegel, Ph.D. (Rutgers University, Newark)
Poster 20 Student Perceptions of the Research Experience: Expectations and Outcomes. Bernard C. Beins, Ph.D. (Ithaca College), Kendra Doychak (Ithaca College), Pamela Ferrante (Ithaca College), Carly Herschman (Ithaca College), Daniel Leibel (Ithaca College), Natalie Mendes (Ithaca College) & Samantha Sherry (Ithaca College)
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Poster 21 Psychology Fieldwork and the Undergraduate Thesis: An Integrative Approach. Sarah Martin, Ph.D. (Simmons College)
Poster 22 Errors in Performance Estimations: Lower Performers Consistently Overestimate Their Exam Scores. Catherine E. Overson, Ph.D. (Center for Excellence in Teaching and Learning, University of New Hampshire) & Victor A. Benassi, Ph.D. (Center for Excellence in Teaching and Learning, University of New Hampshire)
Poster 23 Enhancing Teaching and Learning in a Multi-Section Research Methods and Statistics Course Sequence. Teresa M. Lyons, Ph.D. (Salem State University), Darlene E. Crone-Todd, Ph.D. (Salem State University), Sophia R. Evett, Ph.D. (Salem State University), Benjamin O. Miller, Ph.D. (Salem State University) & Patrice M. Miller, Ed.D. (Salem State University)
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4:30 PM – 5:00 PM / Odeum C
Joint Participant Idea Exchange Session I
Idea Exchange 1
Log Cards: Personnel Communications With Unintended Effects
William Sharp, PsyaD.(Wheelock College & Boston Graduate School of Psychoanalysis)
Large classes, demands of a curriculum and outside distractions can make connections with students difficult to maintain; yet we teach a very “person oriented” field. By using log cards (5 x 8 index cards turned in weekly) as a structure to allow personal communications between teacher and student, this author found (1) a way to evaluate his teaching week to week as opposed to waiting for formal testing and (2) interests and future lesson ideas. An unintended effect however was (3) the discovery of a parallel process going on between the course material and students’ development in the course.
Idea Exchange 2
How Should Instructors Intervene When StudentsSelf-Disclose Mental Health Concerns In Class?
Benjamin T. Wood, Ph.D. (Massachusetts College of Liberal Arts Postdoctoral Fellow - Williams College Counseling Center)
How should instructors intervene when students self-disclose mental health concerns in the classroom? When teaching undergraduates about abnormal psychology and counseling, instructors may find that students share personal narratives about struggles with mental health. Self-disclosure in classrooms can promote active-learning and engagement. However, students who self-disclose may also experience negative judgments from their peers. How can instructors promote a learning environment in which students feel safe enough to explore psychological topics that are personally relevant without incurring prejudice? This participant idea exchange will offer instructors the opportunity to discuss ways of intervening when students self-disclose mental health concerns.
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Idea Exchange 3
Unlocking the Potential of Undergraduate Teaching Assistantsof Introduction to Clinical Psychology: Nuts and Bolts
Jasmine Mena, Ph.D. (University of Rhode Island),Kathryn Martin (University of Rhode Island) &
Amanda Meunier, B.A. (University of Rhode Island)
Undergraduate teaching assistants (UTAs) are increasingly becoming involved in university classrooms. The role of a UTA has the potential to enrich the experiences of students, professors and the UTAs themselves. This exchange will present information about the experiences of two undergraduate students and a professor of an introduction to clinical psychology undergraduate class. The audience will be able to discuss the history of UTAs; common duties and responsibilities of UTAs and professors; gains, costs, and conflicts experienced by UTAs and professors; ethical considerations; and recommendations for UTAs and professors.
Idea Exchange 4
Interteaching: Applications of Evidence-Based Teaching Methodsin Psychology Education: Tools and Tips For Success
James L. Soldner, Ph.D., CRC, BCBA-D (Assumption College) &Diane M. Myers, Ph.D. (Assumption College)
In recent years there has been a significant movement towards the concepts of evidence-based practice in psychology, including psychology education. Recently, interteaching, referred to as a “mutually probing, mutually informing conversation between two people” has been introduced as a user-friendly alternative to traditional teaching practices. A growing body of empirical support has found interteaching to positively impact student learning and satisfaction. This data-based presentation will provide an overview of interteaching and its key components and a description of past and present interteaching research. A discussion of the benefits of interteaching methods for both instructors and students will also be provided.
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Idea Exchange 5
Creating a Program for the Helping Professions: Beyond the Senior Thesis
Jennifer L. Weiner, Ph.D.(Fisher College)
Capstone courses in traditional undergraduate psychology programs tend to require an extensive literature review, commonly termed a Senior Thesis. While that is a very valuable tool, this presentation offers a different approach to the Senior Thesis and details a unique project which encompasses several components of a student-created program that would theoretically help the communities being served. Sample projects will be presented.
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5:00 PM – 5:30 PM / Odeum CJoint Participant Idea Exchange Session II
Idea Exchange 1
Bridging Psychology and Education:Making Psychology Relevant to Pre-Service Teachers
Elida V. Laski, Ph.D(Boston College Lynch School of Education,
Applied Developmental and Educational Psychology)
Many teacher education programs require their students to take psychology courses, such as Child Development and Psychology of Learning. The purpose of this idea exchange is to discuss ways of making the research presented in these courses relevant and meaningful to pre-service teachers, so that it is likely to influence their future instruction. A number of questions will be posed for discussion, including: Which topics might be most important for this student population? What approaches can be used to make the implications of the research apparent? Ideas and a sample syllabus from a Psychology of Learning course will be shared.
Idea Exchange 2
Developing and Assessing Communication Across the Curriculum
Tara Broccoli, Ph.D. (Mitchell College),Jennifer Mauro, M.S. (Mitchell College) &Catherine Wright, Ph.D. (Mitchell College)
Student success is a multidimensional construct that includes the development of skills/abilities (e.g., communication). However, while the development of skills is valued, faculty members may rely on general education courses to increase these abilities in students. Ability-based education (ABE) is an approach to teaching and learning that emphasizes utilizing course content to develop key institutional abilities. As such, students and faculty may focus on the enhancement of skills in a developmental fashion. This participant idea exchange will introduce techniques to develop and assess communication skills interdependently with course content across the curriculum.
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Idea Exchange 3
What Instructors Should Know About Public Speaking Anxiety
Toni-Ann Mastando, B.A. (Marist College) &Peter DelRosario, Ph.D. (Marist College)
Public speaking anxiety (PSA) is the number one fear of Americans. Many students experience this issue as their coursework may require oral presentation assignments. Students with PSA tend to avoid these public speaking situations and, in extreme cases, drop out of courses with this requirement. Research has yielded positive results for PSA reduction techniques, and has recognized multicultural issues with regards to PSA among diverse students. Students may benefit from their instructors’ awareness of these issues and their application of PSA reduction techniques. Students may be better prepared to enter the workplace that requires public speaking.
Idea Exchange 4
How to Survive as a New Instructor: Discussing Challenges in the Early Years of Teaching
Ariana F. Young, M.A. (University at Buffalo, SUNY), Shannon P. Lupien, M.A. (University at Buffalo, SUNY)& Jordan D. Troisi, Ph.D. (Widener University)
Drawing from an informal national survey of new psychology instructors, participants in this idea exchange will have the opportunity to discuss the challenges they have encountered in their first few years of teaching. Topics will include effective time management, maintaining confidence, managing student (mis)behavior, handling mistakes, and any other topics of participants’ choosing. The overall goal of this idea exchange is to have participants share their questions, concerns, and experiences, as well as use the collective wisdom of the group to come up with methods through which they can become more effective instructors.
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Idea Exchange 5
Bringing Service Into Action: Community Based Research as anAlternative to Traditional Research Courses
Diane Mello-Goldner,Ph.D. (Pine Manor College)
For the past 10 years, Pine Manor College has adopted an Action Research Model which is based on a Community Based Research approach. Our Community Based Research two-course sequence involves research that is conducted by, for, or with the participation of local community members in the Boston area. This session will involve a discussion of the successes and problems associated with this type of model to teach statistics and research design at the college level. Ideas and a sample syllabus will be provided.
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Friday Evening
Joint NECTOP and NEPASocial Hour, Odeum C
5:00 PM - 6:00 PMPlease join us for a brief reception that concludes the 18th Annual Meeting of the Northeast Conference For Teachers of Psychology and opens the 52nd Annual Meeting of the New England Psychological Association that continues through Saturday, October 13.
Friday Evening Dinner6:15 PM - 7:45 PM
The Friday Evening Dinner is by prior reservation (Alden Memorial, #2 on campus map) and is not included in either general NECTOP or NEPA registration fees.
Friday Night Keynote Speaker8:00 PM – 9:00 PM
The Friday Evening Speaker (Dr. Thomas Gilovich, Cornell University) will begin at 8:00 PM in Salisbury Laboratories Room 115 (#28 on campus map). The Friday Evening Speaker is open to NECTOP and NEPA participants and to all members of the Worcester Polytechnic Institute community.
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Friday Night Keynote Speaker
Salisbury Laboratories Room 115
Opening Comments:
Karen Oates, Ph.D.Dean, Arts & Sciences, Worcester Polytechnic Institute
Featured Presenter:Thomas Gilovich, Ph.D.
(Cornell University)Getting the Most For Your Money:
The Hedonic Return on Experiential and Material Purchases
Introduced by Jeanine Skorinko, Ph.D. (Worcester Polytechnic Institute)
Thomas Gilovich is Professor of Psychology at Cornell University and co-director of the Cornell Center for Behavioral Economics and Decision Research. He received his B.A. in Psychology from the University of California and his Ph.D. in Psychology from Stanford University. His research focuses on how people evaluate information in their everyday and professional lives, and how they use that information to draw conclusions, form beliefs, and embark on courses of action. His research has been funded by the National Science Foundation and the National Institute of Mental Health. His books include How We Know What Isn’t So (1991), Why Smart People Make Big Money Mistakes (1999, with Gary Belsky), Heuristics and Biases: The Psychology of Intuitive Judgment (2002, with Dale Griffin and Daniel Kahneman), and Social Psychology (2004, with Dacher Keltner and Richard Nisbett). He is a member of the American Academy of Arts and Sciences and a Fellow of the American Psychological Association, the Association for Psychological Science, the Society of Experimental Social Psychology, and the Society for Personality and Social Psychology.
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tion
if it
is
acce
pted
. All
atte
ndee
s, p
rese
nter
s, a
nd g
uest
s ar
e re
quir
ed to
reg
iste
r fo
r th
e N
EC
TO
P m
eetin
g.
Pro
posa
ls w
ill b
e ac
cept
ed o
r re
ject
ed o
n th
e ba
sis
of p
eer
revi
ew.
Pri
ori
ty w
ill
be
giv
en t
o P
ost
ers
and
Par
tici
pan
t Id
ea E
xch
ang
es s
ub
mit
ted
bet
wee
n
Feb
ruar
y 1,
201
3 an
d J
un
e 8,
201
3. N
EC
TO
P w
ill
con
tin
ue
to r
ecei
ve a
nd
rev
iew
po
ster
ssu
bm
itte
d a
fter
Ju
ne
8, 2
013
thro
ug
h S
epte
mb
er 2
1, 2
013
on
a s
pac
e-av
aila
ble
bas
is. P
ost
ers
pro
vide
a m
ediu
m f
or
the
visu
al p
rese
nta
tio
n o
f in
form
atio
n a
nd d
iscu
ssio
n w
ith
att
endee
s.
Par
tici
pan
t Id
ea E
xch
ang
es a
re 3
0-m
inute
ro
un
dta
ble
dis
cuss
ion
s re
late
d t
o t
he
teac
hin
g o
f p
sych
olo
gy, i
ncl
udin
g b
ut
no
t lim
ited
to
res
earc
h o
n t
he
effe
ctiv
enes
s o
f a
teac
hin
g m
eth
od o
rst
rate
gy, d
emo
nst
rati
on
of
a te
ach
ing
tech
niq
ue,
co
op
erat
ive
and/o
r in
terd
isci
plin
ary
pro
ject
s.
NE
CT
OP
will
als
o co
nsid
er p
ropo
sals
for
on
e-h
our
inte
ract
ive
sess
ion
s/w
orks
hop
s de
alin
g w
ithin
stru
ctio
nal m
etho
ds o
r st
rate
gies
in th
e te
achi
ng o
f ps
ycho
logy
. Exa
mpl
es o
f th
e so
rts
of s
essi
ons
that
will
be
con
side
red
may
be
foun
d in
the
2011
and
201
2 N
EC
TO
P p
rogr
ams
that
are
ava
ilabl
e fo
r on
line
revi
ew
at N
EP
sych
olog
ical
.org
. Th
e d
ead
line
for
pro
pos
als
for
one-
hou
r in
tera
ctiv
e se
ssio
ns/
wor
ksh
ops
is
Mar
ch 1
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3. D
ecis
ions
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ut in
clud
ing
sess
ions
in th
e pr
ogra
m w
ill b
e m
ade
afte
r th
e su
bmis
sion
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adlin
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both
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qual
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e pr
opos
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ent o
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lanc
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the
NE
CT
OP
prog
ram
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view
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als m
ust b
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earl
y re
late
d to
the
teac
hing
of p
sych
olog
y,su
bmitt
ed th
roug
h th
e N
EC
TO
P Su
bmis
sion
s Por
tal a
t NE
Psyc
holo
gica
l.org
, and
incl
ude:
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olle
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ridg
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ut
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gPsy
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Gmail
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www
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sych
olog
ical
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The
Nor
thea
st C
onfe
renc
e fo
r T
each
ers
of P
sych
olog
y is
aff
iliat
edw
ith th
e N
ew E
ngla
nd P
sych
olog
ical
Ass
ocia
tion
Page 25
53rd
New
Eng
land
Psy
chol
ogic
al A
ssoc
iati
on M
eeti
ngSa
turd
ay, O
ctob
er 1
9, 2
013
Cal
l for
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mis
sion
sT
he s
ubm
issio
n of
a p
ropo
sal i
mpl
ies a
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mitm
ent t
o at
tend
the
mee
ting
and
deliv
er th
e pr
esen
tatio
n if
it
is ac
cept
ed. A
ll at
tend
ees,
pres
ente
rs, a
nd g
uest
s are
requ
ired
to re
gist
er fo
r the
mee
ting.
Pro
posa
ls w
ill b
e ac
cept
ed o
r rej
ecte
d on
the
basis
of p
eer
revi
ew.
NE
PA P
rior
ity
Sub
mis
sion
Dea
dlin
e: F
ebru
ary
1 th
rou
gh J
un
e 8,
201
3 fo
r sy
mp
osia
, p
aper
s, a
nd
pos
ters
rep
rese
ntin
g al
l are
as o
f th
e ps
ycho
logi
cal s
cien
ces.
NE
PA
will
con
tin
ue
to r
ecei
ve a
nd
rev
iew
pos
ters
th
rou
gh S
epte
mb
er 2
1, 2
013
on a
sp
ace-
avai
lab
le b
asis
.
NEP
sych
olog
ical@
Gmail
.com
www
.NEP
sych
olog
ical
.org
Hou
sato
nic
Com
mun
ity
Col
lege
, Bri
dgep
ort,
Con
nect
icut
NE
PA in
vite
s th
e su
bmiss
ion
of p
aper
s an
d po
ster
s w
ith c
lear
and
det
aile
d ar
ticul
atio
n of
rese
arch
qu
estio
ns, p
roce
dure
s, da
ta a
naly
ses,
and
impl
icat
ions
of t
he re
sults
. The
oret
ical
and
lite
ratu
re re
view
su
bmiss
ions
will
be
cons
ider
ed a
s pa
pers
pro
vide
d th
at th
ey p
rese
nt n
ew id
eas,
mod
els,
or fr
amew
orks
for
futu
re re
sear
ch. P
aper
s an
d po
ster
s m
ay b
e qu
alita
tive
in c
once
pt a
nd m
etho
dolo
gy p
rovi
ded
that
a
suff
icie
nt d
escr
iptio
n of
dat
a so
urce
s/ev
iden
ce, e
valu
atio
n pr
oced
ures
, and
sub
stan
tiate
d co
nclu
sions
ispr
ovid
ed. N
EPA
also
see
ks th
e su
bmiss
ion
of s
ympo
sia
that
incl
ude
auth
ors
from
diff
eren
t ins
titut
ions
pr
esen
ting
subs
tant
ive
issue
s fr
om d
iffer
ent p
ersp
ectiv
es. D
ata
colle
ctio
n an
d an
alys
is m
ust b
e co
nclu
ded
prio
r to
subm
issio
n an
d su
bmis
sion
s ju
dged
to b
e w
orks
in p
rogr
ess
will
be
auto
mat
ical
ly r
ejec
ted.
T
he N
EP
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rogr
am c
omm
itte
e re
serv
es th
e ri
ght t
o re
ques
t tha
t pap
ers
for
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ch th
emat
ic
sess
ions
are
not
ava
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e be
pre
sent
ed a
s po
ster
s.
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rder
to b
e re
view
ed p
aper
an
d p
oste
r su
bm
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ons
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t inc
lude
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subm
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on a
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xper
tise
to p
artic
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the
sym
posi
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s m
ust b
e su
bmitt
ed u
sing
the
NE
PA
Sub
mis
sion
Por
tal a
t NE
Psy
chol
ogic
al.o
rg.
NE
PA
Page 26
W. W
. Nor
ton &
Com
pany
, Inc.
Indep
ende
nt an
d Em
ploye
e-ow
ned
WWNO
RTON.C
OM
Cont
act y
our lo
cal N
orto
n rep
rese
ntat
ive at
WWNO
RTON.C
OM/C
OLL
EGE/
CONT
ACT
RESE
ARCH
MET
HODS
PS
YCHO
LOGY
BETH
MO
RLIN
G, U
nivers
ity of
Dela
ware
Rese
arch
skills
they
know
they
’ll us
e Most
pro
fesso
rs ag
ree t
hat w
hile
som
e stu
dent
s will
go o
n to
cond
uct p
sych
olog
ical
rese
arch
and
desig
n stu
dies
of t
heir
own,
the m
ajorit
y will
pur
sue c
aree
rs in
whi
ch th
ey
are c
onsu
mers
of ps
ycho
logica
l res
earch
. !ey
will
evalu
ate r
esea
rch
claim
s as t
hey
advo
cate
for p
olic
y, m
ake d
ecisi
ons o
n tre
atm
ent,
evalu
ate p
ropo
sals,
and
cons
truct
les
son
plan
s. So
, why
assig
n a t
extb
ook
that
focu
ses e
xclu
sively
on producers
of
psyc
holo
gica
l res
earc
h?
Beth
Mor
ling h
elps s
tude
nts d
evelo
p cr
itica
l thi
nkin
g and
qua
ntita
tive r
easo
ning
skill
s as
they
bec
ome s
yste
mat
ic in
terr
ogat
ors o
f inf
orm
atio
n. B
y em
phas
izing
the i
mpo
rtan
ce
of in
terr
ogat
ion
skill
s for
futu
re co
nsum
ers o
f res
earch
, Mor
ling h
elps s
tude
nts r
emain
en
gage
d; an
d ex
ampl
es fr
om p
opul
ar m
edia
and
cont
empo
rary
stud
ies m
otiv
ate s
tude
nts
to ke
ep re
adin
g.
An in
nova
tive p
edag
ogica
l fra
mew
ork o
"ers
supp
ort a
nd re
petit
ion
as st
uden
ts bu
ild th
eir
unde
rstan
ding
of r
esea
rch
met
hodo
logy
. Mor
ling’s
“Thr
ee C
laim
s, Fo
ur V
alidi
ties”
fram
ewor
k gi
ves s
tude
nts
guid
eline
s for
clas
sifyi
ng d
i"er
ent t
ypes
of r
esea
rch
claim
s, an
d fo
r ask
ing t
he ri
ght q
uesti
ons w
hen
evalu
atin
g tho
se cl
aims.
!is
fram
ewor
k is
prom
inen
tly fe
atur
ed in
side t
he fr
ont c
over
for e
asy r
efer
ence
an
d ca
rried
cons
isten
tly th
roug
hout
the e
ntire
boo
k. If
you’
ve ev
er h
eard
a stu
dent
dec
ry a
rese
arch
claim
(“
!at
’s jus
t not
valid
!”),
then
you’
ll un
derst
and
Mor
ling’s
mot
ivat
ion
for d
esig
ning
this
fram
ewor
k.
Clea
r lea
rning
goals
and o
ppor
tunit
ies fo
r self
-ass
essm
ent r
e#ec
t the
late
st sc
ience
-of-
learn
ing i
nitia
tives
. Eac
h ch
apte
r beg
ins w
ith “A
Year
From
Now
” lea
rnin
g obj
ectiv
es, w
hich
help
stud
ents
focu
s the
ir at
tent
ion
on th
e mos
t im
port
ant c
once
pts.
Each
majo
r sec
tion
ends
with
a “C
heck
You
r U
nder
stand
ing”
qui
z, all
owin
g stu
dent
s to
asse
ss ho
w m
uch
they
kno
w be
fore
mov
ing o
n. A
utho
r-tes
ted
“Lea
rnin
g Act
ively
” exe
rcise
s cap
ever
y cha
pter
, tra
inin
g stu
dent
s to
synt
hesiz
e, ut
ilize
, and
rem
embe
r ch
apte
r mat
eria
l by i
mm
ediat
ely ap
plyi
ng it
to re
al-lif
e res
earc
h cla
ims.
Mor
ling i
s sup
porte
d by r
obus
t ins
truct
or an
cillar
ies an
d onli
ne m
edia.
Anc
illar
ies
inclu
de a
quali
ty-c
ontro
lled
test-
bank
of 6
50 q
uesti
ons,
art a
nd ta
bles
from
the t
ext i
n JP
EG an
d cu
stom
izabl
e Pow
erPo
int,
and
an in
struc
tor m
anua
l aut
hore
d by
Bet
h M
orlin
g her
self.
Mor
ling’s
blo
g,
EVER
YDAY
RESE
ARCH
MET
HODS.CO
M, is
laun
chin
g in
Augu
st an
d co
ntin
uous
ly up
date
d th
erea
$er.
It pr
esen
ts fo
r crit
ical e
valu
atio
n re
sear
ch cl
aims m
ade i
n on
line v
ideo
s, sp
eech
es, s
tudi
es, a
nd n
ews a
rticl
es. E
ach
entr
y is t
agge
d wi
th a
Lear
ning
Obj
ectiv
e fro
m th
e tex
t and
is p
aired
with
que
stion
s for
criti
cal t
hink
ing
and
disc
ussio
n. A
com
plete
ly fre
e and
open
stud
ent w
ebsit
e, WWNO
RTON.
COM/ST
UDYS
PACE, c
onta
ins q
uizz
es,
revi
ew m
ater
ials,
and
robu
st stu
dy to
ols.
ISBN
: 978
-0-3
93-9
3546
-2
pape
rbac
k 54
0 pa
ges
Octo
ber 2
011
$81 n
et
in
Page 27
Bec
om
e a
Psyc
ho
log
ist
An
tio
ch U
niv
ersi
ty N
ew E
ng
lan
d’s
Ps
yD i
n C
lin
ical
Psy
cho
log
yh
as b
een
acc
red
ited
sin
ce 1
986
by
the
Am
eric
an P
sych
olo
gic
al A
sso
ciat
ion
.
At
AU
NE,
you
can
: P
repa
re fo
r the
rapy
, ass
essm
ent,
supe
rvisi
on, a
nd m
ore.
Dee
pen
clini
cal a
nd re
sear
ch sk
ills a
t our
thre
e on-
cam
pus c
ente
rs. F
ocus
on
serv
ice an
d so
cial j
ustic
e. W
ork
with
nat
iona
lly k
now
n fa
culty
in sm
all c
lass
es.
The
full-
tim
e sc
hedu
le is
des
igne
d so
reg
iona
l stu
dent
sm
ay c
onti
nue
livin
g in
the
ir h
ome
com
mun
itie
s. O
n-ca
mpu
s cla
sses
one
or t
wo
days
a w
eek.
A
pplic
ants
with
bac
helo
r’s o
r mas
ter’s
can
app
ly.
Inc
lude
s a c
linic
al d
isser
tatio
n an
d a
fifth
-yea
r off-
site
inte
rnsh
ip.
Con
tact
Elle
n K
eech
, 603
.283
.213
2, e
keec
h@an
tioch
.edu
Lear
n m
ore
at:
ww
w.a
nti
och
ne.
edu
/cp
AU
NE
also
off
ers
mas
ter’
s de
gree
s in
Mar
riag
ean
d Fa
mily
The
rapy
(MA
& P
hD),
Dan
ce M
ovem
ent
Ther
apy,
and
Clin
ical
Men
tal H
ealt
hCo
unse
ling.
Cer
tifi
cate
s in
MFT
, Aut
ism
Spe
ctru
m D
isor
ders
, ABA
.
The
Doc
tora
l Pro
gram
in C
linic
al P
sych
olog
y is
accr
edite
d by
the
Am
eric
an P
sych
olog
ical
Ass
ocia
tion.
Q
uest
ions
rela
ted
to th
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