Poster Session I

Friday, January 3rd

1:45-3:00 p.m.

1.  Fostering Empathy: A Service-Learning Project

Amy Baus, University of Dubuque

2.  Mindfulness in the Psychology Classroom

Emma Bernardi, Ziv Bell, and Lisa Cravens-Brown The Ohio State University

3.  Redesigning Introduction to Psychology: Applying New Frameworks and Assessing Critical Thinking Outcomes

3b. Poster

3c. Poster

Onna Brewer and Joel Lynch, Rockford University

4.  Experimental Investigation of a Class Demonstration's Impact on Student Learning, Engagement, and Enjoyment

Andrew Butler, Gina Sylvester, and Taylor Nesselroad, Valparaiso University

5.  The Midterm Wrapper:  A Performance Intervention that Works

Christie Cathey, Missouri State University; Charles Hoogland, University of South Florida; Lydia Needy, Missouri State University

6.  Psychology of Education: From a Face-to-Face Learning Environment to an Online Learning Course - Lessons Learned

Miranda D'Amico and Elsa Lo, Concordia University

7.  Teaching Research Methods to High School and Undergraduate Students Through Video Games

Katherine Daniels, Faith Crowley, Lainie Krumenacker, and Crystal Steltenpohl, University of Southern Indiana

8.  Mentoring Undergraduate Women:  A Suggested Curriculum

Dorothy Doolittle and Shelia Greenlee, Christopher Newport University

9.  Analyzing Austen: Creating Connections Across Disciplines

Susan Doughty and Karen Zagrodnik, Anderson University

10.  Creation and Validation of the Academic Beliefs Scale: Predicting Undergraduate Grade Point Average with Mindsets and Behaviors

Carey Dowling and Carrie Smith, University of Mississippi; Yue Yin and Jeff Williams, University of South Florida

11.  Follow the Crowd or Follow Your Heart?  A Demonstration of Informational Social Influence

Eric Hansen, Mälardalen University

12.  Joining Forces:Using Graduate Students to Help Address Mental Health Issues in Introductory Psychology Students

Brooke Whisenhunt and Flora-Jean Forbes, Missouri State University

13.  Students' Perception of Statistics Prior to Taking the Class

Herbert Helm, Andrews University

14.  Factors Affecting Undergraduate Students' Responses to Academic Failures: Beyond the Cognitive

Meredith Henry, Misael Romero-Reyes, and Jennifer Heemstra, Emory University; Benjamin Le, Haverford College; Lisa A. Corwin, University of Colorado-Boulder

15.  Belonging & Academic Engagement in a Large Introductory Psychology Course

Paula Yust, Jingxuan Liu, Bridgette Hard, Duke University

16.  Psychology in the Age of Trump

Michael Hulsizer and Linda Woolf, Webster University

17.  Feeling Alone in Academia: Perceived Social Isolation Among Instructional Faculty

Natalie Kerr and Cara Meixner, James Madison University

18.  Are Freshmen Ready to Use Research-Based Study Strategies?

Maya Khanna, Corey Guenther, and Joshua Fairchild, Creighton University

19.  A Tale of Two Potters: Using Harry to Teach Psychology

Ciara Kidder, Marian University; Melissa Beers, The Ohio State University

20.  Teaching Career Readiness Online to Psychology Majors

Karen Mottarella and Kristin Horan, University of Central Florida

21.  Make it Stick! Centering Psych 101 Around the Theme of Habit Learning

Allison O'Leary, Brevard College

22.  It's Time to Rethink Undergraduate Psychological Statistics in the Age of Data Science

Robert Padgett, Butler University

23.  What Should I Do With My Hands? Using Gesture to Facilitate Meaningful Learning

Celeste Pilegard, University of California, San Diego; Logan Fiorella, University of Georgia

24.  Teaching Ethics through Role-Play: Comparing Public Health Research Conducted at the Willowbrook State School with the Infamous Tuskegee Study

Maya C. Rose, Jessica E. Brodsky, Elizabeth S. Che, and Dvora Zomberg, College of Staten Island and the Graduate Center, CUNY

25.  Let's Get Critical: Psychology-Based Critical Thinking Assessment

Nicole Rushing and Katherine Van Allen, Campbell University

26.  Exploring Student Satisfaction Within a Hybrid Course

Jay Schwarz, Midland College

27.  A Psychology and Counseling Global Service-Learning Project in Cuba

Vicki Sheafer, LeTourneau University

28.  Star Power: Qualitative Look at Student Responses to Experiential Exercise on Power and Privilege in a Capitalist Economy

Sepideh Soheilian, Katharine Shaffer, Kristen Eyssell, and Sally Farley, University of Baltimore

29.  A 4-Hour, Self-Administered, Professional Development Course on NHST in the 21st Century

Chris Spatz, Hendrix College

30.  The Post-Traumatic Growth Experience

Natalie Weaver, Alexia Stipa, Kathryn Healey, Christie Birchall, Sunni Tarver, Brianna Burgose-Emmolo, and Jayne Thompson, Widener University

31.  Comparison of ACE's Scores Related to Enhancing Academic Resiliency and Assignment Completion

Jill Sudak-Allison, Kristine Owens, and Debra Johnson, Grand View University

32.  Pick a Card, Any Card: Teaching Hypothesis Testing with a Rigged Deck

Jennifer Talarico, Lafayette College

33.  Online Learning Least Preferred Teaching Modality: Again! Some Possible Reasons

Michael Van Slyck, Anthony O'Neil, Erica Ross, Ashley Barrett, and Jonathan Ramos, Keiser University

34.  Practice Makes Perfect:  Teaching Therapy Skills Using Applied Practice

Jessica Waesche, University of Central Florida

35.  Cohorting, Academic Performance, and On-Time Completion of Required Classes

Dana Wood, University of Florida; Kristina Dandy and Noland White, Georgia College & State University

36.  Using Language to Measure Student Beliefs About Intelligence

Brenda Yang, Christina Bejjani, Taylor Albus, Thomas O'Connor, and Bridgette Martin Hard, Duke University

Poster Session II

Saturday, January 4th

4:45-6:00 p.m.

37.  Optimizing Resources: Using What you Have to Improve your Curriculum

Aileen Bailey and Gina Fernandez, St. Mary's College of Maryland; James Mantell, St. Mary's College of Maryland

38.  Using Content Acquisition Podcasts to Teach Intro Psych Students about the Argumentative Structure of Scientific Abstracts and Develop their Paraphrasing Skills

Jessica E. Brodsky, Elizabeth S. Che, Arshia K. Lodhi, and Patricia J. Brooks, College of Staten Island and the Graduate Center, CUNY

39.  Teaching of Heading Structure to Augment Highlighting Strategy

Hung-Tao Chen, Eastern Kentucky University

40.  Collaborative Testing: Performance, Attitudes and Ordering Effect

Victoria Cross, University of California, Davis

41.  Investigating the Impact of Self-Generated vs. Generic Datasets on Student Learning in Research Methods and Statistics

Brian Day and Fabiana Alceste, Butler University

42.  Assessing the Benefits of Undergraduate Research Experiences

Robert Franklin, Susan Doughty, and Patty Slaughter, Anderson University

43.  Assessing Psychology Students' Content Retention Using Pre/Post Exams

Krista Fritson and Andrew Fritson, University of Nebraska at Kearney

44.  Student-Friendly Teaching: Does a Change in Topic Order Improve Student Success in Introductory Psychology?

Julie Grignon and Jarred Jenkins, Anne Arundel Community College

45.  The State of Psychological Statistics

Jessica Hartnett, Gannon University; Janet Peters, Washington State University - Tri-Cities

46.  Just Study More?  Targeting Single-Factor Thinking and Increasing Student Achievement

Joe Hatcher, Ripon College

47.  Significant but Meaningless Differences in Student Grades when Using E-Texts

Jeffrey Henriques, University of Wisconsin-Madison

48.  They Didn't Just Write What I Think They Did, Did They?

Martha Hubertz, University of Central Florida

49.  Developing a Psychology Peer Advising Program: Practical Advice and One Year Outcomes

Alicia Ibaraki and Lauren Roscoe, Western Oregon University

50.  Assessing the Effectiveness of a Senior Seminar Designed to Enhance Self-Efficacy and Career Discernment in Psychology Undergraduates

Mona Ibrahim and Kiara Timmerman (student), Concordia College

51.  Multiple-Choice Tests: Is Necessary Evil Still Evil?

Yelena Kosheleva, McMurry University

52.  Death and Dying Course: Course in Dying? Or Living?

Gloria Lawrence, Wayne State College

53.  Universal Design Principles as Applied to an Online Psychology of Education Course

Elsa Lo and Miranda D'Amico, Concordia University

54.  Incorporating Advocacy Into the Undergraduate Academic Experience

Karen Longest, Oklahoma Baptist University; Nicole Warehime, University of Central Oklahoma

55.  Teaching as an Underdog: The Benefits of Being a Struggling Professor

Jane Mafale and Kenneth Michniewicz, Muhlenberg College

56.  Do Teacher's Words Matter? Effects of Inclusive Language Use on Student Perceptions

Jeana Magyar, University of Wisconsin - Stevens Point

57.  Reviewing and Correcting Exams: A Boon to Becoming an Effective Learner or a Waste of Time?

Cade Mansfield, Weber State University

58.  How Effective are Problem Based Learning Activities in Introduction to Statistics?

Heather Mitchell, Webster University

59.  Bringing Statistical Reasoning to the Fore: Scaffolding Graphical Literacy by Incorporating Advanced Graphs in Introductory Classes

Matthew Mulvaney, Syracuse University

60.  Investigating the Impact of Inclusive Testing Practices

Melissa Paquette-Smith and Courtney Clark, University of California, Los Angeles

61.  Peer Mentoring Program Complements Project Based Learning and Improves Academic Outcomes in Introductory Statistics Classroom

Zachary Pilot, Malinda Suprise, Cassandra Dinius, and Alicia Olechowski, University of Southern Indiana

62.  Assessing the Implementation of a Critical Thinking Intervention in Traditional and Online Courses

Joshua Rodefer, Mercer University; Julie Lanz, University of Nebraska at Kearney; Sarah Synek, Creighton University; Blase Rokusek, University of Nebraska at Kearney

63.  Randomized Exam Wrapper Intervention in a Large Introductory Psychology Course

Shaina F. Rowell, Elise M. Walck-Shannon,

Regina F. Frey, Emily R. Cohen-Shikora, and Emily Spector, Washington University in St. Louis

64.  Sharing Psychology: Merits of the High School Psychology Fair

Christopher Waples, University of Nebraska at Kearney

65.  The Single Story, Stereotypes and Implicit Bias

William Wattles and Kayla Duncan, Francis Marion University

66.  Beyond 'Breaking the Ice':  Building a Team in the Classroom

Sarah Wheat, New Mexico State University; Ashley Coker-Cranney, West Virginia University

67.  How To Hybrid: Activities, Demonstrations, and Discussions in a Hybrid Research Methods Course

Ryan Winter, Florida International University

68.  Diversity on Campus: Communication Campaign Improves Multicultural Attitudes and Decreases Intercultural Anxiety Among Undergraduate Students

Kimberly H. Wood, Anna Hardin, Caroline Crawford, and Amanda Howard, Samford University

69.  Rationale Exercise to Improve Research Proposal Writing in Research Methods

Vanessa Woods, University of California Santa Barbara

70.  The World's Fair: A Window into the Early History of Psychology

Linda Woolf and Michael Hulsizer, Webster University

71.  Classroom Sports Analytics: Teaching Data Skills for All

Mark Zajack, Hastings College

72.  The Ethical Analysis Portfolio: Enabling Students to Reflect on Meetings with Convicted Sex Offenders

Kenneth Abrams, Carleton College

Sunday, January 5th

5:00-6:15 p.m.

73.  Statistical Reasoning Improvements in Underrepresented Minority and Non-minority Students in an Undergraduate Quantitative Psychology Course

Lisa Abrams, Rowan University

74.  plz get back to me asap: Student versus Faculty Perceptions of Writers of Poorly-Written Emails

Aimee Adam, Indiana University Southeast

75.  Using a University-Wide Program to Integrate Critical Thinking in the Psychology Curriculum

Kimberly Badanich, Jay Michaels, Michael Gillespie, and Jennifer Post, University of South Florida Sarasota-Manatee

76.  An Image vs. a Thousand Words: Evaluating Introductory Psychology Students' Graph-Reading Abilities

Kristen Begosh, University of Delaware

77.  Using the Insider-Outsider Approach to Establish Inclusive Classroom Guidelines

Angela Bell, Lafayette College

78.  Busting Myths to Increase Critical Thinking and Interest in Psychology

Jennifer Blessing, University of Tampa

79.  Integrating Skills and Content into Introductory to Psychology

Deanne Buffalari, Westminster College

80.  Do Novice College Instructors Teach Workforce-Relevant Skills? Associations with Teaching Formats, Teachers' Sense of Autonomy, and Valuation of Student Autonomy

Elizabeth S. Che, The Graduate Center, CUNY; Anna M. Schwartz, Boston College; Ethlyn S. Saltzman, The Graduate Center, CUNY; Ronald C. Whiteman, Baruch College, CUNY

Patricia J. Brooks, College of Staten Island and the Graduate Center, CUNY

81.  Difficulties with Emotion Regulation in College Students

Anthony Cleator and James Collins, Middle Georgia State University

82.  The CogBlog: Integrating Public Writing in the Classroom to Help Students Communicate Science Effectively to Lay Audiences

Jen Coane, Colby College

83.  Effectiveness of a Stress Management Course on Physical Symptoms, Perceived Stress, and Coping Skill in College Students

Amy Eperthener, Edinboro University of PA

84.  The United Stats of America: How Politics Can Inspire the Teaching of Undergraduate Statistics

Erin Freeman, University of Oklahoma

85.  Ready or Not: A 7th Edition of the Publication Manual

Mark Hatala, Truman State University

86.  New Electronic Technology in the Classroom Enables Large Classes But has Unintended Negative Effects: Smarter is New Technology Plus Past Effective Teaching Practices

Robert Konopasky, Saint Mary's University

87.  Can One Semester of an Upper-Level Research Methods Course Impact the Research Confidence of Undergraduates?

Alison Levitch, County College of Morris

88.  Classroom Shenanigans: Using Deception and Discomfort to Engage Student Learning

Poster 88b

Chelsea Lovejoy and Alicia Stachowski, University of Wisconsin - Stout

89.  When Being in a Fishbowl is Comfortable: Empirical Evaluation of a Discussion Technique

Maddison Maffeo and Lindsay Meyer, Saint Martins University; Michaela Monson, University of Michigan

90.  Multi-Teaching with One Task

Connie Meinholdt, Ferris State University

91.  When Students Discover Research is Fun: Using the General Social Survey in Research Methods and Statistics Classes to Immerse Students in Real Research

Jay Michaels, University of South Florida Sarasota-Manatee

92.  The Catcher in the Lie: Changing Students' False Beliefs in a Post-Truth Era

Krista R. Muis, McGill University; Michael J. Foy, John Abbott College

93.  How the Sequencing of Topics in Introductory Psychology Influences Student Success

Jeremy Newton, Saint Martin's University

94.  The Student Cognition Toolbox: Empowering Students to Become Better Learners

Catherine Overson and Victor Benassi, University of New Hampshire

95.  A Hybrid Course Structure to Add Discussion Sections to Large Psychology Courses with Limited Staff and Time

Alison Papadakis, Meghan McGlaughlin, and Carolina Daffre, Johns Hopkins University

96.  Student's Perceptions of Movement-Integrated Learning Activities in a Sport and Performance Psychology Class

Michael Rhoads, Metropolitan State University of Denver

97.  Insights about Teaching Psychology, Scholarship, and Being a Productive Faculty Member

Gary Rosenthal, Nicholls State University

98.  Stability in Undergraduate Student Study Techniques

Christopher Rowland, Eckerd College

99.  Using Difficult Umpire Calls in Baseball to Illustrate Psychology and Physics Concepts

Sarah Starling and Steven Sweeney, DeSales University

100.  Motivations and Values: Immersive Mentorship Science Experiences

Margareta M. Thomson, Reade Roberts, and Lindsey Hubbard, North Carolina State University

101.  A Comparison of Qualitative Research Methodology Content in Introductory Psychology Textbooks in the UK and the USA

Yuma Tomes, Sam Houston State University; Lauri Hyers, West Chester University; Eilleen McBride, Emerson College; Amy Martin, Rockford University

102.  Student Perceptions of Efficacy-Based Practices and Factors that Contributed to A Successful Redesign of Online Introduction to Psychology

Manda Williamson, The University of Nebraska-Lincoln

103.  Promoting Vocabulary Development for Meaningful Classroom Discussions

Ryan Yoder, Coastal Carolina University