Archive of Previous NITOPs: 2014

January 3, 2014

8:00 am • Continental Breakfast
8:00 am–5:00 pm • Registration
8:30–10:00 am • Workshop:
What Have I Gotten Myself Into? Strategies and Tips for New Teachers of Introductory PsychologySandra Goss Lucas and Robert W. Hendersen
8:30–10:00 am • Workshop:
Classroom 2.0: Retooling the College ClassroomJeff Nevid & Marc Wilson
10:15–11:45 am • Workshop:
Crisis in the Classroom: Mental Health First AidMisty G. Hull and Deborah M. Licht
10:15–11:45 am • Workshop:
Annual College Board Workshop: Double-Dipping: Using Intro Psych to Teach Both Content and Metacognition • Elizabeth Yost Hammer
Noon–12:30 pm • Welcome session for first-time NITOP participants
1:30–3:15 pm • Opening Session:
1:30–2:00 pm • Welcoming Remarks:
Robert Hendersen, Alan Kraut, Toru Shimizu, and Bill Altman
2:00–3:15 pm • Opening Address:
Improving Student Learning: Moving from the Memory Laboratory to the ClassroomMark McDaniel
3:30–4:30 pm • Book and Software Displays and Poster Session I
4:45–5:45 pm • Concurrent Sessions
6:00–7:00 pm • Participant Idea Exchange I
7:00–9:00 pm • Buffet Reception for Participants and Their Companions and Families
Complimentary wine and beer, soft drinks, and a wide selection of hot and cold hors d’oeuvres

January 4, 2014

7:30–8:30 am • Buffet Breakfast
8:30–9:30 am • Concurrent Sessions:
9:30–10:00 am • Coffee Break
10:00–11:00 am • Concurrent Sessions:
11:15 am–12:15 pm • Concurrent Sessions:
12:15 pm • Buffet Lunch
1:45–3:00 pm General Session:
Annual APS Session: From Supertasters to Better Tomatoes: What Modern Taste Psychophysics Can DoLinda Bartoshuk
3:15–4:15 pm • Participant Idea Exchange II
4:30–5:30 pm • Book and Software Displays and Poster Session II
6:00–7:30 pm • Software Demonstrations, Commercial Presentations, and Ad Hoc Group Meetings
7:30–9:00 pm • Evening Workshop
Strategies for Creating Inclusive Classrooms for Students with DisabilitiesSusan Goldstein
9:00–10:00 pm • Social Hour

January 5, 2014

7:30–8:30 am • Buffet Breakfast
8:30–9:30 am • Concurrent Sessions:
9:30–10:00 am • Coffee Break
10:00–11:00 am • Concurrent Sessions:
11:15 am–12:15 pm • Concurrent Sessions:
12:15 pm • Buffet Lunch
1:45–3:00 pm • General Session:
Query Theory: Knowing What We Want by Arguing with OurselvesElke Weber
3:15–4:15 pm • Participant Idea Exchange III
4:30–5:30 pm • Book and Software Displays and Poster Session III
7:30–9:00 pm • The First Annual Teaching Slam
Beth Morling and Jane Noll, Moderators Teaching Slam Handout
9:00–10:00 pm • Social Hour

January 6, 2014

7:30–8:30 am • Buffet Breakfast
8:30–9:30 am • Concurrent Sessions:
9:45–10:45 am • Concurrent Sessions:
11:00 am–Noon • Closing Address:
A Theory of Teachable MomentsStephen Chew
Noon–12:15 pm • Closing Remarks and Announcement of Awards • Robert Hendersen

* Session to be repeated

** Repeat of an earlier session

Friday, 3:30–4:30 pm
Banyan Breezeway

1. Different Outcomes for an Instructional Jigsaw Activity in Live and Online Educational Psychology Sections
Ben Seipel
California State University, Chico

2. The Effects of Blended, Active, and Traditional Pedagogical Strategies on Student Retention
Baine B. Craft & David Wicks
Seattle Pacific University

3. Teaching Students about the Scientific Process through Writing a Literature Review
Amanda O’Bryan
Jefferson Community and Technical College

4. Exploring Incivility in the College Classroom
Cynthia R. Nordstrom, Dan Segrist, & Lynn K. Bartels
Southern Illinois University Edwardsville

5. Psychology Undergraduates’ Understanding of Skill-Based Learning Outcomes
Tanya S. Martini, Lesley Capuana, Carolyn Blank, Charles Davis, & Rebecca Judges
Brock University

6. Setting the Stage: Where “Disturbed Students” Can Be a Good Thing
William S. Chase II
Keystone College

7. Technology and Office Hours: How Do Distance Learning Students Prefer to Contact Instructors?
Jennifer Meehan Brennom
Kirkwood Community College

8. The Effects of Self-Concept Clarity on College Students’ Academic Success
Stephanie B. Richman, Hui Chu, & C. Nathan DeWall
University of Kentucky

9. Independent Research Projects and Internships: A Comparison of Outcomes
Christine A. McBride
University of Mary Washington

10. Humanizing Medical School: Adding Psychological, Social, and Biological Foundations of Behavior to the Medical College Admissions Test
Selena Kohel
Cottey College

11. Blogs as a Teaching Tool in Health Psychology
Catherine Walsh & Jennifer Wolkin
New York University

12. Teaching Practices That Predict Performance in Undergraduate Introductory Psychology and Research Methods Courses
Nicole J. Bies-Hernandez
Northern Arizona University

13. The Conceptual and Practical Evolution of Good Training in Counseling for the Genetic Sciences
Noel J. Jacobs, Susan Hassed, & Stephen Gillaspy
Oklahoma University Health Sciences Center

14. Flipping the Classroom with Video Lectures
Nestor Matthews
Denison University

15. Using Facebook to Teach Psychological Disorders
Kim Lamana Finn
DeVry University

16. Liking Really Does Matter . . . When It Comes to Marks, That Is
Adam Brown, Aneil Richardson, & Rick Maddigan
Memorial University of Newfoundland

17. Replication and Extension of a Measure of College Student Course Engagement
Richard M. Allen, Mitchell M. Handelsman, Elizabeth S. Allen, & Elizabeth M. Lee
University of Colorado Denver

18. An Interdisciplinary Approach to Teaching the Psychology of Gender
Marnie Hiester
Misericordia University

19. Can We Teach Complex Graph Comprehension?
Ronit Greenberg & Priti Shah
University of Michigan

20. Interdisciplinary Collaboration with Library Personnel: Benefits to Student Learning in a Research Methods in Psychology Program
Amy Hughes, Matt Anderson, Nora Dunbar, & Sumner Sydeman
Northern Arizona University

21. How Do Students Learn Psychology Today?
Dana Castro
Ecole de Psychologues Praticiens

22. Giving Psychology Away
Lesley Hathorn
Metropolitan State College of Denver

23. Political Psychology: Activities for the Classroom
Linda M. Woolf & Michael R. Hulsizer
Webster University

24. The Five-Week, “Skills-Focused” Career-Planning Course: An Alternative Approach to Answering the Common Question of “What Can I Do with My Psychology Degree?”
Bernardo J. Carducci1 & Jaye Van Kirk2
1Indiana University Southeast, 2San Diego Mesa College

25. A Recipe for Infusing Food and Nutrition into your Psychology Courses
Robyn Long
Baker University

26. Development of a Survey to Measure Faculty’s Perspectives of Online Instruction: Process and Preliminary Results
Martha S. Spiker & Michael J. Bayly
University of Charleston

27. Data Mining at
Richard W. Bowen, Martha Ligas, Bernardo Simon, Lyla Wakut, & Lorena Martinez
Loyola University Chicago

28. The Effect of Race-Matched Content on Student Performance in a General Psychology Course
Kiesa Kelly & Bentley Lazenby
Tennessee State University

29. Development and Validation of an Interpersonal Communications Assignment
TeKisha Rice, Jamie Sailors, & Robert Bubb
Auburn University

30. The Effect of Mid-Semester Evaluations on Student Satisfaction in a Research Methods Course
Kate M. Chapman & Jennifer C. Veilleux
University of Arkansas

31. Bridging the Gap: Outcomes of a Three-Week College Preparation Course in Psychology
Jacqueline H. Heath, Melissa J. Beers, & Margaret H. Mehling
The Ohio State University

32. Teaching Scientific Literacy in Psychology: Evaluating Outcomes
Jamie J. Peterson, Arturo Sesma Jr., & Claudia Thompson
St. Catherine University

33. How Lilo and Stitch Saved the Introductory Psychology Students . . . Or, the Use of Retrieval Cues on Exams to Increase Memory for Class Material
Kristel M. Gallagher
Keystone College

Saturday, 4:30–5:30 pm
Banyan Breezeway

34. Using Competition during a Computer Game to Demonstrate Group Dynamics in Introductory Psychology
Jay Wilder
Wingate University

35. Using Facebook to Illustrate Observational Research Methods in an Online Research Methods Course: Lessons from Cyberspace
Katie E. Mosack, Morgan Hodge, & Ashley K. Billig
University of Wisconsin−Milwaukee

36. Assessing Differences in Community of Inquiry in Blended, Active, and Traditional Teaching Styles
Baine B. Craft & David Wicks
Seattle Pacific University

37. Teaching that “Obvious” Results Aren’t Really Obvious: A Research Methods Exercise
Bernard C. Beins
Ithaca College

38. Factors Associated with Graduate School Success
Sarah K. Sifers, Jeffrey A. Buchanan, & Morgan Ames
Minnesota State University, Mankato

39. Assessing Prejudice and Discrimination: A Multi-Method Approach
Selena Kohel
Cottey College

40. The Relationship between the Undergraduate Psychological Assessment Course and Successfully “Faking Good” on the MMPI-2
Christopher Oldenburg
Saint Vincent College

41. Using Life Stories to Foster Empathy for and Understanding of Schizophrenia Sufferers
Lynda L. Crane & Tracy A. McDonough
College of Mount St. Joseph

42. A Comprehensive Approach to Prevention Training of Clinical Psychology Students
Therése Skoog
Őrebro University

43. Flipped Classroom Delivery of a Unit on the Science of Student Success
Sue Morris & Jacquelyn Cranney
The University of New South Wales

44. Using Panel Discussion in a Multi-Step Term Paper Assignment in an Upper-Level Psychology Course
Yueping Zhang
Lewis and Clark College

45. Reverse Keying to Improve Validity of Student Evaluations of Teachers
William P. Wattles1, Leilani B. Goodmon2, Victoria Lew2, Stephanie Lynne Elwell2, & Brenden Peterson2
1Francis Marion University, 2Florida Southern College

46. Student Engagement with Online Course Materials: The Impact on Exam Performance in Introductory Psychology
Brooke L. Whisenhunt, Danae L. Hudson, Carol F. Shoptaugh, Ann D. Rost, & Rachel N. Fondren-Happel
Missouri State University

47. Does Coaching Students to Reappraise Arousal Enhance Performance on Midterms?
Bridgette Martin Hard, Shannon T. Brady, & James J. Gross
Stanford University

48. Building Algebraic Competency in Undergraduate Statistics Courses with “Expanded-Formula” Sample Spreadsheets That Allow Interactive Changes
Will Barton, Brianna Pollack, & Steve R. Howell
Keystone College

49. Does Creative Self-Efficacy Predict Creative Behavior?
Gay Lemons
Morrisville State College

50. Training in Table Creating Enhances Table Interpretation Skills: A Quasi-Experimental Design with Longitudinal Follow-Up
Bryan T. Karazsia
The College of Wooster

51. Strategies for Teaching an Effective First-Year Seminar
Traci Giuliano
Southwestern University

52. Introductory Psychology in Teaching of Psychology: Topic Changes Over Forty Years
Lee I. McCann
University of Wisconsin Oshkosh

53. Today’s Excuse Making among College Students: “The Dog Ate My Computer”
Karen E. Mottarella & Barbara Fritzsche
University of Central Florida

54. Margaret Floy Washburn’s Facebook Friends and Other Profiles in Courage from Psychology’s Women and Minority Pioneers
Deborah A. Gagnon
Wells College

55. Teaching Motivation Theory through the Practice of Democratic Course Design
Brandy A. Brown
University of Arizona South

56. Time of Semester, Time of Day, Personality, and Ability Correlates of Introductory Psychology Students’ Participation in Research
Elizabeth J. Meinz
Southern Illinois University Edwardsville

57. Teaching Positive Psychology and Psychology of Peace at Valencia College
Judi Addelston, Diana Ciesko, & Linda Freeman
Valencia College

58. Norm Violations Lead to Deep Learning: How Short-Term Service Learning Can Change Students’ Perspectives about Disabilities
Virginia Wickline & Molly Little
Miami University

59. Student Quantitative and Qualitative Ratings of Use of Course Learning Tools
Dorothy C. Doolittle & Shelia P. Greenlee
Christopher Newport University

60. Making a Case for Case Studies: Using Case Studies to Teach Information Literacy in Psychology
Amanda M. Maynard & Vivian B. Milczarski
Mount Saint Mary College

61. A Single-Construct Approach to Teaching Research Methods Skills
Jennifer C. Veilleux
University of Arkansas

62. Developing Collaborative Teaching and Research Laboratories at Undergraduate Institutions
David C. Matz1 & R. Brook Lea2
1Augsburg College, 2Macalester College

63. Assessing the Effectiveness of an Experiential Learning Activity in Reducing Economic System Justification and Negative Attitudes towards the Poor
Lydia Eckstein-Jackson
Allegheny College

64. Essential Pedagogical Skills for First-Time Graduate Instructors in Psychology
Jessica C. Hill1, Clarissa A. Thompson2, Jimmy D. Tran2, & Melissa Beers3
1Utah Valley University, 2University of Oklahoma, 3The Ohio State University

65. Green Dot Violence Prevention: Service Learning in Psychology of Trauma
Jennifer L. Price
Georgetown College

66. Teaching Neuroanatomy Using Student-Generated Comic Books as Class Projects
W. L. Isaac, K. M. Angell, E. C. Atkins, K. W. Callahan, M. E. Costo, R. F. Gormley, V. E. Gray, R. A. Hamilton, M. L. Hunt, E. A. Hupp, N. R. Jerome, K. E. May, A. M. Reifler, & K. D. Toutkoushian
Georgia College & State University

Sunday, 4:30–5:30 pm
Banyan Breezeway

67. Using Popular Media to Foster Critical Thinking, Increase Information Literacy, and Improve Communication Skills
Nancy S. Lamphere & Jan Davis Mallett
Texas A&M University−Commerce

68. Beyond “Remembering”: How Well Do Students Learn New Concepts
Presented at Different Levels of Cognitive Difficulty?Genevieve M. Henricks-Lepp, Crystal Carlson, Sarah Grison, & Michelle Perry
University of Illinois at Urbana-Champaign

69. Student-Selected Assessment Plan: One Size Does Not Fit All
Mark R. Ludorf
Stephen F. Austin State University

70. An Empirical Evaluation of a “Flipped” Stats Curriculum 2−3 Years after Course Completion
Kieth A. Carlson & Jennifer R. Winquist
Valparaiso University

71. Peer-Review as a Means for Maintaining Quality in Large Online Courses
Alisha Janowsky
University of Central Florida

72. Building on Previous Learning in Advanced Undergraduate Psychology Courses
Steve Davis
Loyola University Chicago

73. First Contact: An Interactive Classroom Exercise to Simulate a First Encounter with Speakers of an Unknown Language
Steve R. Howell & Caterina M. Browne
Keystone College

74. Bullying Prevention through Computer Simulations: Cybersafety and Supporting LGBTQ Students
Elizabeth Bradley1 & Brittany Kendall2
1Empire State College (SUNY), 2University at Albany (SUNY)

75. The Mental Status Examination in Psychology
Charles G. Jacques III
Biofeedback Associates

76. Increasing Psychological Literacy through Interprofessional Education: The MRI Project
Stacie M. Spencer, Lori A. Nugent, & Lindsay S. Scholl
MCPHS University

77. Enhancing Student Learning in Introductory Psychology with Undergraduate-Led Study Sessions
Christie Cathey, Brooke Whisenhunt, Danae Hudson, Ann Rost, Michelle Visio, Shannon Nicholson, & Carol Shoptaugh
Missouri State University

78. Integrating Multiple Writing Genres into an Undergraduate Research Methods Course as a Means of Improving Effective Written Communication Skills
Kimberly Christopherson
Morningside College

79. Student Performance on the California Critical Thinking Skills Test at a Texas Two-Year College
Des Robinson, Maureen Hockenberger, Angela Chilton, Macario Romero, Tramaine Anderson, & Jill Pool
Tarrant County College

80. YouTube and the Bashful, Aspiring Mental Health Practitioner
William S. Chase II & Michelle Nguyen
Keystone College

81. Student and Faculty Perspectives on Undergraduate Student Attributes Facilitating Academic Success
John Bates
University of Baltimore

82. “Academics in Action” to Promote Engagement in General Psychology
Rebecca A. Singer
Georgetown College

83. Using Poll Everywhere® Facilitates Learning and Metacomprehension in Research Methods and Statistics
Amanda C. Gingerich
Butler University

84. Student Approaches to Answering Multiple Choice Questions
Jeffrey S. Bartel
Seton Hall University

85. Teaching Teens about Media, Gender, and Sexuality
April Schwarzmueller
Eckerd College

86. Effectiveness of Course Online Component Related to Exam Scores
Don Ehlers & Justin Hicks
Northwest Missouri State University

87. Using the Lateral Thinking Tool Random Entry to Develop Innovative Ways to Recognize and Reward Employee Performance
David Bush
Villanova University

88. Survey of Undergraduate Students’ Research Experience
Sarah K. Sifers, Francois Vang, & Nicole Goetti
Minnesota State University, Mankato

89. The Spot the Monkey Survey©: Individual Differences in Inattentional and Change Blindness
Gary Rosenthal, Monique Boudreaux, R. D. Soignier, & Dwight Boudreaux
Nicholls State University

90. Creating an Open-Source History of Psychology Textbook
Harry A. Whitaker, Casey Pernaski, Cecilia Brown, Emily DePetro, Nicoletta Fraire, Samantha Wagner, Erin Smith, Larry Carey, Tyler Clark, & Michelle Moore
Northern Michigan University

91. Psych Bowl: Over 25 Years of Undergraduate Competition
Pam Cartor1 & Jennifer L. Price2
1Bellarmine University, 2Georgetown College

92. Orienting Behavior of Early and Frequent Testing
Sabato D. Sagaria
Capital University

93. An Examination of Preexisting Levels of Mindfulness and Flourishing, and Their Effect on Performance-Related Variables
Lisa J. Schulte
Xavier University of Louisiana

94. The Long-Term Implications of Experiential Learning: A One-Year Follow-Up on the Effectiveness of Fixed-Role Enactment
Caroline Stanley1, Zach S. Glendening2, Wendy Fisher3, & Christina G. Fazio1
1Bridgewater State University, 2University of Dayton, 3Wilmington College

95. Assessing the Impact of Service Learning in a Research Methods Course
Bethany K. B. Fleck
Metropolitan State University of Denver

96. Psychology Career Advice Videos on
Kit Nast
Bishop State Community College

97. I Wish I Knew Then What I Know Now: Hindsight Bias within the Training of Psychology Undergraduates
Patrick Smith
Florida Southern College

98. General Education Course Objective Assessment Development: A Professional Development Paradigm
Margaret Mehling, Heather Derry, & Melissa Beers
The Ohio State University

99. Senior Mentoring: Increasing Academic Achievement in PSY 100
Rachael Clark1 & Brandon Wood2
1Northern Kentucky University, 2Children’s Hospital & Medical Center

100. Benefits of a Metacognitive Course at Any Level
Heather H. Mitchell
Webster University

101. Faculty and Student Collaborative Course Redesign: A Quantitative and Qualitative Evaluation of Blended vs. Traditional Lecture Pedagogical Methods on Student Acquisition of Knowledge
Todd R. Gomez
Northeastern State University

102. Integrating First-Person Narratives of Eminent Psychologists in an Introductory Course
Andrew C. Gallup1 & Stuart Levine2
1SUNY College at Oneonta, 2Bard College