Poster Sessions 2017

Tuesday, 1:30–3:00 pm
Banyan Breezeway

1. Educating the Public about Psychological Science Research at the Zoo
Bonnie Perdue
Agnes Scott College
2. Psychology Instruction and a Massive Open Online Course (MOOC) Enhance Math Learning
Elyse D’nn Lovell
University of Montana–Highlands College of Montana Tech
3. Grades in Online and Face-to-Face Courses by the Same Instructors
Lynne Honey
MacEwan University
4. Preliminary Investigation of Learning Benefits of Online Quizzing in Introductory Psychology
Jeffrey S. Nevid & Yea Seul Pyun
St. John’s University
5. Course Sharing: Professional Development and Ethics
Robert Bubb, Jamie Sailors, Sharon Wilbanks, Virginia Christian, Emily Cumbie, Margaret Vollenweider, & Hannah Ferry
Auburn University
6. Course Sharing: Teaching Learning and Behavior Analysis – Strategies and Projects of Impact
Stephanie P. da Silva
Columbus State University
7. Global Perspectives of Abnormality
Brenda East
Durham Technical Community College
8. College Students Lack Awareness of Problem-Based Coping but Are Aware of Emotion-Based Coping Techniques
Diana M. Fuller
Georgia State University–Perimeter College
9. Chronological versus Topical Developmental Psychology: Is Comparison Even Possible?
Katherine Kipp
University of North Georgia
10. Breaking the Law: Does a Higher Education Course in Forensic Psychology Alter Perceptions and Attitudes toward the Criminal Justice System?
Krisstal D. Clayton
Western Kentucky University
11. Using Engaged Learning to Teach Industrial/Organizational Psychology: Revisiting the Use of Fantasy Organization
Charlie Law
Florida Southern College
12. Using Learning-Enhancing Techniques to Teach Learning and Memory
Jessica LaPaglia
Morningside College
13. Experiencing History of Psychology
Marissa Mendoza-Burcham
Penn State University–Beaver
14. Giving Students a “Taste” of Other Fields: An Interdisciplinary Approach to Understanding Flavor Preferences
Julia Strand & Jennifer Wolff
Carleton College
15. Adding the Her-story to the History of Psychology
W. Matthew Collins & Leanne Boucher
Nova Southeastern University
16. Reframing Research Methods Using Application Assignments
Stephanie Thorson-Olesen
Viterbo University
17. Teaching Negative Reinforcement Is Not Punishment
Jon Skalski, Joel Lynch, & Amy Martin
Rockford University
18. Students’ Beliefs about Psychopaths and Their Correlates: Implications for Teaching about Psychopathy
Kate Nicolai & Ken Balusek
Rockhurst University
19. Stress Can Go to the Dogs
Sylvia McDonald1 & Evan McDonald2
1Ohio Christian University, 2Fairleigh Dickinson University
20. Student Learning Outcomes: Writing in the Discipline
Eileen O’Brien
University of Maryland, Baltimore County
21. Double Quizzing Increased Student Engagement and Confidence During Class Discussions
Mea Benson
University of Kansas
22. Distributed Questioning as an Instructional Methodology
Arnold Glass
Rutgers University
23. Psychology Icebreakers
Elizabeth A. Peters
University of Oklahoma
24. Improving Student Mindset through Intervention: What Works and for Whom?
Lindsay Masland & Twila Wingrove
Appalachian State University
25. Metacognition: Do Students Know What They Don’t Know?
Leslie Cameron1 & Kari Duffy2
1Carthage College, 2Archdiocese of Chicago
26. An Effective (and Popular) Method to Improve Retention in an Introductory Psychology Classroom
Tyler Miller
South Dakota State University
27. Narrowing the Achievement Gap in Introductory Psychology
Caton Roberts & Mark Starr
University of Wisconson–Madison
28. A Comparison of Teaching Introductory Psychology with and without Critical Thinking Exercises and Deep Processing Practice
Jutta M. Street
Campbell University
29. Can Classroom Tools Minimize the Gap between Comprehension and Metacomprehension?
Emily G. Soltano & Nicole M. Rosa
Worcester State University
30. Factors That Influence Students’ Perceptions of Their Roles and Priorities as College Students
Merry Sleigh & Darren Ritzer
Winthrop University
31. Deus ex Sirious: College Students’ Use of and Interactions with Intelligent Personal Assistants
Gary T. Rosenthal, Monique Boudreaux, Katie Granier, Denis Soignier, Dwight Boudreaux, & Barlow Soper
Nicholls State University
32. Benefits of a Brief Service Learning Experience in Biopsychology Courses
Ana M. H. Kehrberg
Muskingum University
33. Can Service Learning Promote Critical Thinking and Civic Mindedness in a First Year Seminar Course on Human Neuroscience?
Jennifer Mozolic & Annie Jonas
Warren Wilson College
34. Service Learning: A Multiple-Baseline ABA Assessment of Student Motivation
Caitlin Fass & Jonathan M. Slezak
Mount Saint Mary’s University
35. Using Advocacy as Service Learning to Increase Student Engagement in Life-Span Development
Amanda Howard
Samford University

Wednesday, 4:30–6:00 pm
Banyan Breezeway

36. “So, That’s Why I Do That!” Using an Inverted Constructivist Curriculum to Explore Students’ Implicit Knowledge and Make Psychology Real
Bonnie B. Laster
Wingate University
37. The Advantages of Being a Guinea Pig: Student Perceptions of Psychological Research Participation as a Learning Experience
Leilani B. Goodmon, Patrick Smith, & Kristina Schwirian
Florida Southern College
38. Course Sharing: Introductory Statistics for the Behavioral Sciences
Hannah Ferry & Robert Bubb
Auburn University
39. Course Sharing: Senior Capstone in Psychology
Abigail Kerr & Amanda Vicary
Illinois Wesleyan University
40. Course Sharing -- Statistics in Psychology: A Team-Based Learning Perspective
Lisa Abrams & Eve Sledjeski
Rowan University
41. Course Sharing: Using Monopoly to Teach Prejudice and Discrimination
Cynthia L. Vance
Piedmont College
42. Course Sharing: Developing a Research-Based Psychology Honors Program
Wendy J. Quinton
University of Buffalo, The State University of New York
43. Course Sharing: Cognitive Psychology Lab
Karl G. D. Bailey
Andrews University
44. Course Sharing for Cognition: Explaining the Psychology of Memory with the Movie Memento
Diego Fernandez-Duque
Villanova University
45. Course Sharing: “Psychology at the United Nations”
Richard S. Velayo
Pace University
46. Course Sharing: Demonstrations for Introductory Statistics
Ronald K. McLaughlin
Juniata College
47. Course Sharing: Research Methods in Psychology
Sarah E. Ainsworth
University of North Florida
48. Cross-Language Conceptual Learning: Can a Bilingual’s Dominant Language Influence Conceptual Development?
Karly Schleicher & Ana Schwartz
University of Texas at El Paso
49. “I Would Never Fall for That!” Using an Illegitimate Authority to Teach Social Psychological Principles
Deborah Carson, Sally Farley, & Terrence Pope
University of Baltimore
50. Using Experiential Learning to Teach about Gender Bias
Jessica Cundiff1, Matthew Zawadzki2, Cinnamon Danube2 & Stephanie Shields3
1Missouri University of Science & Technology, 2University of California–Merced, 3Penn State University
51. Points vs. Percent: The Effect of Course Grading Systems on Students’ Allocation of Priority to Academic Tasks
Janna C. George1, Rodger Narloch1.2, & Angela D. Reyes1
1College of Saint Benedict, 2St. John’s University
52. Raise Your Hand If You Think Participation Improves Grades: A Comparison of Different Participation Techniques on Course Performance
Alisha Janowsky
University of Central Florida
53. Using Psychology to Teach Psychology: Incorporating Mnemonics into Our Instruction
Dennis Lowe
Pepperdine University
54. What the History of Psychology Can Tell Us about Teaching: Johann F. Herbart (1776–1841)
Dorothy Doolittle & Shelia P. Greenlee
Christopher Newport University
55. The Impact of Students’ Reading Comprehension on Academic Achievement in General Psychology
William S. Altman1, Judith Pena-Shaff2, & Cassandra Domingo1
1SUNY Broome Community College, 2Ithaca College
56. Class Dis-Mythed: Exploring the Prevalence and Perseverance of Myths in Upper-Level Psychology Courses
Michael J. Root & Caroline M. Stanley
Bridgewater State University
57. Effectiveness of Concept Mapping of Student Performance in Large Classes: A Naturally Occurring Experiment
Rachel A. August
California State University, Sacramento
58. Giving Psychology Away: Teaching the Public about Psychology through a Capstone Course
Judith Danovitch
University of Louisville
59. Secondary Trauma in Undergraduate Psychology Courses: Strategies for Reducing Students’ Distress Surrounding Course Content
Karen Davis
State University of New York College at Cortland
60. Clinic for Handicap and Rehabilitation Psychology: A Master Degree Programme for Psychology Students in Denmark
Chalotte Gintborg & Tia Hansen
Aalborg University
61. The Impact of Flipping the Classroom on a Social Cognitive Model of Academic Adjustment Variables
Wyndolyn M. A. Ludwikowski, Amber Domingue, & Jynnea Raines-Johnson Xavier
University of Louisiana
62. Psychology Student Writing: From Novices to Experts
Jack A. Hardy1 & Kenneth E. Carter2
1Georgia State University, 2Oxford College of Emory University
63. Teaching Privilege in a Psychology Course
Kim Lamana Finn
Devry University
64. Tasting Psychology
Leanne Boucher & W. Matthew Collins
Nova Southeastern University
65. Improving Undergraduate Statistics Courses with a Graduate Student Coaching Model
Edward Callen & Meredith Elzy
University of South Carolina
66. Quantitative Skills, Critical Thinking, and Writing Mechanics in Blended vs. Face-to-Face Course Sections
Chris Goode1, Marika Lamoreaux1, Elizabeth Sheehan2, Kristin J. Atchison1, Elizabeth Jeffress1, & Heather L. Lynch1
1Georgia State University, 2University of Kentucky
67. Effective Team, Better Mean: Group Cohesion Predicts Success in a Collaborative Learning-Focused Psychological Statistics Course, Independent of Prior Statistical Knowledge
Benjamin J. Gorvine & H. David Smith
Northwestern University
68. The Significance of Big Effects and Small Variability: A Mental Tattoo of Formula Interpretation in Psychological Statistics
Kimberly A. Badanich & Elaine Augustine
University of South Florida, Sarasota/ Manatee
69. Making Statistics Psychology: Engaging Students with Relevant Applications
Thomas P. Tibbett
Texas A&M University
70. The Effect of Gamification in General and Developmental Psychology Courses
Michelle P. Beechler1 & Lynne N. Kennette2
1Adrian College, 2Durham College

Thursday, 4:45–6:15 pm
Banyan Breezeway

71. Does Engagement in an Applied Research Experience Affect Student Outcomes? Adventures at the National Aquarium
Sally Farley
University of Baltimore
72. An Undergraduate Course in “Acting for Psychologists”
Lori R. Van Wallendael & Kathleen A. West
University of North Carolina, Charlotte
73. Use DataSim to Create User Specified Sets for Quantitative Courses in Psychology
Tom Mitchell
University of Baltimore
74. Psychological Statistics: Redesigning the Traditional Final Exam into an Authentic Group Research Project
Susan S. Marshall & Marsha J. McCartney
University of Kansas
75. An Exploration of the Impact of Self-Efficacy on Science and Math Course Grades in Mono- and Bilingual Undergraduates
Rina Pomerantz1 & Jennifer Peluso2
1Florida Atlantic University, 2Keiser University
76. Can Using an Exam Wrapper Improve Students’ Studying Strategies and Performance?
Kieth A. Carlson
Valparaiso University
77. Hello, My Name Is Sigmund Freud: Using Role Play Discussions to Facilitate Learning
Jessica Waesche
University of Central Florida
78. Do They Check? An Exploration of Student Engagement with Instructors’ Written Feedback
Jessica Pleuss
Morningside College
79. Setting an Example: Linking Students’ Self-Reported Study Strategies to Exam Performance
Allison P. O’Leary
The Ohio State University
80. Motivating Students to Attend Class (and to Pay Attention!)
David Carkenord
Longwood University
81. Creating a Transformative (Not Just Informative) Pedagogy for Developmental Psychology
Rodger Narloch1,2 Angelica D. Reyes2, & Janna C. George2
1St. John’s University, 2College of St. Benedict
82. Promoting Empathic Concern for the Elderly through a Computer-Based Simulation Model
Renee Patrick, Enilda Romero-Hall, Kylie Iasillo, & Madeline Dwy
University of Tampa
83. A Theory Driven Examination of Service Learning
Meredith Elzy
University of South Carolina Aiken
84. Psychology of Poverty: Attitude Change Via Service Learing
T. Andrew Caswell
Gannon University
85. Exploring the Impact of Community Service Learning in a Rural Community on the Proximal Outcomes in an Undergraduate Clinical Psychology Course
Lauren Paulson
Allegheny College
86. Career Development for Psychology Majors
Laura Rose1 & Mary Shuttlesworth2
1University of Maryland, Baltimore County, 2Mount Aloysius College
87. BS versus BA: the Role of Fear and Career Aspirations in the Decision Making Process
Alexandria R. Ebert, Markus P. Oechsner, Caileigh N. Zimmerman, Lee I. McCann, & Phan Y. Hong
University of Wisconsin Oshkosh
88. Increasing Human Service Students’ Sense of “Employment Worth” and Career Negotiation Skills
Jill R. Sudak-Allison & Amy Getty
Grand View University
89. Helping University Students Succeed at Employment Interviews: The Role of Self-Reflection in e-portfolios
Chrissy Lackner1 & Tanya Martini2
1Mount St. Vincent University, 2Brock University
90. Looking for Opportunities to Use Discrepancies between EFA and CFA Outcomes to Illustrate Organizational Psychology Phenomena
M. Audier & S. Atkins
Otago Polytechnic of New Zealand
91. Humans of Longview: Using Social Media in Psychology Courses
Vicki Sheafer
LeTourneau University
92. Addressing the Needs of the Students through Addressing the Needs of the Campus
Shannon De Clute
Morningside College
93. A Mindful Master’s Degree in Psychology
Tia G. B. Hansen & Mette Kold Jensen
Aalborg University
94. The Aalborg University Model of Problem Based Learning (PBL) Unfolded within an Interdisciplinary Children’s Clinic at the Master Program of Psychology
Kristine Jensen de Lopez & Hanne Bruun Sondergaard Knudsen
Aalborg University
95. Enhancing Evolution Literacy in College Students Requires Intentional Instruction
Michael J. Frederick
University of Baltimore
96. New Information on the Eclectic Approach to Supplemental Instruction
Cassandra Domingo
SUNY Broome Community College
97. Online Research Methods Teaching Modules That Present Design Principles from a Critical Thinking Perspective
Michael L. Raulin, Zoey Butka, Miranda Delsignore, Christopher Pagley, Mary Suszczynski, Thomas Warg, Jeff Wiltrout, Elisabeth Winston, & Kristyn Wolf
Youngstown State University
98. Spreading Neuroscience Cheer: A “Mobile Neuroscience Lab” for Use in Secondary Education Classrooms
R. J. Gilbertson, D. J. Leff, J. E. Hujanen, & E. E. Hessler
University of Minnesota–Duluth
99. Generalizing Student Created Comics from Neuroanatomy to Psychomythology Senior Capstone
Walter L. Isaac, Madeleine G. Anderskow, Laura E. Bracken, Joseph E. Crowley, Andrew L. Gates, Haley Darrin, Courtney D. Horton, Jessica E. Love, Hudson Q. May, Daniela K. Mercado Rivas, Kayla K. Preston, Richard S. Roberts, Paige M. Rogers, & James M. Ryden
Georgia College and State University
100. Adding to Understanding: How Symbolism Improves Neuroscience Comprehension
Patrick L. Smith
Florida Southern College
101. Visiting Psychiatric Institutions within a Cross-Cultural Psychopathology Course
Kenneth Abrams
Carleton College
102. An Intervention to Reduce Implicit Racial Bias in College Students
William P. Wattles
Francis Marion University
103. Manipulating Social Proof to Encourage Midterm Meeting Attendance among Struggling Students
Christie Cathey, Danae Hudson, Michelle Visio, Brooke Whisenhunt, Taylor Smith, Jacob Tipton, Sidonia Grozav, & Charles Hoogland
Missouri State University
104. Implicit Biases Influence Student Expectations of Professors
Aimee Adam & Katherine Daniels
University of Southern Indiana
105. Smarter, More Effective Assessment: How e-portfolios Can Change the Way You “See” Students Learning
Beth Trammell
Indiana University East
106. Is the Pen Mightier than the Keyboard? Assessing Whether Distinct Types of Note-Taking Influence Retention
Keifer Weiland, Chantelle Shapcott, & Jessica Hill
Utah Valley University
107. A Tale of Two Methods: An Assessment-Matched Comparison of PSI and Traditional Lecture
Craig Cummings
University of Alabama