2014 Conference Program - Kennesaw State Universitycetl.kennesaw.edu/sites/default/files/final setop program... · 2019. 12. 18. · cetl.kennesaw.edu/setop | The Center for Excellence

2014 Conference Program

Presented By

cetl.kennesaw.edu/setop | The Center for Excellence in Teaching and Learning . 1000 Chastain Road, House 54, MD 5400, Kennesaw, GA 30144 | Phone: 770.423.6410 Page 1

FRIDAY, FEBRUARY 21, 2014 8:00 a.m. – 10:45 a.m. Registration 8:30 a.m. – 10:30 a.m. Free Pre-Conference Panel

Azalea A

Publishing the Scholarship of Teaching and Learning (SoTL) Tom Pusateri, Kennesaw State University; Tim Lawson, College of Mount St. Joseph; Jeffrey Holmes, Ithaca College; William Buskist, Auburn University

10:30 a.m. – 10:45 a.m. Welcome - Dunwoody Ballroom

10:45 a.m. – 11:45 a.m.

THE W. HAROLD MOON INVITED ADDRESS - Oakwood 50 Years of Doctor Who and Diversity Courses: A Timey-Wimey Adventure in the TARDIS Kim Case, University of Houston-Clear Lake

11:45 a.m. – 1:00 p.m. Lunch (included in registration fee) - Oakwood 1:00 p.m. – 1:15 p.m. BREAK 1:15 p.m. – 2:15 p.m. Concurrent Sessions

Azalea A

APA Guidelines for the Undergraduate Psychology Major 2.0 Rationale and Overview Presenter: William Buskist, Auburn University Co-Authors: Jane S. Halonen, University of West Florida; Dana S. Dunn, Moravian College; James Freeman, University of Virginia; G. William Hill IV, Kennesaw State University; Carolyn Enns, Cornell College & APA Board of Educational Affairs; R. Eric Landrum, Boise State University; Maureen McCarthy, Kennesaw State University; Jerry Rudmann, Irvine Valley College; Michael Stoloff, James Madison University; Nadine Kaslow, Emory University & APA Board of Directors; Martha Boenau, APA Board of Educational Affairs; Robin Hailstorks, APA Board of Educational Affairs

Azalea B Dynamic Reading Outlines: An Effective Approach for Developing Student Engagement with Required Readings A. Nayena Blankson & Dolores V. Bradley, Spelman College

Maplewood A Service Learning in the Psychology Classroom: A Best Practices Model Heather Quagliana, Jeffrey Sargent, & Susan Carter, Lee University

Maplewood B Statistics and APA Writing Style: Never the Two Shall Meet? Sandy Neumann, University of Wisconsin Colleges - Marshfield/Wood County Campus


2:15 p.m. – 2:30 p.m. BREAK 2:30 p.m. – 3:30 p.m. Concurrent Sessions

Azalea A Measuring and Teaching Psychological Critical Thinking Tim Lawson, College of Mount St. Joseph

Azalea B

Do I Really Want to be a Therapist? A Theories and Techniques of Psychotherapy Class Designed to Help Students Decide if Graduate School in Counseling is Right for Them Mandy Cleveland, Lander University

Maplewood A

Beyond the Traditional Alumni Surveys Presenters: Alena Gordienko, Michael Stoloff, Megan Rodgers, & Kristen Smith, James Madison University Co-Authors: Kira McCarthy & JoAnne Brewster, James Madison University

Maplewood B Investing in S&P: The Overlooked Value of the Sensation and Perception Chapter Jeffrey Holmes, Ithaca College

3:30 p.m. – 3:45 p.m. BREAK 3:45 p.m. – 4:45 p.m. Concurrent Sessions

Azalea A Beyond Student Evaluations: Assessing Teaching Effectiveness Chantal Tusher & Elizabeth Sheehan, Georgia State University

Azalea B Strategies for Teaching Students to Focus on Formative Processes (Learning) Rather than Summative Outcomes (Grades) Jessica Irons, James Madison University

Maplewood A Using Synchronous Labs to Support Undergraduate Online Psychology Learners Kathleen Hughes De Sousa, Andrea Kozak Miller, Barbara Reagle, & Laura Sullivan, Capella University

Maplewood B Preparing Future Faculty: Rewards, Opportunities, and Challenges Rosemary Phelps, University of Georgia

4:45 p.m. – 6:00 p.m. Cocktails (2 free drinks included in registration fee) 6:00 p.m. – 7:00 p.m. Dinner (included in registration fee) – Dunwoody Ballroom

7:00 p.m. – 8:00 p.m.

THE G. WILLIAM HILL INVITED ADDRESS – Dunwoody Ballroom On the Existence of Unicorns, Dragons, the Teaching-Research Dichotomy, and Other Mythical Creatures Jared Keeley, Mississippi State University


SATURDAY, FEBRUARY 22, 2014 7:30 a.m. – 9:30 a.m. Continental Breakfast – Dunwoody Ballroom 8:30 a.m. – 9:30 a.m. Participant Poster Session – Dunwoody Ballroom 9:30 a.m. – 10:30 a.m. Concurrent Sessions

Azalea A Using Intergroup Dialogue as Pedagogy in the Teaching of Psychology Gregory Duthey, University of Tennessee-Knoxville

Azalea B The E-Portfolio as a Pedagogical Tool: Searching for Data to Support Theory Nathan Klein, Spelman College

Maplewood A Lecturing Via Podcasts: Implementing the “Flipped Classroom” in Statistics in Psychology Valerie Taylor, Spelman College

Maplewood B

Facilitating Students' Career Development: What Undergraduate Instructors Should Know About Research and Theory in Vocational Psychology Erin Hardin, University of Tennessee

10:30 a.m. – 10:45 a.m. BREAK 10:45 a.m. – 11:45 a.m. Concurrent Sessions

Azalea A Adventures in Service Learning Rebecca Ryan, Georgia Southern University; Holly Beards, Midlands Technical College

Azalea B Promoting Critical Thinking in Online Psychology Courses Julee Poole, Kaplan University, Austin Peay State University, Edgecombe Community College, MidContinent University, Troy University

Maplewood A Contributing Psychological Expertise to Institutional Outcomes Assessment Initiatives Tom Pusateri, Kennesaw State University

Maplewood B Reconceptualizing Academic Integrity Michele DiPietro, Kennesaw State University

11:45 a.m. – 12:00 p.m. BREAK 12:00 p.m. – 1:00 p.m. Lunch (included in registration fee) – Dunwoody Ballroom


POSTER LIST 1 Inculcating Global Perspectives in Introduction to Psychology Coursework

Jenna Andrews - Morehouse College 2 Teaching Introductory Psychology Students to Regulate Their Emotions Effectively

Abby Heckman Coats - Westminster College 3 Comparison of Student Performance and Attrition Rates in Introductory Psychology Courses

Using Two Different Academic Instruction Methods Yana Durmysheva - Borough of Manhattan Community College CUNY, Dmitry Burshteyn - Siena College, Rommel Robertson - Queensborough Community College CUNY

4 Bringing the Sources into the Classroom Using Skype Mirari Elcoro - Armstrong Atlantic State University, James Diller - Eastern Connecticut State University

5 Improve Their Chances of Getting In: How One Graduate Application Course Helps Undergraduates Succeed Cheryl Fortner-Wood - Winthrop University

6 A Case Study on Increasing Motivation and its Influence on Performance in an Introductory Psychology Course Debra L. Frame, Sarah Cummins-Sebree - University of Cincinnati Blue Ash College

7 Using De Bono's 6 Thinking Hats for Creative Thinking, Effective Decision Making, Engaged Meetings, and Faster Problem Solving Linda Marie Golian-Lui - Kennesaw State University

8 An Investigation of Academic Self-Efficacy, Entitlement, and Study Habits: Are There Regional Differences? Scott Hutchens - Stephen F. Austin State University, Tiffany Culver - Sul Ross State University, Scott Drury - Delta State University

9 Institutional Support for Innovative Teaching & Technology Integration Laura Landry-Meyer, Jacqueline Roe - Bowling Green State University

10 Flip Teaching Psychology Research Skills to Undergraduates Ida Martinez - Georgia State University

11 Self-Efficacy Beliefs in the College Classroom Daniel Niederjohn, Sara Spurling - Kennesaw State Unversity

12 Equipping Graduate Students to be Teachers of Psychology: A Common Core? Nicky Ozbek, Eddie Christopher, Robert Gormley - University of Tennessee at Chattanooga

13 Openness to Experience in Second Life Monica Reis-Bergan - James Madison University


14 RateMyProfessors: Who's Using it and How Harvey Richman, Jordan Child - Columbus State University

15 This Class is a Joke! Humor as a Pedagogical Tool in the Teaching of Psychology Dan Segrist, Stephen Hupp - Southern Illinois University Edwardsville

16 But I'm Really Good at It! The Roles of Perceived Ability to Multitask, Narcissism, and Impulsivity in Predicting Cell Phone Use during Class Kirsten Smith, Dan Segrist - Southern Illinois University Edwardsville

17 To Disclose or Not to Disclose? An Exploratory Analysis of Students' Perceptions of the Use of Instructor Self-Disclosure John Ritcheson, Jonathan Kirner, Dan Segrist - Southern Illinois University Edwardsville

18 Parenting and Teaching Styles: Students' Perceptions of Nurturance and Control in their Parents and their Best and Worst College Professor Timothy Snyder, Jonathan Bassett - Lander University

19 Students Perceptions of Award Winning Teachers and Prolific Scholars as Seen on RateMyProfessors.com Jonathan Bassett, Tim Snyder - Lander University

20 Are Teaching Evaluations the Best Evidence of Teaching Effectiveness for GTAs? Jessica Busler - Auburn University, Carrie Zuckerman - Auburn University, Jared Keeley - Mississippi State University, William Buskist - Auburn University

21 The Effectiveness of Paper versus Online Homework in a Statistics Class Erin Carney, Jared Keeley - Mississippi State University

22 Identifying College Students' Misconceptions of Developmental Psychology Christopher Stanzione, Maggie Renken - Georgia State University

23 Long-Term Retention for Research Methods Content Jennifer Willard, Adrienne Williamson, Pam Marek - Kennesaw State University


PRESENTATION ABSTRACTS Friday, 8:30am - 10:30am | Azalea A

Publishing The Scholarship Of Teaching And Learning (SOTL) William Buskist, Auburn University; Jeffrey Holmes, Ithaca College; Tim Lawson, College of Mount St. Joseph; Tom Pusateri, Kennesaw State University Join us for this highly interactive panel presentation in which four accomplished scholars give suggestions for publishing scholarship of teaching and learning (SoTL) research. Come prepared with questions about how to design a quality project, successful strategies for writing, outlets for publishing SoTL, and how to improve your chances of getting your work accepted for publication.

Friday, 10:45am - 11:45am | Oakwood 50 Years of Doctor Who and Diversity Courses: A Timey-Wimey Adventure in the TARDIS Kim Case, University of Houston-Clear Lake At this time of celebrating 50 years of Doctor Who, psychology can also reflect on 50 years of diversity courses. If we took a quick trip in the TARDIS, the blue phone booth time and space travel machine, what would we discover about the diversity curriculum then and now? As psychology programs began incorporating diversity content so many decades ago, faculty typically developed distinct courses to address either gender or culture, and much less often sexuality or other social identity categories. These courses enrich student learning immensely, but also treat social identities and various forms of oppression and group inequality as mutually exclusive. What happens when we challenge students (and ourselves) to think in more complex and comprehensive ways about how social identities interact to affect lived experiences? What happens when we offer them the opportunity to consider both privileged and oppressed identities within themselves and others via intersectional theory? Our Doctor Who style trip through the past, present, and future will consider ways to minimize student resistance, enhance student engagement, and complicate our current assumptions about diversity and the psychology curriculum. The talk will outline the benefits of using an intersectional privilege studies model for learning about diversity issues and examining the complexity of identity.


Friday, 1:15pm - 2:15pm | Azalea A APA Guidelines For The Undergraduate Psychology Major 2.0 Rationale And Overview Presenter: William Buskist, Auburn University Co-Authors: Jane S. Halonen, University of West Florida; Dana S. Dunn, Moravian College; James Freeman, University of Virginia; G. William Hill IV, Kennesaw State University; Carolyn Enns, Cornell College & APA Board of Educational Affairs; R. Eric Landrum, Boise State University; Maureen McCarthy, Kennesaw State University; Jerry Rudmann, Irvine Valley College; Michael Stoloff, James Madison University; Nadine Kaslow, Emory University & APA Board of Directors; Martha Boenau, APA Board of Educational Affairs; Robin Hailstorks, APA Board of Educational Affairs Over the past 2 years, an APA task force chaired by Jane Halonen, has revised its Guidelines for the Undergraduate Psychology major. APA published the revision of these guidelines in August, 2013. The purpose of my presentation is to (a) provide the rationale for the revision, (b) offer an overview of the Guidelines 2.0, and (c) to address any questions that SETOP participants may have about the Guidelines.

Friday, 1:15pm - 2:15pm | Azalea B Dynamic Reading Outlines: An Effective Approach For Developing Student Engagement With Required Readings A. Nayena Blankson & Dolores V. Bradley, Spelman College Most course syllabi note the chapters or articles that are required to be read before the class discussion of a topic. Professors know all too well, however, that many students either fail to read, or their reading is little more than highlighting words in the text, which leaves students unprepared for in-class discussions. One approach that we have taken to overcoming this challenge is to require students to complete what we refer to as a "reading outline". This is not a typical outlining of the parts of a chapter, but rather an interactive, reflective approach to taking notes and interpreting the material. We have seen that as students develop their engagement with the readings via the outline, there is improvement not only for in-class discussions, but also for the student's overall comprehension of course material. Essential elements of the reading outlines include: personal objectives, discussion of major topics, interpretation of key terms, and self-reflection statements. In this presentation, we will discuss each of the many components in detail and illustrate how outlines have enhanced student learning in different courses at our institution (e.g., Psychometrics, Experimental Design, Learning and Behavior). There will be an opportunity for audience members to share their own examples and to begin to develop dynamic reading outlines for their courses.


Friday, 1:15pm - 2:15pm | Maplewood A Service Learning In The Psychology Classroom: A Best Practices Model Heather Quagliana, Jeffrey Sargent, & Susan Carter, Lee University Service learning has been growing in popularity in the college classroom, and we believe that the field of psychology offers unique opportunities for students to participate in service learning. Service learning involves participating in service to the broader community while tying such experiences to classroom learning. We are proposing a model for effective service learning in the psychology college classroom, both lower and upper level courses. Both qualitative and quantitative data has been collected to better understand student's experiences related to service learning and the benefits to students of such an experiential, applied teaching strategy. We have been strategic in embedding both core and elective psychology courses with service. What has been most important to us in our service learning curriculum is that the service be related to the course content as to provide hands on learning and real life example of what is taught in the classroom. There are 3 particular courses we are highlighting as examples: Lifespan Development, Community Psychology, and Childhood Disorders and Intervention Strategies. In Lifespan Development, projects intentionally focus on a diversity of age ranges to provide students experience engaging and serving various developmental levels. In Community Psychology, students are responsible for planning and hosting an event during National Boys and Girls Club week at one of our local Boys and Girls Club. Finally, in Childhood Disorders and Intervention Strategies, students are provided practical opportunities to apply their knowledge of child development by volunteering at local elementary schools and writing behavior plans for classrooms.

Friday, 1:15pm - 2:15pm | Maplewood B Statistics And APA Writing Style: Never The Two Shall Meet? Sandy Neumann, University of Wisconsin Colleges - Marshfield/Wood County Campus To the teacher of psychological statistics, the results section of a typical peer-reviewed journal article is quite readable; it may even reflect something we ourselves have written and published. But to the beginning student of psychological statistics, the results section is likely no more than gibberish; something to be feared and skipped completely. As we teach the introductory statistics course we must continually be mindful that many of our students are not only learning new quantitative skills (e.g., how to compute a t-test), but also new linguistic skills (i.e., how to present that t-test in APA style). Teaching both skill sets without careful attention to how students learn can be a recipe for disaster. This workshop will make suggestions, based on SOTL research and the presenter's experience, for effectively teaching students to write and read a results section of a research paper. (Note: Only introductory statistical techniques such as means, standard deviations, and correlation coefficients will be discussed.)


Friday, 2:30pm - 3:30pm | Azalea A Measuring And Teaching Psychological Critical Thinking Tim Lawson, College of Mount St. Joseph Critical thinking is widely considered an important skill for psychology majors. However, few measures exist of types of critical thinking that are specific to psychology majors. Lawson (1999) designed the Psychological Critical Thinking Exam (PCTE) to measure students' ability to "think critically, or evaluate claims, in a way that explicitly incorporates basic principles of psychological science" (p. 207). I will present an updated version of the PCTE. This measure can be used for a variety of purposes, including learning outcomes assessment. I will also share (a) an exercise that instructors can use for enhancing students' psychological critical thinking and (b) results of a recent study on the reliability and validity of the PCTE.

Friday, 2:30pm - 3:30pm | Azalea B Do I Really Want To Be A Therapist? A Theories And Techniques Of Psychotherapy Class Designed To Help Students Decide If Graduate School In Counseling Is Right For Them Mandy Cleveland, Lander University This workshop will present curriculum designed to assist students in making a more informed decision about graduate school in a counseling related field. I will describe a class I teach in which students learn about theories of psychotherapy and have the opportunity to apply techniques based on those theories in role plays with their classmates. The application portion of the class is modeled after a Master's level pre-practicum class to give students a taste of what it feels like to be a graduate student in a counseling related field. The final project is a videotaped role play presentation performed in front of the class. Students are required to play both the therapist and the client while demonstrating specific theories and techniques. Sample videos will be shown. The class also provides students with the valuable opportunity to become a teaching assistant for the class the following semester. Students who earn an A are eligible to apply. The responsibilities of the T.A. include: leading class discussion, providing feedback to students during role play practices, assisting in lecture and selection of supplemental reading materials. Preliminary data indicates that students feel more confident in their decisions to pursue or not to purse graduate school after taking the class. Students also indicate that they find the presence of the T.A. valuable. Following the class description, attendees will be encouraged to participate in a discussion about the best practices in assisting students to develop realistic expectations about graduate school in counseling related fields.


Friday, 2:30pm - 3:30pm | Maplewood A Beyond The Traditional Alumni Surveys Presenters: Alena Gordienko, Michael Stoloff, Megan Rodgers, & Kristen Smith James Madison University Co-Authors: Kira McCarthy & JoAnne Brewster, James Madison University One goal of a college education is to prepare graduates to lead successful and productive lives. The psychology major is a liberal arts major that provides students with a wide range of skills applicable to many different careers, provides them with training for graduate school, and generally prepares them for their future lives. Alumni surveys are often used to assess student success, but typical findings rarely suggest how a program can be improved. We will present a new methodology for alumni surveys that identifies specific college experiences that relate to post-graduation success. Our alumni survey was based on research (Rodgers, 2012) that identified professional characteristics of job candidates that are critically important to employers: communication, technology, critical thinking, teamwork, professional development. We also assessed important personal characteristics valued by employers: reliability, integrity, and work ethic. Alumni were asked which college experiences helped them to develop these skills, how prepared they felt to perform various skill-related tasks upon graduation, and whether they felt that their college education enhanced their lives. Responses were obtained from 324 James Madison University Psychology alumni. During our presentation we will describe which college activities were more often experienced by alumni who said they felt more prepared at the end of college and by alumni who more strongly agreed that college enhanced their lives. These findings and their implications for optimizing the psychology major program will be discussed.

Friday, 2:30pm - 3:30pm | Maplewood B Investing In S&P: The Overlooked Value Of The Sensation And Perception Chapter Jeffrey Holmes, Ithaca College The breadth of material in introductory psychology textbooks usually requires that instructors select certain chapters for class consumption and exclude others. Chapters on sensation and perception are frequently among those excluded from coverage, and many undergraduate psychology departments do not offer a separate course in sensation and perception. Although excluding some content is often unavoidable, several core concepts usually covered in sensation and perception chapters are broadly relevant across psychological topics and should be included in any introductory course. In this presentation I will demonstrate phenomena associated with topics such as the difference between sensation and perception, the role of top-down and bottom-up processing, the selective nature of perception, and the human tendency to find patterns in visual and auditory stimuli (whether such patterns are objectively present). I will also demonstrate the relevance of these perceptual topics to broader areas of psychology and general human functioning. Audience members will be encouraged to participate throughout the presentation by providing their own insights into perceptual


phenomena and examples for linking these phenomena with topics across the psychology curriculum. The presentation will include demonstrations of visual and auditory phenomena that can be used to illustrate concepts in class and to stimulate student interest.

Friday, 3:45pm - 4:45pm | Azalea A Beyond Student Evaluations: Assessing Teaching Effectiveness Chantal Tusher & Elizabeth Sheehan, Georgia State University How do instructors know if and when their teaching is leading to student learning, and how can these results be documented? Increasingly, instructors seek to demonstrate their teaching effectiveness with methods other than student evaluations of their teaching. We propose a roundtable discussion to exchange information and ideas about ways to collect, examine, and document data regarding teaching effectiveness for the purposes of improving teaching and demonstrating effectiveness to others, for example for promotion. We will consider self-evaluation tactics (e.g., analyzing lesson plans and execution), additional subjective input (e.g., observation by other instructors), and objective student learning outcome assessments (e.g., pre-post test of knowledge for the course, short activities to examine learning of a specific concept). The presenters will provide some concrete ideas and also plan to stimulate discussion and input from others around this topic.

Friday, 3:45pm - 4:45pm | Azalea B Strategies For Teaching Students To Focus On Formative Processes (Learning) Rather Than Summative Outcomes (Grades) Jessica Irons, James Madison University As teachers we typically hope students will focus on formative processes (e.g., understanding and synthesizing) and related behaviors (e.g., questioning, studying effectively) that lead to learning rather than focusing on summative outcomes (grades). Though some students may want to focus on formative processes, they may not possess the skills to do so. Other students may not have a salient history of positive formative-focused experiences and thus may be unaware of the value of these processes. This session will identify barriers to students' abilities to focus on the formative as well as share strategies for engineering formative experiences and teaching students ways to focus on the formative processes rather than summative (and the benefits of doing so). Strategies will include ways to develop course policies and activities to facilitate a formative focus.


Friday, 3:45pm - 4:45pm | Maplewood A Using Synchronous Labs To Support Undergraduate Online Psychology Learners Kathleen Hughes De Sousa, Andrea Kozak Miller, Barbara Reagle, & Laura Sullivan, Capella University This 60 minute interactive session will present an intervention which supports learners' academic success in an undergraduate psychology program at an online university. The faculty-driven model was designed based on Tinto's (1975) and Bean and Metzner's (1985) work and includes synchronous labs facilitated by teaching assistants and faculty. The lab curriculum is tied to learner coursework in their first term and is focused on increasing academic readiness, developing writing skills, and supporting learners as they begin their program. The success of the model has been confirmed by data that indicate lab attendance is correlated with academic success and persistence. This session will include an overview of the current research in the field related to persistence and how to support nontraditional students and will feature a demonstration of a sample synchronous lab where attendees can actively participate as "learners" in the session. Participants will leave the session with an understanding of how technology can be used to support face-to-face or online learners in their psychology program.

Friday, 3:45pm - 4:45pm | Maplewood B Preparing Future Faculty: Rewards, Opportunities, And Challenges Rosemary Phelps, University of Georgia The diversity of higher education institutions and their students and the changing demands of the work of college and university faculty has led to an emphasis on training for graduate students who aspire to academic careers. Preparing Future Faculty (PFF) programs have provided a forum to help prepare graduate students who may be interested in an academic career. The format and activities of these programs often vary by institution and department. This session will discuss the PFF in Psychology program at the University of Georgia, with an emphasis on the rewards, challenges, and opportunities that have occurred since the inception of the program in providing graduate training for students interested in academic careers.

Friday, 7:00pm - 8:00pm | Dunwoody Ballroom On the Existence of Unicorns, Dragons, the Teaching-Research Dichotomy, and Other Mythical Creatures Jared Keeley, Mississippi State University Higher education has often perpetrated a myth that teaching and research are a dichotomy. Stronger versions of the myth even claim that the two activities are incompatible. This talk will unpack the various implications of the myth in its three most common versions: (a) that time devoted to one takes away time from the other, (b) that to achieve excellence in one necessitates too much effort to be excellent at the other, and (c) that one is valued more by the academy than the other. I will discuss the


available data that contradict each of the major three claims about the teaching-research dichotomy, and suggest ways to combat the myth, both in our own professional lives as well as within the academy in general. I will argue that teaching and research are not indeed separate activities but expressions of a singular professional goal of good scholarship.

Saturday, 9:30am - 10:30am | Azalea A Using Intergroup Dialogue As Pedagogy In The Teaching Of Psychology Gregory Duthey, University of Tennessee-Knoxville Intergroup dialogue (IGD) is special type of group work that places an emphasis on bringing together individuals from various social identity groups. IGD involves face-to-face facilitated interactions between members of different social groups with a focus on examining the dynamics of privilege and oppression. The social identities that comprise IGD groups have often had strained or conflictual relationships, and/or lacked opportunities to talk in a non-superficial way. Intergroup dialogue serves to bridge group differences through its use of various psychological, pedagogical, and communication processes. IGD as a pedagogy involves the use of content learning, structured interactions, and facilitative guidance. Intergroup dialogues in university settings help students better understand social identity groups, improve intergroup relationships, and help promote action for equity and social justice. This presentation will begin with a very brief discussion about group work as a technique in the teaching of psychology, while focusing primarily on using intergroup dialogue as an educational approach in the higher education setting. The presenter will draw upon his experience in using group work as a teaching technique, and from his experience as a member and facilitator of psychology intergroup dialogues. It is hoped that this presentation will motivate educators to consider the use of IGD as a stand-alone activity on their campuses, and motivate them to implement an intergroup dialogue program as part of a course in their psychology department. As this presentation will be interactive in nature, attendees will be encouraged to ask questions and share personal experiences throughout the presentation.

Saturday, 9:30am - 10:30am | Azalea B The Eportfolio As A Pedagogical Tool: Searching For Data To Support Theory Nathan Klein, Spelman College The use of eportfolios is on the rise in higher education. Eportfolios are believed to have both assessment and pedagogical benefits (Stephens & Weaver, 2005; Yancey, 2001). Despite strong theoretical arguments for these benefits, much of the evidence reported in the literature regarding the eportfolio's benefit to learning and development is anecdotal and lacking empirical investigation (Tochel et al., 2009). In our presentation, we will review some of the different types of eportfolios and their potential benefits. We will also present our empirical investigation into the effectiveness of different eportfolio reflective activities and different types of eportfolio support at improving


competency and metacognitive outcomes. More specifically, we tested in one study for benefits resulting from requiring participants to write formal reflections and supporting this activity with mentoring. In another study we tested for benefits resulting from using two artifacts when writing a formal reflection. We will conclude by discussing some of the challenges with this research and the need for quality data to justify implementing an eportfolio requirement as part of a classroom or general education requirement.

Saturday, 9:30am - 10:30am | Maplewood A Lecturing Via Podcasts: Implementing The "Flipped Classroom" In Statistics In Psychology Valerie Taylor, Spelman College The "Flipped Classroom" has become an attractive technique for educators seeking to free up class time for application activities that encourage deep learning, rather than using class time to impart basic content knowledge (M. Taylor, 2011). However, implementing the "Flipped Classroom" and ensuring that students effectively read and prepare for class can be difficult particularly when course content is tedious and/or challenging to master without some form of instruction. To address this concern, I now include 15-20 minute online podcasts (i.e., content lectures) that students are required to watch, along with reading the accompanying text(s) and completing problems to assess content knowledge prior to attending class. Students can pause and review the podcasts as often as they would like until basic concepts become clear. In class, students gain clarification on topics that remain unclear, complete application exercises to apply what they have learned, and work with others to teach and reinforce concepts. While I have applied this technique to my Statistics in Psychology course, it is applicable to a broad array of courses across the psychology curriculum.

Saturday, 9:30am - 10:30am | Maplewood B Facilitating Students' Career Development: What Undergraduate Instructors Should Know About Research And Theory In Vocational Psychology Erin Hardin, University of Tennessee Career indecision interferes with students' academic engagement and performance. Moreover, professional development is one of the five learning goals in the APA guidelines for the undergraduate major, with several specific learning outcomes related to students' career development. Yet very few psychology instructors have any training in vocational psychology or career development. In this interactive presentation, Dr. Hardin will provide a basic overview of theory and research in vocational psychology and discuss concrete ideas for how we can use our existing psychology courses to encourage students' career development.


Saturday, 10:45am - 11:45am | Azalea A Adventures In Service Learning Rebecca Ryan, Georgia Southern University; Holly Beards, Midlands Technical College Although service learning has grown in recognition and popularity, many instructors have not seriously considered how they could incorporate it into their courses. This presentation will outline both the potential procedures and benefits of service learning. Potential procedures are varied and may include basic community service or community partnerships. In-class discussions, journaling, written assignments, and papers will be discussed. Examples of course assignments and examples of subsequent student work will also be presented. The benefits of service learning for the student, the instructor, and the community will also be discussed. Service learning is the rare teaching tool that allows for enhanced student learning and enhanced student development, all while also providing much needed and appreciated service to the local community.

Saturday, 10:45am - 11:45am | Azalea B Promoting Critical Thinking In Online Psychology Courses Julee Poole, Kaplan University, Austin Peay State University, Edgecombe Community College, MidContinent University, Troy University The question has been asked in countless Psychology faculty meetings: "How can I get my online students to be critical thinkers?" Critical thinking is an active learning process that requires students to study, think and learn through processes such as reflecting, questioning, challenging, exploring alternatives, reflective skepticism, synthesizing and analyzing. In face-to-face classrooms, the Psychology professor can be actively involved in this process of encouraging students to think critically, but is it possible in the online classroom to do the same? The answer is YES! This workshop will focus on specific teaching strategies to promote critical thinking in students taking online Psychology courses. Critical thinking activities will be discussed for both asynchronous and synchronous activities in online Psychology courses. Critical thinking online activities to be discussed will include critical thinking in reading and writing, online discussions, group activities, online debates, webinars, virtual field trips, online service learning projects, and connecting the online learning experience to real world applications. Workshop attendees will gain practical skills and participate in critical thinking activities that they can incorporate in their online classroom.


Saturday, 10:45am - 11:45am | Maplewood A Contributing Psychological Expertise To Institutional Outcomes Assessment Initiatives Tom Pusateri, Kennesaw State University Faculty in psychology possess skills in research design, statistical analysis, and interpersonal communication that can make the process of assessment more understandable and palatable to faculty in other disciplines. The presenter will discuss strategies for contributing psychological expertise to institution-wide assessment initiatives such as general education assessment and the assessment of institution-wide outcomes within degree programs.

Saturday, 10:45am - 11:45am | Maplewood B Statistics And APA Writing Style: Never The Two Shall Meet? Sandy Neumann, University of Wisconsin Colleges - Marshfield/Wood County Campus To the teacher of psychological statistics, the results section of a typical peer-reviewed journal article is quite readable; it may even reflect something we ourselves have written and published. But to the beginning student of psychological statistics, the results section is likely no more than gibberish; something to be feared and skipped completely. As we teach the introductory statistics course we must continually be mindful that many of our students are not only learning new quantitative skills (e.g., how to compute a t-test), but also new linguistic skills (i.e., how to present that t-test in APA style). Teaching both skill sets without careful attention to how students learn can be a recipe for disaster. This workshop will make suggestions, based on SOTL research and the presenter's experience, for effectively teaching students to write and read a results section of a research paper. (Note: Only introductory statistical techniques such as means, standard deviations, and correlation coefficients will be discussed.)

Saturday, 10:45am - 11:45am | Maplewood B Reconceptualizing Academic Integrity Michele DiPietro, Kennesaw State University Cheating, plagiarism, and inappropriate collaboration seem to be impervious to our efforts. Most of the advice in the literature focuses on tips to detect cheating, but with new technologies this is a losing proposition. This interactive presentation will switch the focus and analyze the conceptual frameworks we use to think about the issue. Moving from an extensive literature review of the theoretical and empirical approaches to academic integrity, we will highlight their strengths and one common weakness that frustrates our efforts, and brainstorm new ways of thinking about the issue.


POSTER ABSTRACTS Poster # 1

Inculcating Global Perspectives In Introduction To Psychology Coursework Jenna Andrews - Morehouse College The presentation will address a current study implemented this semester with two introductory psychology classes at Morehouse College in assessing cross-cultural awareness and global perspectives. Students, the majority of whom are freshman, took the Global Perspectives Inventory (GPI; Braskamp, Braskamp, Merrill, & Engbergat, 2013) at the beginning of the semester and will be assessed with this instrument at the end of the semester. It is hypothesized that the student's global perspective will be expanded given consistent cross-cultural lecture and interactive course material throughout the semester, culminating in a final project investigating a cross-cultural topic in psychology related to the student's research interests. Results from the GPI as well as the classroom material implemented to increase global perspectives will be discussed.

Poster # 2 Teaching Introductory Psychology Students To Regulate Their Emotions Effectively Abby Heckman Coats - Westminster College Many introductory psychology students experience strong emotions as they adjust to college, with its challenging courses and interpersonal demands. Psychological research has many practical applications for helping students manage these emotional experiences. During a class period of the emotion unit, I teach students about emotion regulation. I briefly discuss research on the effectiveness of various emotion regulation strategies. Then, we demonstrate and practice these strategies using stimuli and instructions similar to those of the original researchers. In particular, we practice suppression and reappraisal (Gross, 1998), expressive writing (Pennebaker & Seagal, 1999), and the ineffective strategy of catharsis. For example, I distribute instructions to students and then show a disgusting clip from Fear Factor. Unbeknownst to the students, one half of the room receives instructions to reappraise and the other half receives instructions to suppress their feelings. The reappraisal instructions ask students to think about the film in a detached, objective, technical way. The suppression instructions ask students to hide their feelings as they watch the film. Afterwards, students rate their experience of disgust. Students on each side of the room often have different ratings, consistent with findings that reappraisal is a more effective emotion regulation technique than suppression. This can lead to lively discussion about why some students found the clip disgusting whereas other students did not. This activity is suitable for small and large classes. Students report that their plans for handling future emotional experiences change after learning about effective and ineffective strategies.


Poster # 3 Comparison Of Student Performance And Attrition Rates In Introductory Psychology Courses Using Two Different Academic Instruction Methods Yana Durmysheva - Borough of Manhattan Community College CUNY, Dmitry Burshteyn - Siena College, Rommel Robertson - Queensborough Community College CUNY Traditionally academic instruction is delivered in a classroom environment. In recent years, alternative methods including online and hybrid delivery, have become popular in higher education. Consequently, numerous studies comparing the outcomes of using various academic delivery methods have been conducted. Studies comparing student performance in traditional (face-to-face) vs. hybrid (partially online) courses have produced mixed results. Some have demonstrated no significant differences in student performance (e.g. Kakish et al., 2012), while other studies have revealed higher performance in courses with hybrid delivery (e.g. McFarlin, 2008). The goal of the present investigation was to compare student performance and attrition rates in traditional vs. hybrid sections of a college course in introductory psychology. Final grades were collected from four sections of the course using traditional delivery (N=120) and compared to the final grades in four sections with hybrid delivery (N=90) taught by the same instructor. A two-way ANOVA was conducted to examine the effect of delivery method and semester on student performance. No main effect for delivery method but a significant interaction between the effects of delivery method and semester on student performance was revealed, demonstrating that further research in necessary to shed light on factors affecting student performance. In addition, chi-square analyses were conducted to assess the differences in attrition rates across using the two delivery methods. As expected, significantly higher attrition rates were observed in the hybrid sections of the course.

Poster # 4 Bringing The Sources Into The Classroom Using Skype Mirari Elcoro - Armstrong Atlantic State University, James Diller - Eastern Connecticut State University Only as of recently, student engagement has been systematically assessed in psychology. In 2011, the Society for the Teaching of Psychology published an electronic book dedicated to this topic. Many of the articles in that book serve as the foundation for the implementation and discussion of the findings from the present classroom activity. In this project, we used Skype in the classroom over the course of two semesters to complement an article review that has been part of this course for eight semesters. Students had the opportunity to interact with the first author of the article selected for review. Content related to the article was covered in lecture prior to assigning the article, students read the article, and interacted with the first author of the article before submitting the article review. The author of the paper spent 5 min giving a summary of the article and how it came about, and then the remaining 10 min were dedicated to questions from students to the author. The general goals of this activity were: to increase student engagement, to promote interest and success in completing this


assignment, and to stimulate critical thinking. Grades in the assignments were compared before and after implementing this activity. Students completed a survey based on the Skype activity. Midterm and final evaluations for the course were compared before and after the implementation of this activity. We contend that this is a flexible and versatile activity that can be used in many courses.

Poster # 5 Improve Their Chances Of Getting In: How One Graduate Application Course Helps Undergraduates Succeed Cheryl Fortner-Wood - Winthrop University A one-hour, one-semester course is presented as a way to build the graduate application process into the undergraduate curriculum. Completion of this McNair course increases the likelihood that students will apply to graduate programs, submit competitive materials, and interview well. Since inception, 75-100% of students each year applied to graduate programs their senior year. 100% of the seniors who applied enrolled immediately or deferred enrollment for one year (n=1). Granted, this ceiling effect is likely the result of the students being McNair participants, and therefore having access to support that addresses financial and other obstacles to graduate enrollment. Nonetheless, the course has much to offer as a stand-alone support and feedback from students indicates that the course plays a significant role in their graduate admissions success. The presenter will share examples of course materials (e.g., syllabus, readings, activities, and evaluation form) as well as anonymous feedback from students.

Poster # 6 A Case Study On Increasing Motivation And Its Influence On Performance In An Introductory Psychology Course Debra L. Frame, Sarah Cummins-Sebree - University of Cincinnati Blue Ash College Introduction to Psychology is a difficult course, especially for first year students entering an open access regional college during fall semester when students are adjusting to other college-level work. Course material is challenging and not what students expect based upon today's popular media stories, as we cover demanding scientific concepts such as biology, perception, cognition, and research methods. Research on self-regulated learning suggests that providing opportunities for reflection on performance should improve learning for these students; however, previous research specific to this course at this regional college indicates that motivation trumps any manipulation of self-regulated learning opportunities. Based on these findings, we attempted to influence student motivation by reminding students (reminder group) to consider their motivation periodically throughout the course to determine if faculty members can play a role in improving academic performance through motivation. Although few differences were found in exam scores between the reminder and control groups, anecdotally it appears that the reminder group was more motivated to finish the course based upon a comparison in the number of missed exams and statements made by


students during class. Audience members will be encouraged to share their ideas regarding student motivation and how results from the present study might be used to influence motivation in their own college classroom.

Poster # 7 Using De Bono's 6 Thinking Hats For Creative Thinking, Effective Decision Making, Engaged Meetings, And Faster Problem Solving Linda Marie Golian-Lui - Kennesaw State University Thinking is like breathing - we take it for granted. We assume that the way we think is the "right" way and that everyone thinks the same way. We involve too much in the thinking process creating a "thinking stew" filled with emotions, ruts, opinions, and personal values. De Bono's six thinking hats is a simple, fun, and effective lateral thinking technique that helps organizations communicate more effectively and stimulates creative brainstorming and problem solving. Come and learn and experience this unique communication tool.

Poster # 8 An Investigation Of Academic Self-Efficacy, Entitlement, And Study Habits: Are There Regional Differences? Scott Hutchens - Stephen F. Austin State University, Tiffany Culver - Sul Ross State University, Scott Drury - Delta State University The current study will investigate college academic self-efficacy, entitlement, and the study habits of university and college students from three different institutions: Stephen F. Austin State University, Rio Grande College/Southwest Texas Junior College, and Delta State University. These institutions, in the southern United States, are in different geographic locations spanning over 800 miles from RGC/STJC to DSU with SFASU located roughly in the middle. The institutions also consist of very different student populations. SFASU, a large regional university, has an enrollment of nearly 13,000 students who are primarily from large cities (Houston, Dallas-Fort Worth) and East Texas. RGC/SWTJC is near the Texas-Mexico border and enrollment is over 5,000. The majority of the students are from Mexico and are ESL. DSU is a regional university that serves the Mississippi Delta (one of the poorest regions in America) and the enrollment is over 4,000. Students from the previously described institutions will be asked to complete three surveys. The college academic self-efficacy scale consists of 33 items in which participants are asked to rate their confidence to do particular academic tasks. The entitlement survey has 17 items and the study habits survey consists of 44 items divided into nine subcategories (i.e., active learning, time management, study preparation, lecture note taking, textbook reading, marking texts and taking notes, vocabulary and concept development, memory, and test taking). Primary comparisons will be conducted according to institution and whether or not students are first generation college students. Other demographic comparisons such as gender and ethnicity will also be made.


Poster # 9 Institutional Support For Innovative Teaching & Technology Integration Laura Landry-Meyer, Jacqueline Roe - Bowling Green State University The convergence of two incentive programs: a provost-level innovative teaching grant and a college-level technology boot camp allowed us to explore new pedagogies in an introductory level course. Specifically, we wanted to explore if partial flipping of course content was effective in terms of 1) class management (e.g., time) and 2) student learning. Starting Fall 2013, two sections of an introductory lifespan human development courses were partially flipped. The two course sections were similar in size (51, 54), student overall GPA (1.78, 1.74) and class rank distribution (e.g., freshmen 24, 27). Students had their first exposure to course content outside of class, with 8-10 minutes of in-class lectures that delved into specific topics. In class activities were chosen/designed to engage students and reinforce/extend learning. Multiple formative and summative evaluation methods were used to evaluate the effectiveness. For student learning, data include scores on student assignments, a comprehensive 100-item knowledge "˜quiz' to determine knowledge retention, course evaluation, and final course grades. These results will be presented with implications for practice. For class management, results indicate that partial flipping was found to be a time intensive faculty activity with mixed results. Results are based on data from student midterm feedback, multiple faculty peer evaluations, anecdotal faculty self-report, and the Reformed Teaching Observation Protocol (RTOP). The transformation of the course sections will be discussed with specific implications for the effectiveness of the pedagogy used.

Poster # 10 Flip Teaching Psychology Research Skills To Undergraduates Ida Martinez - Georgia State University The flipped classroom has gained attention in the media and professional literature in the past few years. In a flipped classroom model, students use self-paced tutorials or other learning objects outside of class to supplement traditional face-to-face instruction. The psychology librarian at Georgia State University, in collaboration with GSU professors of PSYC3530: Advanced Research Design and Analysis, uses a flipped-classroom model to teach psychology undergraduates important library research skills, specifically techniques for effectively searching the scholarly database PsycINFO which is an essential tool that they must master to produce quality research assignments. This poster details those efforts and presents evidence of improved student learning.


Poster # 11 Self-Efficacy Beliefs In The College Classroom Daniel Niederjohn, Sara Spurling - Kennesaw State Unversity Self-efficacy beliefs represent the amount of perceived control one has over performance and outcomes in specific situations. Previous research has shown that self-efficacy beliefs significantly predict performance on many cognitive and physical tasks. This research study focused on manipulating students' self-efficacy beliefs within the context of a college classroom during the course of a semester. Participants in the experimental group were periodically emailed statement from the instructor that were intended to increase self-efficacy beliefs. At the end of the semester, the participants filled out several outcome questionnaires that measured classroom environment, professor immediacy, perceived efficacy, and achievement during the course. The discussion will focus on the importance of increasing efficacy in order to help students achieve the maximum potential within a classroom setting and give specific guidance in how professors can help increase efficacy expectations.

Poster # 12 Equipping Graduate Students To Be Teachers Of Psychology: A Common Core? Nicky Ozbek, Eddie Christopher, Robert Gormley - University of Tennessee at Chattanooga Graduate students in Psychology serving as the Teachers of Record or as Graduate Teaching Assistants may or may not have the opportunity to take a class to prepare them for their first teaching assignment. Buskist and Benassi's 2012 survey of 236 schools found that 62% offered training for graduate students. To compare the nature of classes being offered, graduate students enrolled in a Teaching of Psychology class went through the list of graduate programs in Psychology listed in the APA Graduate Study in Psychology 2012 directory, looking for syllabi or course catalog descriptions from each school. If a syllabus could not be found, either through an online search or by emailing the professor of record, data from that program could not be used for analysis. Additional syllabi were obtained through a request posted on the Teaching of Psychology list serve and the Society for Teaching of Psychology Project Syllabus. Were students in these classes asked to observe a variety of faculty teaching styles, develop a syllabus, construct of Philosophy of Teaching, teach a class, have their teaching observed and critiqued, develop teaching materials, etc.? The pedagogical diversity and parallels of these classes were assessed in this manner, and findings were used to facilitate an understanding of common practices.


Poster # 13 Openness To Experience In Second Life Monica Reis-Bergan - James Madison University Openness to Experience is a personality construct intensely debated in the research literature (Connelly, Ones, & Chernyshenko). Students also have difficulty understanding this often ignored part of the Five-factor model. This poster describes a class assignment that provides context for the discussion of the personality construct and presents overall class responses and exemplars. The assignment is divided into four parts. The first part explores students' perceptions of their Openness to Experience. Students complete an open-ended question as to their beliefs about their scores on an Openness to Experience scale followed by a brief inventory. They write a short essay describing their reflection about the match between their scores and their beliefs. The second part of the assignment involves an experience designed to tap into the facets of Openness to Experience. Students make an avatar in Second Life and visit locations of interest. Students record their locations and reactions to Second Life. Second Life is selected as a venue for exploring Openness to Experience because it captures facets such as curiosity, aesthetics, openness to sensations , nontraditionalism, and intellectual efficiency. The third section of the assignment asks students to share Second Life with individuals that they believe score high and low in Openness to Experience. Students record rationale for the selections as well as reactions. The final part of the assignment asks students to reflect on the appropriateness of Second Life as a venue for studying Openness to Experience and other personality factors.

Poster # 14 RateMyProfessors: Who's Using It And How Harvey Richman, Jordan Child - Columbus State University Method: One hundred ninety seven undergraduates provided demographics demographics, attitudes, and patterns of use pertaining to RateMyProfessors.com. Students who use the site (users) were contrasted with those who do not (non-users). Students self-identified themselves as A, B, C, or less than C students. Results and Summary: Chi square tests indicated no significant relationships between a number of demographic variables and being a RMP user. Chi square tests indicated that, relative to non-users, users were characterized by more positive attitudes about the site (Table 3). Data in Table 4 suggests that users do, in fact, make significant use of the site's data in choosing their classes. One way ANOVA (highly sig.) compared importance attributed (by users) to the 4 basic RMP indices. Bonferroni comparisons indicated that overall quality and helpfulness (which did not differ significantly from each other) were both ranked as being more important than clarity and easiness (which did not differ significantly from each other), see Table 5. Chi Square tests (Table 6) suggested that higher performing (B) students used the site with greater frequency than lower performing (C) students. Lastly, a marginally significant Chi Square analysis


suggested that users were more likely to endorse earning power and less likely to endorse personal growth as their primary reason for attending college (this pattern was reversed for non-users) see Table 6. We were remiss in not addressing the instructor "Hotness" index. In summary, given the rapid growth of RMP, we suggest further research into the site and its use.

Poster # 15 This Class Is A Joke! Humor As A Pedagogical Tool In The Teaching Of Psychology Dan Segrist, Stephen Hupp - Southern Illinois University Edwardsville Instructors are often encouraged to use humor in teaching, and research suggests that they frequently do so (Martin, 2007). This humor can be implemented in a variety of ways including during lectures, on exams, or in syllabi (Berk, 2002, 2003; Martin, 2007). According to Berk (2002), using humor in the classroom "builds the professor-student connection" and "instantaneously engages students in the learning process" (p. 4). As a teaching tool, however, humor is not a panacea and some authors have underscored the potential drawbacks and limitations to its use. For example, Wanzer, Frymier, Wojtaszczyk, and Smith (2006) point out that, "To competently use humor as a teaching strategy, the humor must help achieve the teaching goal (effectiveness), and do so without offending students (appropriateness)" (p. 192). Additionally, research on the use of humor in teaching has yielded mixed results. Furthermore, instructors considering the use of humor in teaching Psychology may feel uncertain about the ability to "be funny", how to incorporate humor, or where to find potential sources of topical humor. In this poster we highlight themes in the literature related to the use of humor in teaching. Additionally, we describe some specific ideas and resources for incorporating humor into teaching a variety of Psychology courses. We also describe an annotated bibliography we have created focused on the use of humor in teaching. This bibliography is the product of an STP Instructional Resource Award and will ultimately be housed on STP's Office of Teaching Resources in Psychology website.

Poster # 16 But I'm Really Good At It! The Roles Of Perceived Ability To Multitask, Narcissism, And Impulsivity In Predicting Cell Phone Use During Class Kirsten Smith, Dan Segrist - Southern Illinois University Edwardsville Classroom incivility, in its many forms, has shown an increase in recent years (Knepp, 2012). Nordstrom, Bartels, and Bucy (2009) found that narcissism related to college students' uncivil behaviors during class. Technology has also paved the way for additional forms of incivility. For example, Tindell and Bohlander (2011) found that 97% of their college student sample reported sending or receiving text messages during class time. Sanbonmatus and colleagues (2013) found that college students who used cell phones and media while driving more often judged themselves to be above average in their ability to multi-task. However, participants' ability to multi-task did not


significantly correlate with their actual ability to multi-task. This suggests that students may be more likely to use their cell phones in other situations if they perceive their ability to multi-task as high, despite the fact that their perceptions are not supported by their performance. Personality variables have also been investigated with regard to mobile phone use. For example, Billieux et al. (2007) found that urgency and lack of perseverance, both facets of impulsivity, were positively correlated with perceived dependence on mobile phones. Mehdizadeh (2010) found that narcissism correlated with more online activity on Facebook in the following self-promotional areas; main photo, view photos, status updates, and notes. The present study investigates the degree to which the perceived ability to multitask, impulsivity, and narcissism, predict college students' non-class related use of cell phones in the classroom. Data collection and analyses will be completed early in the Spring 2014 semester.

Poster # 17 To Disclose Or Not To Disclose? An Exploratory Analysis Of Students' Perceptions Of The Use Of Instructor Self-Disclosure. John Ritcheson, Jonathan Kirner, Dan Segrist - Southern Illinois University Edwardsville Self-disclosure is a tool that many instructors utilize to create unique and informative lessons (Downs, Javidi, & Nussbaum, 1988). This study examines the relationship between different types of instructor self-disclosure, positive, negative, and neutral, and the instructor's gender on student's reactions to the instructor. Participants will be randomly assigned to one of six conditions and read a corresponding vignette. The groups will include positive self-disclosure, negative self-disclosure, and neutral disclosure. The instructor gender variable will be manipulated by varying the description of the instructor slightly with the use of "his" or "her" pronouns. Positive self-disclosure is operationalized as sharing a personal success in a slightly boastful way. Negative self-disclosure is operationalized as sharing a personal shortcoming. The neutral vignette utilizes the same lecture content and topic, but without the use of self-disclosure. The dependent variable is a questionnaire consisting of seven Likert scale items related to students' perception and personal reactions to the instructor and the instructor's lecture, including competency and likeability. The results will be compared across the six groups to identify any significant differences between type of self-disclosure, gender, or any combination of the used variables. This study might inform instructors about important differences in how self-disclosure is viewed by students. Data collection for this study will be completed early in the spring semester.


Poster # 18 Parenting And Teaching Styles: Students' Perceptions Of Nurturance And Control In Their Parents And Their Best And Worst College Professor Timothy Snyder, Jonathan Bassett - Lander University This study examined the relationship between Baumrind's parenting styles (1971) and teaching styles. The goal was to see how students' perceptions of their best and worst college instructors differed on the dimensions of nurturance and control. An additional aim was to determine if students' preferences for teaching styles were related to the parenting style to which they were accustomed. Further, we explored the possibility that the association between parenting style and teaching style might be moderated by the gender of the professor and emotional closeness to the parent. Undergraduate psychology students at Lander University described the instructor for the best and the worst college class they ever took using the Teaching Styles Scale (Rogers & Collins, 2013). They also completed a forced choice measure indicating whether their best and worst teacher displayed permissive, authoritarian, authoritative, or neglectful teaching styles. Participants also rated both their parents on continuous and forced choice measures of parenting styles and rated on a feeling thermometer from 0 (coldest) to 100 (warmest) their feelings towards their father and mother. Data collection is ongoing, but we expect that the best professor more than the worst professor will be described as having an authoritative style high on both nurturance and control. We also expect congruence between the parenting style of student's parents and the teaching style of their best professor. However, this congruence should be greater when the gender of the professor matches the gender of the parent with whom the student had the closest emotional connection.

Poster # 19 Student's Perceptions Of Award Winning Teachers And Prolific Scholars As Seen On RateMyProfessors.com Jonathan Bassett, Tim Snyder - Lander University This research examined the ratings on RateMyProfessors.com (RMP) for winners of national teaching of psychology awards and psychology faculty with records of prolific scholarly productivity. The first sample included recipients of the STP Excellence in Teaching Award and recipients of the APF Distinguished Teaching of Psychology award. RMP ratings were found for 20 of these award winners. The average overall quality rating for the award winning professors was nominally but not significantly higher than the average for the campuses at which they taught. Next, we examined two samples of prolific scholars. The first sample was obtained from the ISI database of the top 100 most cited psychologists. RMP ratings were found for 33 of these individuals. The average quality rating for these scholars was nominally but not significantly lower than the average for the campuses at which they taught. The second sample was obtained from a list of the top producers of scholarship among faculty at clinical psychology training programs (Stewart, Wu, & Roberts, 2007). RMP ratings were found for 28 of these scholars. The average quality rating for these scholars was nominally but


not significantly lower than the average for the campuses at which they taught. In all three samples, quality ratings on RMP were significantly correlated with easiness. These finding are consistent with previous data showing that there is no relationship between teaching effectiveness and scholarly productivity and suggesting that RMP likely does not distinguish effective from ineffective teachers but rather reflects students' preference for easiness.

Poster # 20 Are Teaching Evaluations The Best Evidence Of Teaching Effectiveness For GTAs? Jessica Busler - Auburn University, Carrie Zuckerman - Auburn University, Jared Keeley - Mississippi State University, William Buskist - Auburn University A commonly requested item in the application packet for academic positions is teaching evaluations. Because graduate students often serve as teaching assistants during their graduate career under the supervision of primary instructors, it seems important to study the influence that instructors' evaluations have on graduate teaching assistants' (GTAs) evaluations. We had 147 undergraduates rate both their instructors and GTAs using the Teacher Behavior Checklist. We conducted a canonical correlation analysis to examine the relationship between students' evaluations of their instructors and GTAs. Qualities such as fairness, respectful, rapport, punctuality, confident, and good listener showed variable outcomes when ratings were positive versus negative with respect to the instructor and respective GTA(s). For example, when the instructor was given positive ratings for having a good classroom rapport with the students, effectively communicating, promoting critical thinking, and preparing well for class, the GTA was also given positive ratings; however, when the instructor was rated as being unfair, not listening well, lacking rapport with the students, and disrespectful the GTA was rated positively on those characteristics. In essence, student evaluations of their GTA may not be the most accurate representation of the GTA's teaching effectiveness.

Poster # 21 The Effectiveness Of Paper Versus Online Homework In A Statistics Class Erin Carney, Jared Keeley - Mississippi State University The popularity of online homework programs for statistics is increasing. Online homework offers the advantages of immediate feedback, ease of access for students, and automatic grading. However, certain aspects of the program may impede active learning processes. A class of 72 statistics students completed an ABAB design of alternating online versus paper homework assignments divided across four class units counterbalanced across two halves of the class. Results indicated a clear benefit for test performance from paper homework across all four tests. Students self-reported a preference for online homework early in the semester but shifted towards a preference for paper homework by the end. The authors posit that the benefit for paper homework may be a greater correspondence to other course materials and reducing overconfidence bias from online examples.


Poster # 22 Identifying College Students' Misconceptions Of Developmental Psychology Christopher Stanzione, Maggie Renken - Georgia State University One of the most common misconceptions undergraduates have in a developmental psychology course is a very simplistic view about children and their development (McDevitt & Ormrod, 2008). This is because many students draw conclusions based on their personal beliefs and limited experiences. To address and foster conceptual change, undergraduates enrolled in a human growth and development course were required to write essays addressing misconceptions. The assignment involved identifying a personal misconception, providing the accurate concept with evidence, and discussing the importance of this new knowledge. Finally, they were asked how they would share this with someone who has not taken the course. We have collected approximately 80 student essays across seven sections (both online and face-to-face) from Fall 2012 to Fall 2013. Common themes in students' misconceptions about developmental psychology include experiential and environmental factors, such as the nature of social interactions and socioeconomic status, as surprising developmental influences. Many students reviewed the nature versus nurture debate and concluded that the development of the child is an interaction rather than strictly genetics. Moreover, several students identified newborn babies as blank slates. Students came to appreciate the fascinating and complex mind of infants by researching empirical articles in addition to using our textbook. Additional misconceptions included parenting styles, attachment, and language development. It is important to create assignments and classroom-based activities that can foster conceptual change that apply to academic success and personal growth and awareness. We are excited to share this teaching strategy with other teachers of psychology.

Poster # 23 Long-Term Retention For Research Methods Content Jennifer Willard, Adrienne Williamson, Pam Marek - Kennesaw State University One universal goal of faculty is to promote long-term retention of course material; however, long-term retention is rarely assessed. Therefore, our aim for this project was to examine students' long-term retention of course-related concepts taught during Research Methods. Course instructors and primary textbooks varied across sections, but all instructors covered the same agreed upon learning objectives. All Research Methods students at our university complete a pre- and posttest at the beginning and end of the semester during which they are enrolled in the course. This test is used to assess students' knowledge of basic research methods, ethics, statistics, and APA writing. As expected, results indicate that gains in knowledge were made over the course of the semester. To examine whether these gains were sustained, the test was administered again to a subset of students enrolled in senior-level courses. The results of this third wave of testing will be discussed, and we will consider how this information can be used by instructors to enhance long-term retention.


SETOP would like to recognize the following individuals for their contributions: Amy Buddie Kaleem Clarkson Grace Easton Danielle Ereddia Alexander Gambon Pam Marek Daniel Rogers Tracie Stewart Jennifer Willard Adrienne Williamson

2014 Conference Program - Kennesaw State Universitycetl.kennesaw.edu/sites/default/files/final setop program... · 2019. 12. 18. · cetl.kennesaw.edu/setop | The Center for Excellence

Documents