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Proceedings
of the
18th Annual Meeting
of the
Northeast Conference
for Teachers of Psychology
Worcester Polytechnic Institute
Worcester, Massachusetts
Friday, October 12, 2012 Page 1
SessionTime
Campus CenterThird FloorOdeum A
Campus CenterThird FloorOdeum B
Campus CenterThird FloorOdeum C
7:30 AM to 5:00 PM Registration will be aill be ave available in the Campus Cententer Third Floor Lobby
7:45 AM to 8:45 AM Light breakfast will bill be aill be available in the Campus Cenenter Third Floor Lobby
9:00 AM to 10:00 AMKeynote Address:
Bryan Saville
10:15 AM to 11:15 AMConcurrent Presen
Presentation 1 Pentat
Ptation Session 1
Presentation 2
11:30 AM to 12:30 PMConcurrent Present
Presentation 1 Pentat
Ptation Session 2
Presentation 2
12:45 PM to 1:45 PM Lunch will be served in th the the Campus Center Forkey Din Dining Commons, First Floor
2:00 PM to 3:00 PMKeynote Address:
Beth Morling
3:15 PM to 4:15 PMConcurrent Present
Presentation 1 Pentat
Ptation Session 3
Presentation 2
4:30 PM to 5:30 PM Poster Session
4:30 PM to 5:00 PM Participant Idea Exchange I
5:00 PM to 5:30 PM Participant Idea Exchange II
5:00 PM to 6:00 PMJoint NECTOP
and NEPA Reception
Page 2
The New England Psychological Association and the Northeast Conference for Teachers of Psychology would like to thank Worcester Polytechnic Institute for hosting their joint 2012 Annual Meetings, and recognize the following organizations, grants, and individuals for contributing to the success of the 2012 NECTOP meeting:
Dennis Berkey, Ph.D., President, Worcester Polytechnic Institute
Eric Overstrom, Ph.D., Provost, Worcester Polytechnic Institute
Karen Oates, Ph.D., Dean, Arts & Sciences, Worcester Polytechnic InstituteJames Doyle, Ph.D., Professor and Chair, Worcester Polytechnic Institute Department of Social Sciences and Policy Studies
Jeanine Skorinko, Ph.D., Local Arrangements Chair, Worcester Polytechnic Institute Department of Social Sciences and Policy Studies
Jean Siequist, Worcester Polytechnic Institute, Administrative AssistantWorcester Polytechnic Institute Events Office
Worcester Polytechnic Institute Facilities
Worcester Polytechnic Institute Department of Social Sciences and Policy StudiesPsychology Society, Worcester Polytechnic Institute Department of Social Sciences and Policy Studies
Northeast Conference For Teachers of Psychology Steering Committee
American Psychological Association Education Directorate’s Board of Educational Affairs
Society for the Teaching of Psychology
Page 3
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CAMPUS STRUCTURES
1 Air Force and Aerospace Studies
2 Alden Memorial
3 Alumni Gym
4 Atwater Kent Laboratories
5 Bartlett Center
6 Boynton Hall
7 Campus Center
8 Campus Police
9 Collegiate Religious Ctr
10 20 Trowbridge Road
11 Fuller Laboratories
12 Gateway Phase II
13 Goddard Hall
14 Gordon Library
15 Harrington Auditorium
16 Health Center
17 Higgins House
18 Higgins Laboratories
19 Hughes House
20 International House
21 Jeppson House (One Drury Lane)
22 Kaven Hall
23 OASIS
24 Olin Hall
25 37 Lee Street
26 Power House
27 Project Center
28 Salisbury Laboratories
29 Skull Tomb
30 Sports & Recreation Center
31 Stratton Hall
32 Student Development and Counseling Center
33 Washburn Shops and Stoddard Laboratories
34 WPI Life Sciences and Bioengineering Center
35 85 Prescott Street
Campus Map
STUDENT RESIDENCES
A Daniels Hall
B 16 Elbridge
C Ellsworth Apartments
D Founders Hall
E Fuller Apartments
F Unity House
G Institute Hall
H Morgan Hall
J Sanford Riley Hall
K 22 Schussler
L Stoddard Complex
M 25 Trowbridge
N East Hall
O Salisbury Estates
GREEK HOUSES
G1 Alpha Chi Rho
G2 Alpha Gamma Delta
G3 Alpha Tau Omega
G4 Alpha XI Delta
G5 Lambda Chi Alpha
G6 Phi Gamma Delta
G7 Phi Kappa Theta
G8 Phi Sigma Kappa
G9 Phi Sigma Sigma
G10 Sigma Alpha Epsilon
G11 Sigma Phi Epsilon
G12 Sigma Pi
G13 Tau Kappa Epsilon
G14 Theta Chi
G15 Zeta Psi
KEY
Campus Structures
Student Residences
Greek Houses
Parking
HIGGINS
HOUSE
LOT
HACKFELD
LOT
EINHORN
LOT
SCHUSSLER
LOT WEST
STREET
LOT
INSTITUTE
LOT
DEAN
LOT
EAST
HALL
GARAGE
GATEWAY
GARAGE
BOYNTON
STREET
LOT
CAMPUS
CENTER
LOT
A. J. KNIGHT
FIELD
ALUMNI
FIELDQUAD
Friday Evening Dinner
will be held in Adlen
Memorial (#2)
NECTOP
will be held in the
Campus Center (#7)
Recommended
ParkingRecommended
Parking
Friday Evening Speaker
8:00 PM
Campus Center (#7)
Third Floor Odeum A
Page 5
Odeum Rooms
A B C
RegistrationExhibits
Participant Idea Exchanges, Posters,
and NECTOP-NEPA Reception
Light
Breakfast
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Page 6
9:00 AM - 10:00 AM
Theodore N. Bosack Keynote Address
Campus Center: Odeum A
Bryan K. Saville(James Madison University)
Interteaching: From the Psychology of Learning to the Learning of Psychology
In recent years, educators have bemoaned the state of American education, citing several reasons for its purported decline. One potential contributor to this negative state of affairs is the continued use of teaching methods that fail to capitalize on how people learn. In this presentation, I will discuss interteaching, a teaching method that has its conceptual roots in the psychology of learning. Specifically, I will explain how to implement interteaching in the classroom, show how it is grounded in well-established psychological principles, and discuss the growing body of research that has found interteaching to be an effective way to promote student learning.
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Odeum A: Presentation 1
Robin Musselman(Lehigh Carbon Community College)
Student Engagement and Increased Learning:Implementing Interteaching Into Introductory Psychology
Today’s students live in a fast-paced world and few traditional-age students have ever been without a means of communicating with peers. Studies have shown that lecture alone is less effective in terms of student performance (Saville & Zinn, 2005). As a result, many professors have moved away from simple lecture format to include more hands-on learning, more relevant material and more student interaction. This may be easier to do at the upper levels where students have been trained to think more critically about material and have an expectation that they will be tasked with more responsibility for their learning. Introductory Psychology provides a platform for bringing students into the field provided we capture their interest. It is crucial that we implement creative teaching techniques in these courses. Interteaching was introduced into sections of the Introduction to Psychology course at Lehigh Carbon Community College in Spring 2011. Interteaching has been shown to be a successful tool towards engagement by creating more discussion and shorter lectures targeted to student interest. This presentation will include an overview of interteaching as implemented at LCCC, sample preparation guides and probes and will demonstrate the efficacy of the method through a comparison of student outcomes using both interteaching and non-interteaching. This interactive session will give participants an opportunity to explore the decision-making process to implement interteaching as well as the successes and failures of various components. There will also be an opportunity to see the extent of outcome assessment that is available on the individual student level as well as the course level throughout the semester.
Odeum B: Presentation 2
Tom Heinzen(William Patterson University)
Clever Hans:The Horse That Won’t Go Away
Psychology’s backstory is a rich resource for demonstrating the value of scientific thinking. For example, the story of Clever Hans creates opportunities to teach our students about the failures of social cognition such as confirmation bias and hindsight bias. But the lesser known details of the Clever Hans affair describe classic conflicts within psychology: ESP versus science, everyday observations versus careful experimentation, popular beliefs versus evidence-driven thinking, generalizing from non-human animals to humans, and the importance of testing competing theories. In addition, the personal dramas surrounding Clever Hans demonstrate the raw choices we face when confronted with cognitive dissonance while the public drama mirrors the challenges we face every day as teachers of psychology. Finally, the striking parallel between the Clever Hans affair and unfounded faith in Facilitated Communication as an intervention for autism makes Clever Hans a voice that our psychology majors need to hear as they make critical career decisions.
Page 8
Concurrent Session 1: 10:15 AM- 11:15 AM
Odeum A: Presentation 1
Greg Privitera(St. Bonaventure University)
Teaching Statistics in the Classroom by Combining Technologywith Interpretation: Preparing Students to Be Lab Ready
This session presents a unique approach to using technologies in the classroom. It describes how Excel® and IBM SPSS® can be incorporated in the classroom to better prepare students for careers in science—all while adding only about two to three classes worth of instruction time. Sample exercises are provided to illustrate how useful these technologies can be and how students can benefit from the inclusion of these technologies in the classroom. The talk describes how students acquire valuable skills in the classroom that are needed in a research lab, including the ability to think critically about statistical outcomes displayed in Excel® files and IBM SPSS® output tables. Additional strategies are illustrated in the talk to demonstrate how to introduce statistics in a way that fits well with the fundamentals of research methods and science. The aim of this talk is to introduce a teaching strategy that can immediately prepare students to actively participate in a research setting, such that students can: (1) use Excel® and IBM SPSS® software to enter and analyze data, (2) interpret statistical outcomes and identify the outcomes in IBM SPSS® output tables, (3) apply their knowledge of statistics to understand research design, and (4) think critically about why they are using a statistic, how it can be interpreted, and what it says about the hypothesis being tested. In all, the talk is organized using the acronym LAB READY: Link problems sets to Excel® and IBM SPSS® data files; Allot some time to introduce how to use the technologies you use in the classroom; Breakdown the barriers between statistics and science; Redefine how students think about science; Emphasize interpretation over calculation; Adapt problem sets to published research; Delineate the use of statistics and research design by applying the decision tree; Yield to a pace that is realistic and conducive to student learning.
Odeum B: Presentation 2
Kathryn Wiezbicki-Stevens(Bay Path College)
Community Partnerships: Fostering Goodwill and Creating Experiential Learning Opportunities for Students
Establishing Community Partnerships is a unique way to provide experiential learning opportunities that are also sustainable. The Psychology Program at Bay Path College has established a number of partnerships with local organizations with good success. These organizations sponsor our students and in exchange, Bay Path provides a package of “benefits” to these organizations, such as a free course, to compensate for their involvement. In this way, students are provided with valuable professional skill development and networking, and organizations receive much-needed help on a continuous basis and fostering goodwill with the community.
Page 9
Concurrent Session 2: 11:30 AM - 12:30 PM
12:45 PM - 1:45 PMLunch for all registered NECTOP participants
will be served in the Campus CenterForkey Dining Commons, First Floor
2:00 PM - 3:00 PM
Keynote Address: Odeum A
Beth Morling(University of Delaware)
"That Sample's Too Small," "That Sample's Not Random," and Other Tall Tales
Once upon a time, there was a psychology student who thought every study needed a large, random sample that could generalize to the population of the world.....
Does this story sound familiar to you? As teachers of psychology, we share stories about the wonders and power of the scientific method. But our students don't always appreciate the narrative. They get distracted by the long-lived misconceptions that seep into our classrooms—tall tales about the need for large samples, the supreme standards of random selection, and the "problem" of individual differences. I have been listening to their tired tales for lo! these many years, and I've got some tricks for encouraging better thinking. I'll share suggestions for helping students become systematic, appropriately critical readers of our research stories.
The moral? Students can learn to let go of random and recognize the good stuff, too.
Page 10
Odeum A: Presentation 1
Victor Benassi(University of New Hampshire)
Applying the Science of Learning in Psychology Curricula:Design, Implementation, and Assessment
This session provides an overview of some powerful science of learning principles—based on research in the area of cognitive psychology—that have been applied in psychology courses and that have been demonstrated to have educationally significant impact. I focus on the design and implementation of instructional interventions as well as on the assessment of their impact on student learning outcomes. Results from two representative projects completed through a Davis Educational Foundation sponsored Cognition Toolbox Project are described: (1) Use of low-stakes in-class and online quizzes in an effort to promote long-term retention and application of academic material (Test-Enhanced Learning, Retention, and Transfer); (2) Use of distributed practice and repetition (interleaving) to enhance students’ success at identifying appropriate statistical tests for research designs. The objectives of this session are to:
1. Inform participants of the scholarship on how the science of learning can improve educational outcomes in higher education in general, and in psychology courses in particular.
2. Describe the Cognition Toolbox Project, using illustrations from instructional interventions done in psychology courses.
3. Involve participants in identifying a learning issue in a psychology course and then in designing a cognitively-based intervention that includes a sound experimental design to assess the impact of the intervention on the identified learning outcome.
Odeum B: Presentation 2
Joann M. Montepare & Loredana Padurean(Lasell College)
The Contemporary Classroom:Older Students and Intergenerational Formats
Dramatic demographic shifts are compelling institutions of higher education to consider curricular opportunities and approaches which engage older learners along with traditional-aged students. And, increasing numbers of older adults are relocating to living environments which provide new educational opportunities. In this session, we discuss intergenerational formats used in Lasell College classes which bring together undergraduate students and older Lasell Village residents. We also explore how teaching older students challenges instructors in unique ways, and offer an opportunity for instructors to generate intergenerational teaching ideas for their classes.
Page 11
Concurrent Session 3: 3:15 PM - 4:15 PM
4:30 PM – 5:30 PM / Odeum C
Bernard C. Beins Teaching Poster Session
Poster 1 Simple Video Recording Procedures For Teaching Behavior Observation and Coding. Gary M. Brosvic, Ph.D. (Rider University).
Poster 2 Teaching Behavior Collection With Mice With An Open Field Paradigm. Gary Brosvic, Ph.D. (Rider University) & Eric Balboa, B.S. (Rider University).
Poster 3 Educational Psychology Goes Back to School: Videoconferencing Between Undergraduates and Fifth
Graders. Allison G. Butler, Ph.D. (Bryant University), Jenifer Perez (Bryant University) & Sandra Lenore, M.A.T. (Anna McCabe Elementary School).
Poster 4 The Teaching of Systems and Theories. Albert Wakin, C.A.S. (Sacred Heart University).
Poster 5 Creating an Active Learning Environment in Psychology Statistics Using a Hybrid Course Design. Heather D Hussey, Ph.D. (Northcentral University) & Bethany K.B. Fleck, Ph.D. (Metropolitan State College of Denver).
Poster 6 Using Social Media to Enhance Instruction in Higher Education. Bethany K.B. Fleck, Ph.D. (Metropolitan State College of Denver), Heather D. Hussey, Ph.D. (Northcentral
University) & Aaron S. Richmond (Metropolitan State College of Denver). Page 12
Poster 7 Coming in Contact: The Power of Experiential Learning to Shape Student Perceptions of Mental Illness. Tracy A. Prout, Ph.D. (College of Mount Saint Vincent).
Poster 8 Using Undergraduate Teaching Assistants to Facilitate Peer Mentorship. Jennifer L. Weiner, Ph.D. (Fisher College).
Poster 9 Enhancing Communication Skills in a Psychology of Women Course. Tara Broccoli, Ph.D. (Mitchell College).
Poster 10 Assessing Attitudinal Change After Taking an Undergraduate Gender Course. Jennifer Pickard Leszczynski, Ph.D. (Eastern Connecticut State University).
Poster 11 Study Of Student Life: Using Group And Individual Research To Enhance Students’ Professional
Development. Christina Hardway, Ph.D. (Merrimack College) & Michael Stroud, Ph.D. (Merrimack College)
Poster 12 Integrating Sport And Exercise Psychology Into Introductory Psychology Lessons. Andrew Vincent, B.A. (Springfield College) & Julia Rizzo, B.A. (Springfield College)
Poster 13 Using Online Tutorials to Assist Students in a Research Methods Course. Lyndsey K. Lanagan-Leitzel, Madeleine A. Fugère & Alita J. Cousins (Eastern Connecticut State University)
Poster 14 Flipping Intro Psych: Use Of An Inverted Classroom Approach In Introduction To Psychology. Brandi Silver, Ph.D. (Worcester State University)
Page 13
Poster 15 From Psychoanalysis to Cognitive Therapy: Evolution of Endorsement by the American Mental Health
Foundation. William Van Ornum, Ph.D., FAPA (Director of Research, American Mental Health Foundation) & Evander Lomke (CEO, American Mental Health Foundation)
Poster 16 Intersecting Venn Diagrams: Anxiety Disorders, Temperament, and Highly Sensitive Persons. Kathryn Roberson (Marist College), Amanda Torres (Marist College) & William Van Ornum, Ph.D. (Marist College)
Poster 17 The Use of Technology in Psychotherapy Training. Laura A. Noblet, M.A. (Massachusetts School of Professional Psychology)
Poster 18 Disability Studies in Psychology Graduate Programs. Nicole M. Rosa, M.S.W., M.A. (Brandeis University)
Poster 19 Attachment Anxiety And Teamwork In The Classroom. Katherine Alexander, M.A. (Rutgers University, Newark) & Harold Siegel, Ph.D. (Rutgers University, Newark)
Poster 20 Student Perceptions of the Research Experience: Expectations and Outcomes. Bernard C. Beins, Ph.D. (Ithaca College), Kendra Doychak (Ithaca College), Pamela Ferrante (Ithaca College), Carly Herschman (Ithaca College), Daniel Leibel (Ithaca College), Natalie Mendes (Ithaca College) & Samantha Sherry (Ithaca College)
Page 14
Poster 21 Psychology Fieldwork and the Undergraduate Thesis: An Integrative Approach. Sarah Martin, Ph.D. (Simmons College)
Poster 22 Errors in Performance Estimations: Lower Performers Consistently Overestimate Their Exam Scores. Catherine E. Overson, Ph.D. (Center for Excellence in Teaching and Learning, University of New Hampshire) & Victor A. Benassi, Ph.D. (Center for Excellence in Teaching and Learning, University of New Hampshire)
Poster 23 Enhancing Teaching and Learning in a Multi-Section Research Methods and Statistics Course Sequence. Teresa M. Lyons, Ph.D. (Salem State University), Darlene E. Crone-Todd, Ph.D. (Salem State University), Sophia R. Evett, Ph.D. (Salem State University), Benjamin O. Miller, Ph.D. (Salem State University) & Patrice M. Miller, Ed.D. (Salem State University)
Page 15
4:30 PM – 5:00 PM / Odeum C
Joint Participant Idea Exchange Session I
Idea Exchange 1
Log Cards: Personnel Communications With Unintended Effects
William Sharp, PsyaD.(Wheelock College & Boston Graduate School of Psychoanalysis)
Large classes, demands of a curriculum and outside distractions can make connections with students difficult to maintain; yet we teach a very “person oriented” field. By using log cards (5 x 8 index cards turned in weekly) as a structure to allow personal communications between teacher and student, this author found (1) a way to evaluate his teaching week to week as opposed to waiting for formal testing and (2) interests and future lesson ideas. An unintended effect however was (3) the discovery of a parallel process going on between the course material and students’ development in the course.
Idea Exchange 2
How Should Instructors Intervene When StudentsSelf-Disclose Mental Health Concerns In Class?
Benjamin T. Wood, Ph.D. (Massachusetts College of Liberal Arts Postdoctoral Fellow - Williams College Counseling Center)
How should instructors intervene when students self-disclose mental health concerns in the classroom? When teaching undergraduates about abnormal psychology and counseling, instructors may find that students share personal narratives about struggles with mental health. Self-disclosure in classrooms can promote active-learning and engagement. However, students who self-disclose may also experience negative judgments from their peers. How can instructors promote a learning environment in which students feel safe enough to explore psychological topics that are personally relevant without incurring prejudice? This participant idea exchange will offer instructors the opportunity to discuss ways of intervening when students self-disclose mental health concerns.
Page 16
Idea Exchange 3
Unlocking the Potential of Undergraduate Teaching Assistantsof Introduction to Clinical Psychology: Nuts and Bolts
Jasmine Mena, Ph.D. (University of Rhode Island),Kathryn Martin (University of Rhode Island) &
Amanda Meunier, B.A. (University of Rhode Island)
Undergraduate teaching assistants (UTAs) are increasingly becoming involved in university classrooms. The role of a UTA has the potential to enrich the experiences of students, professors and the UTAs themselves. This exchange will present information about the experiences of two undergraduate students and a professor of an introduction to clinical psychology undergraduate class. The audience will be able to discuss the history of UTAs; common duties and responsibilities of UTAs and professors; gains, costs, and conflicts experienced by UTAs and professors; ethical considerations; and recommendations for UTAs and professors.
Idea Exchange 4
Interteaching: Applications of Evidence-Based Teaching Methodsin Psychology Education: Tools and Tips For Success
James L. Soldner, Ph.D., CRC, BCBA-D (Assumption College) &Diane M. Myers, Ph.D. (Assumption College)
In recent years there has been a significant movement towards the concepts of evidence-based practice in psychology, including psychology education. Recently, interteaching, referred to as a “mutually probing, mutually informing conversation between two people” has been introduced as a user-friendly alternative to traditional teaching practices. A growing body of empirical support has found interteaching to positively impact student learning and satisfaction. This data-based presentation will provide an overview of interteaching and its key components and a description of past and present interteaching research. A discussion of the benefits of interteaching methods for both instructors and students will also be provided.
Page 17
Idea Exchange 5
Creating a Program for the Helping Professions: Beyond the Senior Thesis
Jennifer L. Weiner, Ph.D.(Fisher College)
Capstone courses in traditional undergraduate psychology programs tend to require an extensive literature review, commonly termed a Senior Thesis. While that is a very valuable tool, this presentation offers a different approach to the Senior Thesis and details a unique project which encompasses several components of a student-created program that would theoretically help the communities being served. Sample projects will be presented.
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5:00 PM – 5:30 PM / Odeum CJoint Participant Idea Exchange Session II
Idea Exchange 1
Bridging Psychology and Education:Making Psychology Relevant to Pre-Service Teachers
Elida V. Laski, Ph.D(Boston College Lynch School of Education,
Applied Developmental and Educational Psychology)
Many teacher education programs require their students to take psychology courses, such as Child Development and Psychology of Learning. The purpose of this idea exchange is to discuss ways of making the research presented in these courses relevant and meaningful to pre-service teachers, so that it is likely to influence their future instruction. A number of questions will be posed for discussion, including: Which topics might be most important for this student population? What approaches can be used to make the implications of the research apparent? Ideas and a sample syllabus from a Psychology of Learning course will be shared.
Idea Exchange 2
Developing and Assessing Communication Across the Curriculum
Tara Broccoli, Ph.D. (Mitchell College),Jennifer Mauro, M.S. (Mitchell College) &Catherine Wright, Ph.D. (Mitchell College)
Student success is a multidimensional construct that includes the development of skills/abilities (e.g., communication). However, while the development of skills is valued, faculty members may rely on general education courses to increase these abilities in students. Ability-based education (ABE) is an approach to teaching and learning that emphasizes utilizing course content to develop key institutional abilities. As such, students and faculty may focus on the enhancement of skills in a developmental fashion. This participant idea exchange will introduce techniques to develop and assess communication skills interdependently with course content across the curriculum.
Page 19
Idea Exchange 3
What Instructors Should Know About Public Speaking Anxiety
Toni-Ann Mastando, B.A. (Marist College) &Peter DelRosario, Ph.D. (Marist College)
Public speaking anxiety (PSA) is the number one fear of Americans. Many students experience this issue as their coursework may require oral presentation assignments. Students with PSA tend to avoid these public speaking situations and, in extreme cases, drop out of courses with this requirement. Research has yielded positive results for PSA reduction techniques, and has recognized multicultural issues with regards to PSA among diverse students. Students may benefit from their instructors’ awareness of these issues and their application of PSA reduction techniques. Students may be better prepared to enter the workplace that requires public speaking.
Idea Exchange 4
How to Survive as a New Instructor: Discussing Challenges in the Early Years of Teaching
Ariana F. Young, M.A. (University at Buffalo, SUNY), Shannon P. Lupien, M.A. (University at Buffalo, SUNY)& Jordan D. Troisi, Ph.D. (Widener University)
Drawing from an informal national survey of new psychology instructors, participants in this idea exchange will have the opportunity to discuss the challenges they have encountered in their first few years of teaching. Topics will include effective time management, maintaining confidence, managing student (mis)behavior, handling mistakes, and any other topics of participants’ choosing. The overall goal of this idea exchange is to have participants share their questions, concerns, and experiences, as well as use the collective wisdom of the group to come up with methods through which they can become more effective instructors.
Page 20
Idea Exchange 5
Bringing Service Into Action: Community Based Research as anAlternative to Traditional Research Courses
Diane Mello-Goldner,Ph.D. (Pine Manor College)
For the past 10 years, Pine Manor College has adopted an Action Research Model which is based on a Community Based Research approach. Our Community Based Research two-course sequence involves research that is conducted by, for, or with the participation of local community members in the Boston area. This session will involve a discussion of the successes and problems associated with this type of model to teach statistics and research design at the college level. Ideas and a sample syllabus will be provided.
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Friday Evening
Joint NECTOP and NEPASocial Hour, Odeum C
5:00 PM - 6:00 PM
Please join us for a brief reception that concludes the 18th Annual Meeting of the Northeast Conference For Teachers of Psychology and opens the 52nd Annual Meeting of the New England Psychological Association that continues through Saturday, October 13.
Friday Evening Dinner6:15 PM - 7:45 PM
The Friday Evening Dinner is by prior reservation (Alden Memorial, #2 on campus map) and is not included in either general NECTOP or NEPA registration fees.
Friday Night Keynote Speaker8:00 PM – 9:00 PM
The Friday Evening Speaker (Dr. Thomas Gilovich, Cornell University) will begin at 8:00 PM in Salisbury Laboratories Room 115 (#28 on campus map). The Friday Evening Speaker is open to NECTOP and NEPA participants and to all members of the Worcester Polytechnic Institute community.
Page 22
Friday Night Keynote Speaker
Salisbury Laboratories Room 115
Opening Comments:
Karen Oates, Ph.D.Dean, Arts & Sciences, Worcester Polytechnic Institute
Featured Presenter:
Thomas Gilovich, Ph.D.(Cornell University)
Getting the Most For Your Money:
The Hedonic Return on Experiential and Material Purchases
Introduced by Jeanine Skorinko, Ph.D. (Worcester Polytechnic Institute)
Thomas Gilovich is Professor of Psychology at Cornell University and co-director of the Cornell Center for Behavioral Economics and Decision Research. He received his B.A. in Psychology from the University of California and his Ph.D. in Psychology from Stanford University. His research focuses on how people evaluate information in their everyday and professional lives, and how they use that information to draw conclusions, form beliefs, and embark on courses of action. His research has been funded by the National Science Foundation and the National Institute of Mental Health. His books include How We Know What Isn’t So (1991), Why Smart People Make Big Money Mistakes (1999, with Gary Belsky), Heuristics and Biases: The Psychology of Intuitive Judgment (2002, with Dale Griffin and Daniel Kahneman), and Social Psychology (2004, with Dacher Keltner and Richard Nisbett). He is a member of the American Academy of Arts and Sciences and a Fellow of the American Psychological Association, the Association for Psychological Science, the Society of Experimental Social Psychology, and the Society for Personality and Social Psychology.
Page 23
Page 24
Call
Fo
r S
ub
mis
sio
ns
Sub
mis
sio
n o
f a
pro
po
sal i
mp
lies
a c
om
mit
men
t to
att
end t
he
mee
tin
g a
nd d
eliv
er t
he
pre
sen
tati
on
if it
is
acce
pte
d. A
ll a
tten
dee
s, p
rese
nte
rs, an
d g
ues
ts a
re r
equir
ed t
o r
egis
ter
for
the
NE
CT
OP
mee
tin
g.
Pro
po
sals
will b
e ac
cep
ted
or
reje
cted
on
th
e b
asis
of
pee
r re
vie
w.
Pri
ori
ty w
ill
be g
iven
to
Po
ste
rs a
nd
Part
icip
an
t Id
ea E
xch
an
ges s
ub
mit
ted
betw
een
Feb
ruary
1,
2013 a
nd
Ju
ne 8
, 2013
. N
EC
TO
P w
ill
co
nti
nu
e t
o r
eceiv
e a
nd
revie
w p
oste
rs
su
bm
itte
d a
fter
Jun
e 8
, 2013 t
hro
ug
h S
ep
tem
ber
21,
2013 o
n a
sp
ace-a
vailab
le b
asi
s. P
oste
rs
pro
vid
e a
med
ium
fo
r th
e v
isual p
rese
nta
tio
n o
f in
form
ati
on
an
d d
iscuss
ion
wit
h a
tten
dees.
Part
icip
an
t Id
ea E
xch
an
ges a
re 3
0-m
inute
ro
un
dta
ble
dis
cuss
ion
s re
late
d t
o t
he t
each
ing o
f
psy
ch
olo
gy, in
clu
din
g b
ut
no
t lim
ited
to
rese
arc
h o
n t
he e
ffecti
ven
ess
of
a t
each
ing m
eth
od
or
stra
tegy, d
em
on
stra
tio
n o
f a t
each
ing t
ech
niq
ue, co
op
era
tive a
nd
/o
r in
terd
iscip
lin
ary
pro
jects
.
NE
CT
OP
will al
so c
on
sid
er p
rop
osa
ls f
or
on
e-h
ou
r in
tera
cti
ve s
ess
ion
s/w
ork
sho
ps
dea
lin
g w
ith
inst
ruct
ion
al m
eth
od
s o
r st
rate
gies
in
th
e te
ach
ing
of
psy
cho
logy
. E
xam
ple
s o
f th
e so
rts
of
sess
ion
s th
at w
ill
be
con
sid
ered
may
be
foun
d in
th
e 2011 a
nd
2012 N
EC
TO
P p
rogr
ams
that
are
avai
lab
le f
or
on
lin
e re
vie
w
at N
EP
sych
olo
gica
l.org
. T
he d
ead
lin
e f
or
pro
po
sals
fo
r o
ne-h
ou
r in
tera
cti
ve s
ess
ion
s/w
ork
sho
ps
is
Marc
h 1
, 2013
. D
ecis
ion
s ab
out
incl
ud
ing
sess
ion
s in
th
e p
rogr
am w
ill b
e m
ade
afte
r th
e su
bm
issi
on
dea
dlin
e an
d w
ill co
nsi
der
bo
th t
he
qual
ity
of
the
pro
po
sal an
d a
chie
vem
ent
of
bal
ance
in
th
e N
EC
TO
P
pro
gram
.
In o
rd
er t
o b
e r
ev
iew
ed
all
pro
po
sals
mu
st b
e c
learly
rela
ted
to t
he t
each
ing o
f p
sych
olo
gy,
sub
mit
ted
th
ro
ug
h t
he N
EC
TO
P S
ub
mis
sion
s P
orta
l at
NE
Psy
ch
olo
gic
al.
org, an
d i
nclu
de:
NE
CT
OP
Th
e N
ort
hea
st C
on
fere
nce
fo
r T
each
ers
of
Psy
cho
logy
invi
tes
you t
o a
tten
d a
nd
par
tici
pat
e in
th
e
2013
An
nual
Mee
tin
g
19th
No
rth
east
Co
nfe
ren
ce f
or
Tea
cher
s o
f P
sych
olo
gy
Fri
day,
Oct
ob
er 1
8, 2
013
Ho
usa
ton
ic C
om
mu
nit
y C
oll
ege,
Bri
dg
epo
rt,
Co
nn
ecti
cut
NE
Tea
chin
gPsy
chol
ogy@
Gm
ail.c
om
ww
w.N
EP
sych
olo
gic
al.o
rg
Th
e N
ort
hea
st C
on
fere
nce
fo
r T
each
ers
of
Psy
cho
logy
is a
ffilia
ted
wit
h t
he
New
En
gla
nd P
sych
olo
gic
al A
sso
ciat
ion
Page 25
53rd
New
En
gla
nd
Psy
ch
olo
gic
al A
sso
cia
tio
n M
eeti
ng
Satu
rday,
Octo
ber
19,
2013
Call
fo
r S
ub
mis
sio
ns
Th
e su
bm
issi
on
of
a p
rop
osa
l im
plie
s a
com
mit
men
t to
att
end
the
mee
tin
g an
d de
liver
th
e p
rese
nta
tio
n if
it
is a
ccep
ted.
All
atte
nde
es, p
rese
nte
rs, a
nd
gues
ts a
re r
equi
red
to r
egis
ter
for
the
mee
tin
g. P
rop
osa
ls w
ill b
e
acce
pte
d o
r re
ject
ed o
n t
he
bas
is o
f p
eer
revi
ew.
NE
PA
Pri
ori
ty S
ub
mis
sio
n D
ead
lin
e:
Feb
ruary
1 t
hro
ug
h J
un
e 8
, 2013
fo
r sy
mp
osi
a,
pap
ers
, an
d p
ost
ers
rep
rese
nti
ng
all ar
eas
of
the
psy
cho
logi
cal sc
ien
ces.
NE
PA
wil
l co
nti
nu
e
to r
eceiv
e a
nd
revie
w p
ost
ers
th
rou
gh
Sep
tem
ber
21,
2013
on
a s
pace-a
vail
ab
le b
asi
s.
NE
Psy
chol
ogic
al@
Gm
ail.
com
ww
w.N
EP
sych
olo
gic
al.o
rg
Ho
usa
ton
ic C
om
mu
nit
y C
oll
eg
e,
Bri
dg
ep
ort
, C
on
necti
cu
t
NE
PA
invi
tes
the
sub
mis
sio
n o
f p
ap
ers
an
d p
ost
ers
wit
h c
lear
an
d d
etai
led
art
icula
tio
n o
f re
sear
ch
ques
tio
ns,
pro
ced
ure
s, d
ata
anal
yses
, an
d im
plic
atio
ns
of
the
resu
lts.
Th
eore
tica
l an
d li
tera
ture
rev
iew
sub
mis
sio
ns
will
be
con
sid
ered
as
pap
ers
pro
vid
ed t
hat
th
ey p
rese
nt
new
idea
s, m
od
els,
or
fram
ewo
rks
for
futu
re r
esea
rch
. Pap
ers
and
po
ster
s m
ay b
e qual
itat
ive
in c
on
cep
t an
d m
eth
od
olo
gy p
rovi
ded
th
at a
suff
icie
nt
des
crip
tio
n o
f d
ata
sourc
es/
evid
ence
, eva
luat
ion
pro
ced
ure
s, a
nd
sub
stan
tiat
ed c
on
clusi
on
s is
pro
vid
ed. N
EP
A a
lso
see
ks t
he
sub
mis
sio
n o
f sy
mp
osi
a t
hat
incl
ud
e au
tho
rs f
rom
dif
fere
nt
inst
ituti
on
s
pre
sen
tin
g su
bst
anti
ve is
sues
fro
m d
iffe
ren
t p
ersp
ecti
ves.
Dat
a co
llect
ion
an
d a
nal
ysis
must
be
con
clud
ed
pri
or
to s
ub
mis
sio
n a
nd s
ub
mis
sio
ns
judge
d t
o b
e w
ork
s in
pro
gres
s w
ill b
e au
tom
atic
ally
rej
ecte
d.
Th
e N
EP
A p
rog
ram
co
mm
itte
e r
ese
rves
the r
igh
t to
req
uest
th
at
pap
ers
fo
r w
hic
h t
hem
ati
c
sess
ion
s are
no
t ava
ilab
le b
e p
rese
nte
d a
s p
ost
ers
.
In o
rder
to
be
revie
wed
pap
er
an
d p
ost
er
sub
mis
sio
ns
must
in
clude
the
follo
win
g co
nte
nt:
th
e m
ain
fin
din
gs.
e
mb
edded
wit
hin
exp
lan
atio
ns,
wh
ere
app
rop
riat
e.
A S
ym
po
siu
m s
ub
mis
sio
n s
ho
uld
in
clude
the
follo
win
g co
nte
nt:
an
d t
he
audie
nce
fo
r w
hic
h t
he
sym
po
sium
is
inte
nded
.
s
ub
mis
sio
n a
nd e
xp
erti
se t
o p
arti
cip
ate
in t
he
sym
po
sium
.
A
ll p
rop
osa
ls m
ust
be
sub
mit
ted u
sin
g th
e N
EP
A S
ub
mis
sio
n P
ort
al a
t N
EP
sych
olo
gica
l.org
.
NE
PA
Page 26
W. W
. No
rto
n &
Co
mp
any,
In
c.In
dep
end
ent
and
Em
plo
yee-
ow
ned
WWNORTON.COM
Co
ntac
t yo
ur lo
cal N
ort
on
rep
rese
ntat
ive
at W
WNORTON.COM/C
OLLEGE/C
ONTACT
RE
SE
AR
CH
ME
TH
OD
S
PS
YC
HO
LO
GY
BE
TH
MO
RL
ING
, Uni
vers
ity
of D
elaw
are
Res
earc
h s
kills
th
ey k
no
w t
hey
’ll u
se
Most p
rofe
ssor
s ag
ree
that
wh
ile s
ome
stud
ents
will
go
on t
o co
ndu
ct p
sych
olog
ical
rese
arch
an
d de
sign
stu
dies
of t
hei
r ow
n, t
he
maj
orit
y w
ill p
ursu
e ca
reer
s in
wh
ich
they
are
con
sum
ers
of
psy
cho
log
ical
res
earc
h. !
ey w
ill e
valu
ate
rese
arch
cla
ims
as th
ey
advo
cate
for
polic
y, m
ake
deci
sion
s on
trea
tmen
t, e
valu
ate
prop
osal
s, a
nd
con
stru
ct
less
on p
lan
s. S
o, w
hy a
ssig
n a
tex
tboo
k th
at fo
cuse
s ex
clus
ivel
y on
producers
of
psyc
hol
ogic
al r
esea
rch
?
Bet
h M
orlin
g h
elps
stu
dent
s de
velo
p cr
itic
al th
inki
ng
and
quan
tita
tive
rea
son
ing
skill
s
as th
ey b
ecom
e sy
stem
atic
inte
rrog
ator
s of
info
rmat
ion
. By
emph
asiz
ing
the
impo
rtan
ce
of in
terr
ogat
ion
ski
lls fo
r fu
ture
co
nsu
mer
s o
f re
sear
ch, M
orlin
g h
elps
stu
dent
s re
mai
n
enga
ged
; an
d ex
ampl
es fr
om p
opul
ar m
edia
an
d co
ntem
pora
ry s
tudi
es m
otiv
ate
stud
ents
to k
eep
read
ing.
An
inn
ova
tive
ped
ago
gic
al f
ram
ewo
rk off
ers
supp
ort
and
repe
titi
on a
s st
uden
ts b
uild
thei
r un
ders
tan
din
g of
res
earc
h m
eth
odol
ogy.
Mor
ling’
s “T
hre
e C
laim
s, F
ou
r V
alid
itie
s” fr
amew
ork
give
s st
uden
ts
guid
elin
es fo
r cl
assi
fyin
g diff
eren
t ty
pes
of r
esea
rch
cla
ims,
an
d fo
r as
kin
g th
e ri
ght
ques
tion
s w
hen
ev
alua
tin
g th
ose
clai
ms.
!is
fram
ewor
k is
pro
min
entl
y fe
atur
ed in
side
the
fron
t co
ver
for
easy
ref
eren
ce
and
carr
ied
con
sist
entl
y th
roug
hou
t th
e en
tire
boo
k. If
you
’ve
ever
hea
rd a
stu
dent
dec
ry a
res
earc
h c
laim
(“!
at’s
just
not
val
id!”
), th
en y
ou’ll
un
ders
tan
d M
orlin
g’s
mot
ivat
ion
for
desi
gnin
g th
is fr
amew
ork.
Cle
ar le
arn
ing
go
als
and
op
po
rtu
nit
ies
for
self
-ass
essm
ent
refl
ect
the
late
st s
cien
ce-o
f-le
arn
ing
init
iati
ves.
Eac
h c
hapt
er b
egin
s w
ith
“A Y
ear
Fro
m N
ow
” le
arn
ing
obje
ctiv
es, w
hic
h h
elp
stud
ents
fo
cus
thei
r at
tent
ion
on
the
mos
t im
port
ant
con
cept
s. E
ach
maj
or s
ecti
on e
nds
wit
h a
“C
hec
k Yo
ur
Un
ders
tan
din
g” q
uiz,
allo
win
g st
uden
ts t
o as
sess
how
muc
h th
ey k
now
bef
ore
mov
ing
on. A
uth
or-t
este
d “L
earn
ing
Act
ivel
y” e
xerc
ises
cap
eve
ry c
hapt
er, t
rain
ing
stud
ents
to
synt
hes
ize,
uti
lize,
an
d re
mem
ber
chap
ter
mat
eria
l by
imm
edia
tely
app
lyin
g it
to
real
-lif
e re
sear
ch c
laim
s.
Mo
rlin
g is
su
pp
ort
ed b
y ro
bu
st in
stru
cto
r an
cilla
ries
an
d o
nlin
e m
edia
. An
cilla
ries
in
clud
e a
qual
ity-
cont
rolle
d te
st-b
ank
of 6
50 q
uest
ion
s, a
rt a
nd
tabl
es fr
om th
e te
xt in
JP
EG
an
d cu
stom
izab
le P
ower
Poi
nt, a
nd
an in
stru
ctor
man
ual a
uth
ored
by
Bet
h M
orlin
g h
erse
lf. M
orlin
g’s
blog
, EVERYDAYRESEARCHMETHODS.C
OM, i
s la
unch
ing
in A
ugus
t an
d co
ntin
uous
ly u
pdat
ed th
erea$
er. I
t pr
esen
ts
for
crit
ical
eva
luat
ion
res
earc
h c
laim
s m
ade
in o
nlin
e vi
deos
, spe
ech
es, s
tudi
es, a
nd
new
s ar
ticl
es. E
ach
en
try
is t
agge
d w
ith
a L
earn
ing
Obj
ecti
ve fr
om th
e te
xt a
nd
is p
aire
d w
ith
que
stio
ns
for
crit
ical
thin
kin
g an
d di
scus
sion
. A c
om
ple
tely
fre
e an
d o
pen
stud
ent
web
site
, WWNORTON.C
OM/S
TUDYSPACE, c
onta
ins
quiz
zes,
re
view
mat
eria
ls, a
nd
robu
st s
tudy
too
ls.
ISB
N: 9
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-935
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aper
bac
k 54
0 p
ages
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cto
ber
20
11$8
1 ne
t
in
Page 27
Be
co
me
a
Ps
yc
ho
log
ist
An
tio
ch
Un
ive
rsit
y N
ew
En
gla
nd
’s
Ps
yD
in
Cli
nic
al
Ps
yc
ho
log
y
ha
s b
ee
n a
cc
red
ite
d s
inc
e 1
98
6 b
y t
he
Am
eri
ca
n P
sy
ch
olo
gic
al
As
so
cia
tio
n.
At
AU
NE
, y
ou
ca
n:
P
rep
are
for
ther
apy,
ass
essm
ent,
su
per
visi
on
, an
d m
ore
.
Dee
pen
clin
ical
an
d r
esea
rch
ski
lls a
t ou
r th
ree
on-c
amp
us
cen
ters
.
Foc
us
on s
ervi
ce a
nd
soc
ial j
ust
ice.
W
ork
wit
h n
atio
nal
ly k
no
wn
fac
ult
y in
sm
all
clas
ses.
Th
e f
ull
-tim
e s
che
du
le i
s d
esi
gn
ed
so
re
gio
na
l st
ud
en
ts
ma
y c
on
tin
ue
liv
ing
in
th
eir
ho
me
co
mm
un
itie
s.
On
-cam
pu
s cl
asse
s o
ne
or
two
day
s a
wee
k.
A
pp
lica
nts
wit
h b
ach
elo
r’s
or
mas
ter’
s ca
n a
pp
ly.
In
clu
des
a c
lin
ical
dis
sert
atio
n a
nd
a fi
fth
-yea
r o
ff-s
ite
inte
rnsh
ip.
Co
nta
ct E
llen
Keech
, 6
03
.28
3.2
13
2,
ek
eech
@a
nti
och
.ed
u
Le
arn
mo
re a
t: w
ww
.an
tio
ch
ne
.ed
u/c
p
AU
NE
als
o o
ffe
rs m
ast
er’
s d
eg
ree
s in
Ma
rria
ge
an
d F
am
ily
Th
era
py
(MA
& P
hD
), D
an
ce M
ov
em
en
t T
he
rap
y, a
nd
Cli
nic
al
Me
nta
l H
ea
lth
Co
un
seli
ng
. C
ert
ifica
tes
in M
FT,
Au
tism
Sp
ect
rum
Dis
ord
ers
, A
BA
.
Th
e D
oct
ora
l P
rogr
am i
n C
lin
ical
Psy
cho
logy
is
accr
edit
ed b
y th
e A
mer
ican
Psy
cho
logi
cal
Ass
oci
atio
n.
Qu
esti
on
s re
late
d t
o t
he
pro
gram
's a
ccre
dit
ed s
tatu
s sh
ou
ld b
e d
irec
ted
to
th
e C
om
mis
sio
n o
n A
ccre
dit
atio
n a
t
Off
ice
of
Pro
gram
Co
nsu
ltat
ion
an
d A
ccre
dit
atio
n,
Am
eric
an P
sych
olo
gica
l A
sso
ciat
ion
, 7
50
1st
Str
eet,
NE
,
Was
hin
gto
n,
DC
20
00
2,
Ph
on
e: (
20
2)
33
6-5
97
9 /
E-m
ail:
ap
aacc
red
@ap
a.o
rg,
Web
: w
ww
.ap
a.o
rg/e
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