CONFERENCE PROGRAM 2015
The 29th Annual Conference
on the Teaching of Psychology:
Ideas and Innovations
"Beyond the Classroom:
Preparing Undergraduate Students for
Post-Graduate Success"
Presented by
The Psychology Department of
Conference held at the DoubleTree Hotel
Tarrytown, NY
March 27 & March 28, 2015
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PROGRAM OF PRESENTATIONS
Friday, March 27
8:00 - 9:00 AM: REGISTRATION AND CONTINENTAL BREAKFAST
9:00 - 9:30 AM: SESSION 1
ROOM 1: Oral Presentation - Research/Data Driven
Utilizing Curriculum Infusion to Impact Learning and Health Behaviors
Jessica Samuolis, Andrew Lazowski ~ Sacred Heart University; Janice Kessler
ABSTRACT: Curriculum infusion involves exposing students to information on a selected topic by
interweaving the content into course materials and assignments. This presentation will review the
evaluation of curriculum infusion as one approach to impact the alcohol-related health behaviors and
attitudes of college students. Examples of how curriculum infusion was utilized in two different
classes (research methods and statistics) will be provided. This presentation will include findings from
the research study conducted to evaluate these efforts, including the extent to which this pedagogical
approach impacted engagement in and learning of psychology course content. Additional applications
of curriculum infusion will be discussed.
ROOM 2: Oral Presentation - Theory/Experience Driven
The Beginnings of "Beginnings of Psychological Science": Psychology for Children
Yasmine L. Koheim-Kalkstein, Olivia Bogle, Daria Sullivan ~ Mount Saint Mary College
ABSTRACT: Partially funded by a grant from the APS Fund for Teaching and Public Understanding
of Psychological Science, we created a program at Mount Saint Mary College whereby
undergraduate students share psychological science with elementary school students in order to
inspire young students with concrete experiences in psychological science, educate parents and
teachers about psychology (an often misrepresented field), and create a medium for psychology
students at Mount Saint Mary College to share their knowledge of psychology and experience
teaching. In this talk we will share the details of how we created the program, an evaluation of the
program, and share the website for those that may wish to adopt our materials.
ROOM 3: Oral Presentation - Theory/Experience Driven
Preparing Undergraduates for the Real World: Graduate Training Course and Mentoring
Undergraduate Research Lab
Marla Johnston, Michaela Porubanova ~ Farmingdale State College
ABSTRACT: Preparing Undergraduates for the Real World: Graduate Training Course and Mentoring
Undergraduate Research Lab. Students often go into psychology thinking, “I want to help people.”
They enjoy their Introduction to Psychology class and pick their major with the idea that all
psychologists are therapists. As they continue in their course of study, they begin to realize what a
vast field psychology actually is and many are unsure of what direction to take or what their career
possibilities really entail. The presentation will focus on two largely impactful aspects of
undergraduate education on subsequent career choice and preparedness: classroom and research.
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9:40 - 10:40 AM: SESSION 2
ROOM 1: Workshop
Revealing the Hidden Curriculum: Helping Students Understand What is Necessary for Success
Anne E. Stuart, Sandra A. Sego ~ American International College
ABSTRACT: There are certain expectations college students must meet in order to be successful.
These expectations often communicate a set of academically held values and beliefs that aid in future
success. However, many of these expectations are not formalized in the curriculum and remain
hidden from students. Academically strong students are able to detect these expectations, whereas
under-prepared students often struggle to understand what is expected of them. This workshop
focuses on the need to reveal the hidden curriculum to foster student success. Discussion and
activities will stress using a scaffolded approach to reveal faculty and institutional expectations across
the curriculum.
ROOM 2: Workshop
Using Changes in the DSM-V to Build a Psychological Knowledge Base and Encourage
Critical Thinking
Benjamin Wood ~ Massachusetts College of Liberal Arts
ABSTRACT: The changes to organization and diagnostic criteria that occurred in the Diagnostic and
Statistical Manual of Mental Disorders 5th ed. provide excellent opportunities to build a knowledge
base in psychology and to engage in scientific inquiry and critical thinking. In the workshop, attendees
will participate in two in-class exercises that examine the changes to the DSM V that can be altered to
a number of relevant topics. They will also learn about a writing assignment about the diagnostic
changes that promotes scientific inquiry and critical thinking.
ROOM 3: Oral Presentation - Theory/Experience Driven
That Sounds Great in Theory, But Will it Work in the Real World? The Top Ten Studies That
Will Convince Your Intro Psychology Students That Psychology Has Relevance To Their Lives
Geoff Turner ~ Simmons College; David Bennett ~ North Park University; Jeffrey Holmes ~ Ithaca
College
ABSTRACT: College students often complain that scientific research has little relevance to either the
“real world” generally, or their personal lives in particular. As a consequence, many fail to appreciate
the value psychological research can have. We explore nine studies that help students appreciate
how research findings can provide a direct benefit. We demonstrate that scientific research is not only
useful, but offers an advantage over other ways of making decisions in daily life. Attendees will be
encouraged to share their own suggestions for relevant studies. We discuss nine studies that elicit
positive engagement and increase student appreciation for research.
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10:50 - 11:20 AM: SESSSION 3
ROOM 1: Oral Presentation - Theory/Experience Driven
Creating an Undergraduate Student Peer-Reviewed Journal: Lessons from Sentience and
Brainwaves
Yasmine L. Koheim-Kalkstein ~ Mount Saint Mary College; Mark A. Stellmack ~ University of Minnesota;
Michele Barry ~ Seton Hall University
ABSTRACT: In this presentation, we will describe how we created an undergraduate peer-reviewed
psychology journal at both a large university, and at a small liberal arts college. While the journals
(Sentience and Brainwaves) differ somewhat in scope and organization, they have both provided
students the opportunity to have an authentic experience in the field of psychological research.
ROOM 2: Oral Presentation - Research/Data Driven
Top-Down vs. Bottom-Up Learning: Was Bloom Right?
Jeffrey Nevid, Michael Ambrose, Yea-Seul Pyun ~ St. John’s University
ABSTRACT: Educational researcher Benjamin Bloom organized his famous taxonomy hierarchically
within six levels of educational objectives, based on the belief that attainment of higher level
objectives presupposes attainment of lower level objectives. Many instructors adopt this framework,
proceeding from basic definitions of terms and concepts upwards in the hierarchy toward applications
of concepts and analysis and evaluation of underlying mechanisms and processes. We examine the
educational benefits of reversing the hierarchy by having introductory psychology students acquire
key concepts by completing homework assignments that focus on the higher levels in Bloom's
taxonomy.
ROOM 3: Oral Presentation - Theory/Experience Driven
The Use of a Reader to Increase Student Comprehension of Course Content in an Introductory
Psychology Course
David J. Ross ~ Raritan Valley Community College
ABSTRACT: This session will review anecdotal evidence from utilizing a reader in introductory
psychology course during two different semesters. The reader was designed to help students better
understand the course content by linking “real-life” stories with specific course topics. Students
completed six writing assignments based on topics in the reader(s). Preliminary data on exam
outcomes will be reviewed and recommendations for future inclusion of a reader.
11:30 - 12:00 PM: SESSION 4
ROOM 1: Oral Presentation - Research/Data Driven
Psychology Department “Map”: A Comprehensive, Systematic Approach to Academic
Advisement and Career Development
Marya Carter, Jennifer Gonder ~ Farmingdale State College
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ABSTRACT: In our Department, mandatory academic advisement allows advisors to probe students’
career goals and recommend commensurate courses. The APA, however, suggests that to be
successful, Psychology majors need more: deliberate, systematic, and comprehensive career planning.
To address these needs, the Department redesigned advisement developing a comprehensive “map” to
guide students through the major, improve career development, and ultimately post-graduate
preparation. In this session, we will describe these new advisement procedures and report initial data
supporting the utility of the new system.
ROOM 2: Oral Presentation - Theory/Experience Driven
What’s Next? Preparing Psychology Majors for Life Following Graduation
Patricia Oswald, Katherine Zaromatidis ~ Iona College
ABSTRACT: This presentation will focus on high impact curricular and extracurricular practices that
prepare students for life beyond the college walls. Specifically, we have developed a two-pronged
strategy: activities that prepare students for post-baccalaureate study and those that prepare students
to enter the workforce. These activities include internships, information sessions, practice exams,
professional speakers, career preparation sessions, and research presentation opportunities. Some
of these activities and events are led by faculty whereas others are created by student leaders.
Details for these activities, as well as formal and anecdotal student feedback regarding these
practices will be discussed.
ROOM 3: Oral Presentation - Research/Data Driven
Assessing Personal Development Throughout a Domain-Focused Approach to Multicultural
Instruction
Michael Stoyer ~ Fordham University; Jose Soto, Nana Dawson-Andoh ~ Pennsylvania State University
ABSTRACT: Two studies are presented that assess students’ development throughout a domainfocused approach to multicultural instruction, in order to better understand the effectiveness of this
course design. A qualitative research design was employed to uncover that among the most
important topics students perceived learning were: Greater knowledge and awareness/appreciation in
the domains of societal injustice, other cultures, and their own culture. Study two used the Multigroup
Ethnic Identity Measure and a new measure designed to assess self-awareness focused on themes
identified in study one. Both ethnic identity and self-awareness were found to be significantly higher
following the completion of the course.
12:30 - 2:00 PM: LUNCH & KEYNOTE ADDRESS
Career Opportunities for Psychology Majors: What Do Faculty
Advisors Need To Know
Betsy Morgan, Ph.D., University of Wisconsin
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2:20 - 3:20 PM: SESSION 5
ROOM 1: Oral Presentation - Theory/Experience Driven
Over 20 Years of Cooperative Learning and Still Going Strong
Charles LaJeunesse ~ Misericordia University
ABSTRACT: I started using Cooperative learning (cl) in 1993. Over time my efforts have altered to
the point where I found a process that is easy to employ, students love, and where students learn
better than in lecture only formats. In the very first time I implemented this approach students wanted
it more often than I originally offered. To this day students are disappointed when I do not use this
approach. In my workshop I would like to make a case for employing cl in their classes. I will provide
examples of my procedure and offer to assist those who are willing to try it.
ROOM 2: Oral Presentation - Research/Data Driven
What Would Game-Based Higher Education Look Like and Feel Like?
Thomas Heinzen, Bethan Shipway, Tim Kim, Andres Salazar, Tyler Grady ~ William Paterson University
ABSTRACT: Principles of game design can transform higher education; Heinzen will frame those
principles within scientific psychology. Heinzen and Salazar will report an experiment testing student
perceptions of game-based “fat” points. Kim will compare how game-based point systems promote
achievement by reducing fear of failure. Agrusti will describe a financial management game for
students. Shipway will demonstrate a game-based response to the student retention crisis. Grady will
identify the commonalities in each of the presentations. Heinzen will moderate a discussion that asks
for help identifying areas of higher education likely to respond to game-based principles.
ROOM 3: Discussion Panel
Psychology from the other side: A chairperson's perspective
Panel Chair: David Biek, Middle Georgia State College, Macon; Discussants: Michael Goodstone,
Farmingdale State College, Kate Makarec, William Paterson University
3:30 - 4:00 PM: SESSION 6
ROOM 1: Oral Presentation - Theory/Experience Driven
Service Learning in a Developmental Psychology Classroom
Eva Goldhammer ~ Queensborough Community College
ABSTRACT: This is a pedagogical initiative, which is concerned with the concrete attainment of
course content regarding developmental issues in old age. The current offering describes a project
wherein students of lifespan developmental psychology spend time performing service-learning in a
senior day care facility. They engage the senior population by playing an interactive board game with
them, entitled 'Age-Tastik'. Additionally, the class has enriched the game, with additional questions,
which represent several issues in psychological development during old age. Students' level of
engagement with, and interest in, the senior population may be enhanced. These students can be
better equipped to undertake employment, with the interactive skills and life knowledge they gain.
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ROOM 2: Oral Presentation - Research/Data Driven
Who waves a white flag? Withdrawal behaviors and core organizational values.
Fred Tesch, Ron Drozdenko, Donna Coelho ~ Western Connecticut State University
ABSTRACT: Many college courses require students to work in small groups to complete a project.
Individual students in these groups often limit their participation and withdraw (emotionally,
cognitively, or physically) from the group process (“white flag behaviors”). Based on our past research
we hypothesized that students preferring mechanistic core values (e.g., procedural, regulated,
hierarchical) should report a greater tendency to engage in withdrawal (white-flag) behaviors as
compared to students preferring organic core values (e.g., creative, risk taking, collaborative). The
study also explored for possible relationships among core value preferences, the Ryff Scales of
Psychological Well-Being, and demographic variables.
ROOM 3: Oral Presentation - Research/Data Driven
Promoting Research Literacy: Evaluation of the Research Methods Sequence
Melissa Gebbia, Victoria Phillips ~ Molloy College
ABSTRACT: A recent revision to our research methods sequence created the opportunity to assess
research literacy. This new sequence culminates in an independent research project making the
capstone experience the last methods related course in the sequence. A self-study of the impact on
research literacy of the psychology majors in these courses was conducted and the findings will be
discussed along with the presentation of an alternative project. Perhaps the same depth of research
methodology learning can be attained with a service learning project that also has an impact on the
psychological literacy of the general population.
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Saturday, March 28
8:00 - 9:00 AM: REGISTRATION AND CONTINENTAL BREAKFAST
9:00 - 9:30 AM: SESSION 7
ROOM 1: Oral Presentation - Theory/Experience Driven
Stress Management Strategies and Self-care for Collegiate Faculty Members
Christine Feeley ~ Farmingdale State College
ABSTRACT: The World Health Organization (WHO) has described world-related stress as a
worldwide epidemic. Understanding the problems associated with excessive stress and worry in the
workplace is a vital component in reducing one’s stress. Higher-level educators often report time
and/or resource constraints directly related to their stress levels. In this presentation, topics such as
identifying stressors, stress-reduction techniques, and the negative effects of workplace stressors will
be addressed in further detail.
ROOM 2: Oral Presentation - Research/Data Driven
Religious Coping Methods and Cognitive Test Anxiety as Predictors of Academic Performance
Andrew S. Franklin ~ Norfolk State University
ABSTRACT: This purpose of the study was to assess religious coping strategies and cognitive test
anxiety as predictors of test performance in 93 college students whom endorsed a religious or
spiritual orientation. The students attended introductory to psychology courses and completed
inventories assessing religious coping strategies related to gaining control of a stressor, and a
cognitive test anxiety inventory during the conclusion of the second semester. Preliminary results
suggest self-directed religious coping to be positively related to cognitive test anxiety. Cognitive test
anxiety contributed negatively to academic performance, and participants’ ages were positively
related to grade performance.
9:40 - 10:10 AM: SESSION 8
ROOM 1: Oral Presentation - Theory/Experience Driven
If You Hum a Few Bars I Can Elaborate on That: An Application Exercise Using Music
David J. Bennett ~ North Park University
ABSTRACT: An application assignment in which students must apply course related topics to songs
is presented. The exercise is placed within the context of noting the value of a self-generated
elaborative assignment. The author provides examples of his own and samples of student
applications complete with musical cues! Attendees are invited to share their conceptual musical
applications.
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ROOM 2: Oral Presentation - Theory/Experience Driven
Beyond Power Point and Video Clips: Integrating Group Counseling Experiences into StudentCreated Group Proposals
Michael T. Paff ~ Iona College
ABSTRACT: This presentation will focus on two complementary assignments for students in a group
counseling class. The first assignment is to have students observe three different groups in school
and community settings, then write a paper in which they reflect on similarities and differences
between group processes and dynamics. The second assignment is for students to integrate
materials from the text and supplemental readings, class discussions, and the three groups they
observed to create a proposal for a group they would lead (or co-lead) in practice. Details and
examples of assignments and anecdotal student feedback regarding these practices will be
discussed
10:20 - 10:50 AM: SESSION 9
ROOM 1: Oral Presentation - Theory/Experience Driven
Teaching Students SOAP and DAP Note Construction via Clinical Role-Play
John L. Theodore ~ Iona College; James M. Macchia ~ Manhattanville College
ABSTRACT: Student training in psychotherapy documentation is often taught first in the classroom,
and may follow the convention of the SOAP or DAP note. Skills of creating SOAP or DAP notes may
be enhanced with role-play exercises in the classroom. During these activities, the course instructor
role-plays a "client" in psychological distress while student teams conduct ongoing psychotherapy
sessions on the instructor. Student teams create SOAP or DAP notes per session, and build clinical
writing skills based upon occurrences that happen in the classroom-based mock psychotherapy
sessions. Students find the activity enjoyable. Activity specifics, along with grading systems, will be
discussed.
ROOM 2: Oral Presentation - Theory/Experience Driven
Strengthening Students’ Life Skills: Assessing the Promises and Pitfalls of Self-Help Books
Daniel Benkendorf ~ Fashion Institute of Technology
ABSTRACT: Self-help books can be seen as a very public—and often problematic—face of the field
of psychology. In the assignment discussed, students are asked to select a self-help book of interest
and critically evaluate its methods and claims. Through the assignment, students practice and
develop their critical thinking skills.
11:00 - 12:00 PM: SESSION 10
ROOM 1: Discussion Forum
Wikipedia: Classroom Friend or Foe?
Kate Hossain ~ Bergen Community College; Sayeedul Islam, Kristin Petrillo ~ Farmingdale State
College
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ABSTRACT: The debate about Wikipedia’s usefulness and reliability as a research resource
continues across college campuses nationwide. As faculty, how do we help students recognize both
the strengths and weaknesses of Wikipedia? How do we encourage them to move beyond the easy
sources to the ones that are more likely to challenge them? How do we use Wikipedia ourselves?
This discussion forum will allow faculty and students to discuss information literacy in the classroom
through the lens of Wikipedia. Participants will also discuss the challenges of finding reliable
information sources and the potential benefits of using Wikipedia as a teaching tool.
ROOM 2: Oral Presentation - Theory/Experience Driven
The Use of Plickers to Increase Student Achievement & Engagement: An Informal
Implementation
Christy B. Fraenza, Lynn Nagle ~ Penn State Altoona
ABSTRACT: Instructors implemented the use of Plickers (a free response system) in their
classrooms in order to facilitate discussion, increase engagement, and increase student achievement
in introductory psychology courses. Engagement has increased in the classrooms, with students
actively discussing application content during lectures and chapter review sessions. In addition,
instructors have seen increases in student achievement scores. In this presentation, Ms. Nagle and
Dr. Fraenza will discuss the execution of this program and best practices, as well as future uses of
this technology.
ROOM 4 [11:30 – 12:00]: Undergraduate Student Poster Session Judging (Judges & Presenters Only)
Undergraduate Student Poster Session
1. The Effects of Expressive Writing and Mindfulness Techniques on Test Anxiety Levels in College Students
Meagan Voulo, Carolyn Bradley – Farmingdale State College
Faculty Advisor: Dr. Marya Howell-Carter
2. The Dissolving Mind: An Analysis of the Progression of Cognitive Degeneration in Artists as Seen Through Their Artwork
Lisa Rabinovich – Adelphi University
Faculty Advisor: Dr. Devin Thornburg, Dr. Susan Petry
3. The Effect of Context on Recognizing Facial Emotion
Victoria Sorrentino – Molloy College
Faculty Advisor: Dr. Melissa Gebbia
4. How Malleable is Valuable?
Tiffany Drey – Kutztown University of Pennsylvania
Faculty Advisor: Dr. Derek Mace
5. Relationships Among Anxiety, Immunity, and Locus of Control
Chelsea Gessner – Marist College
Faculty Advisor: Dr. Ryan Kinlaw
6. Effects of Mentoring Relationships on Academia
Brienna Cruz, Emily Bellino – Kutztown University of Pennsylvania
Faculty Advisor: Dr. Derek Mace
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7. Have Film Representations of Mental Illness Paralleled the Transformation of the Mental Health Care Industry in the
U.S.?
Taryn Heath – Wells College
Faculty Advisor: Dr. Deborah Gagnon
8. From “Om” to “Eureka!” How Mindful Meditation Affects Insightful Problem-Solving
Melinda Disharoon – Ramapo College of New Jersey
Faculty Advisor: Dr. Jacqueline Braun
9. Authority’s Influence on an Individual’s Moral Obligations
Rachael Ristau – Wells College
Faculty Advisor: Dr. Deborah Gagnon
10. The Relationship Between Substances Used Due to the Diagnosis of Chronic Pain and/or Heart Conditions
Mirykle Brown, Amber Murray – The Lincoln University
Faculty Advisor: Denise Gaither-Hardy
11. Substance Using Characteristics: Differences Between Younger and Older Adults
Amber Murray – The Lincoln University
Faculty Advisor: Dr. Kevin E. Favor
12. Selective Attention: Learning Style and Cross-Modal Task Management
Justin Afflitto – Ramapo College of New Jersey
Faculty Advisor: Dr. Jacqueline Braun
13. The Effect of Priming Intelligence on Creativity & Language
David Brocker – Farmingdale State College
Faculty Advisor: Dr. Michaela Porubanova
12:00 - 1:00 PM: SESSION 11
ROOM 4: Undergraduate Student Poster Session (Open to All)
Please note that the student poster session will overlap with lunch from 12:30 - 1:00
12:30 - 2:00 PM: LUNCH, STUDENT AWARDS, & CLOSING REMARKS
Presentation of Student Awards (1:15 PM)
Feist-Levine Award for Excellence in Undergraduate Psychological Research
Closing Remarks
Our deepest thanks for your help in creating a wonderful 2015 conference.
We hope to see you again in 2016 for another great meeting!
Farmingdale State College Department of Psychology
Dr. Jennifer Gonder, Conference Co-Chair
Dr. Marya Howell-Carter, Conference Co-Chair, Director, Applied Psychology Program
Dr. Michael Goodstone, Department Chairperson
Dr. Marla Johnston
Dr. Judith Levine
Dr. Sy Islam
Dr. Michaela Porubanova
Ms. Barbara Sarringer
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