Why and How We Should Teach Genetics and Epigenetics in Introductory Psychology

Keynote Address:
Taking the A** out of Assessment: Time to Embrace the Tools
Dr. Jane Halonen, University of West Florida
Nearly everyone in higher education has been affected by increasing demands for accountability, although not everyone is happy to comply. In this keynote address we will briefly talk about faculty resistance to assessment and move on to efficient and effective means of gathering evidence to support high quality teaching and learning in psychology.

Concurrent Content Sessions
Please consult Program Grid for time of Session. Look for last name of first presenter.

Intimate Partner Violence (IPV): Why and How To Teach Students
Kiersten Baughman, University of the Cumberlands

This presentation will describe how I successfully designed and taught Intimate Partner Violence (IPV) as an upper-division service learning seminar course. I will discuss the administrative components required to comply with state and federal standards regarding student background checks and clearances. In addition, I will discuss the overall positive nature of the interaction between campus faculty, staff, and students, and employees and clients at the local domestic violence shelter, the agency chosen to serve as the community partner for this class. I will also highlight the resources (textbooks and scholarly literature) I used as the foundation of the course and can provide a sample copy of my syllabus or course outline to attendees. When I began creating this course, I was unaware of how little colleges and universities do in the way of providing information on this topic and how it differs from other related topics (family violence and domestic violence for example), and my students unanimously voiced the opinion that a course similar to this should be taught on every college campus. Throughout the course of the talk, I will discuss course assignments, group work, activities, coordinating with the shelter, and culminate with feedback from the students.

Why and How We Should Teach Genetics and Epigenetics in Introductory Psychology

Laura Freberg, California Polytechnic State University, San Luis Obispo and Argosy University Online
Contemporary psychologists understand that nature and nurture interact in remarkably complex ways. Recent progress in epigenetics has provided powerful models for understanding gene-environment interactions. To function in this new world, students must achieve literacy in genetics and epigenetics. However, faculty might not feel prepared to teach this material. This workshop will direct interested faculty to resources that will allow them to come up to speed quickly and effortlessly in this area. Suggestions for places within the standard introductory psychology syllabus where epigenetics are particularly crucial will be provided. Specific assignments and assessments aimed toward meeting competencies in genetics and epigenetics within the introductory psychological space as defined by the 2014 APA Working Group will be provided. With the right tools, any introductory psychology professor should be able to engage students on topics in genetics and epigenetics with confidence and excitement.

“Does That Picture Look Like Me?”: Representations of the Psychological Profession in Introductory Textbooks

Danette Gibbs, and Sarai Blincoe, Longwood University

Through their textbooks, students may discover psychology as a profession, but how well do the pictures of individuals “doing psychology” in textbooks accurately represent the diversity of the profession, as well as the diversity of students who might be considering that profession? Do textbook pictures have the potential to help students envision what it might be like to pursue a psychology-related profession? Do photos reflect the current state of the field, dominated by applied psychologists, yet limited in the number of professionals representing an ethnic minority? As of yet, no studies have analyzed textbook contents for representation of professional psychologists. We conducted an exploratory content analysis of current editions of 15 popular, full-length introductory psychology textbooks, coding over 300 images of individuals performing jobs that students could anticipate obtaining with a degree in psychology. Chi square analyses revealed disproportionate representation among profession types, biological sex, and ethnic groups. Using census data and demographics reported by two professional organizations (APA & APS), additional analyses identified possible discrepancies between the professional reality and that conveyed by textbooks. Implications for efforts to recruit underrepresented groups into the psychology major and graduate training, as well as students’ early exposure to potential psychological careers, will be discussed.

A Multi-System Approach to Assessing Student Learning
Karen Y. Holmes, Karen L. Boyd, and Erica Russell, Norfolk State University
In this political climate of increased accountability, administrators and faculty at state supported institutions of higher learning are having to grapple with how to improve and in some cases integrate the process of assessment of student learning outcomes into their campus culture. According to Maki (2004), learning is a multi-layered process in which learners are active participants in the construction of their own learning and imbued with knowledge and experiences developed over time that the learner can draw upon to critically analyze and apply to real world issues. This definition not only encompasses the process of assessing student learning in the traditional sense-- at the course level, but also considers the assessment of student learning acquired through co-curricular activities and experiences such as academic advising and tutoring. The development of an assessment plan for two areas that are often ignored within a broader discussion of student learning will provide a fresh perspective on the process of students learning and when and how it takes place. This workshop will outline the development of a comprehensive assessment paradigm that incorporates the assessment of student learning from three distinct, yet interrelated perspectives: a) assessment of learning at the course level, b) assessment of learning through academic advising, and c) assessment of learning through tutoring. Workshop participants will come away with ideas for obtaining the all- important faculty buy-in; strategies for enhancing course specific assessment; as well as strategies for how to develop comprehensive assessment plans for academic advising and tutoring of students within Psychology departments.

Mental Illness in Individuals with Intellectual Disabilities
James Jordan,Lorain County Community College
Students majoring in psychology are often study about children and adults with intellectual disabilities in introductory psychology courses, as well as in developmental and abnormal psychology courses. Upon graduation, students often work for social service agencies that provide services to persons with intellectual disabilities (ID). What is often overlooked at all levels of higher education is the fact that mental illness is more prevalent in the ID population than the general population. This presentation will examine the history and recognition of mental illness in individuals with intellectual disability, common diagnoses, prevalence, and prognosis. We will also examine the rise of Autism Spectrum Disorder and the decline of intellectual disability diagnoses. Unresolved issues surrounding personality disorders will also be explored. Finally, trends, beliefs, and treatment strategies will be discussed. Teachers of psychology will be able to enhance their working knowledge of dual diagnosis in the intellectually disabled population to help their students develop an understanding that ID and mental illness are not separate topics, but often an interconnected topic.
Please Turn On Your Cell Phones: Utilizing Technology in the Classroom
Meredith E. Kneavel, Chestnut Hill College,
Keeping up with technology in the classroom can be a daunting task as there are so many places that it can be used and unfortunately many ways that it can be utilized ineffectively. While student cell phone use in the classroom is controversial, is there a way to bring it into the classroom in a positive way? I will present use of cell phone technology that I have employed in several of my courses to improve engagement, assessment, and pedagogy. Allowing and encouraging students to use cell phones in class to answer polls that are anonymous and projected for the class can be used in a variety of ways. I have used polleverywhere.com but there are several other related systems available and often free if you have a small number of respondents (such as less than 50). I will discuss three ways in which I have used the technology to stimulate conversation, as a learning check, and as an assessment tool as well as specific examples of each. I will also discuss the students’ responses to the technique.
Incorporating Service Learning in an Undergraduate Psychology Elective Course
Albee Mendoza, Wesley College and Erik WarnerJohn S. Charlton School
Career Colleagues is a partnership between Wesley College and the John S. Charlton School’s Road to Success Program located at Wesley College. Students at Charlton (a school which provides academic and behavioral intervention services for students, ages 2 to 21, with special needs) who are able to be in the least restrictive environment have the opportunity to be in a classroom setting at Wesley College. Students taking the psychology course elective, Educational Psychology, cover material focusing on professional development, scientific research, cognitive development, individual variations, and behavior management. The Career Colleagues program engaged Wesley students with Charlton students in several in-person meetings throughout the typical 15-week semester. Charlton students worked on career-oriented goals such as making a Linked In account and practicing interviewing skills with the assistance of the Wesley students. While the Wesley students utilized course material to impact their engagement with the Charlton students and understand how to apply psychological principles to real-world situations, the Charlton students gained social interaction skills with typically-developing peers while completing professional development activities. This presentation will provide attendees an in-depth look at the Career Colleagues program, a brief background on the Roads to Success Program, a summary of the course objectives and a sample syllabus for the Educational Psychology course, an analysis of the assignments involved in service learning program, a discussion about the pros/cons of the experience based on student/staff feedback, and ideas on how to incorporate service learning activities into undergraduate courses.

Early Experiences with Specifications Grading: The Good, the Bad and Directions for Research
Lisa L. Morshead, Frostburg State University,
Specifications grading or “specs grading” is concisely defined and illustrated by Linda Nelson (2015), and is based on the premise that student performance on classroom assignments, activities and other forms of assessment must be directly tied to the course learning outcomes. This is accomplished by informing students at the course outset that they will specify whether or not they wish to attain a particular letter grade. The course syllabus clearly specifies which assignments are required for the attainment of each letter grade. Rubrics, on which assessments are formulated, are made available to the students. The psychological advantage of specifications grading is the change in perception of who owns the responsibility for the student’s grade. Assignments may be made pass/fail if the instructor wishes to emphasize academic rigor or second chances and safety nets made be used (Nilson, 2015). Course materials, including the syllabus and grading rubrics will be shared with participants along with my plans for adjustment of the model for Fall, ‘17. Implications for research will be discussed.
Nilson, L.B. (2015). Specifications Grading. Sterling, VA: Stylus Publishing, LLC.

Transformingthe Learning of Psychology Through Mobile Technologies
Elizabeth A. Mosser, Debbie Ezell Harford Community College
The use of mobile electronic and information technology to augment pedagogical techniques is a hot topic in higher education. Classroom use of mobile devices allows students to (1) utilize familiar technology to (2) construct knowledge in a way that illuminates the connections among seemingly disparate pieces of information. To facilitate this, several sections of Educational Psychology (PSY207) now use the shared iPad model. The use of classroom iPads to access various mobile applications (browsers, file storage, content creators) enhances student subject mastery by providing ‘next generation learning’ experiences. This is of particular importance to my PSY207 students as many of them are pre-service teachers who will be working with this technology to educate upcoming generations.Whether used in the classroom or asynchronously, mobile and cloud-based apps significantly transform engagement and assessment when students can learn and collaborate in an untethered environment. iPad activities encourage students to view information as connected in a ‘schema’, which is closer to the way our memories store information and therefore more effective when compared to traditional, linear methods, such as textbook readings or PowerPoint lectures.During our interactive presentation, attendees will explore theories supporting the use of mobile technologies to transform learning, examine why the discipline of psychology is specifically poised to benefit from 'next generation' learning experiences and engage inan activity simulation, which will provide hands-on experience using vetted (and mostly free) apps.

Making Classrooms Bloom: Assessing Student Learning using Bloom’s Taxonomy
Jeffrey Nevid, Ph.D., St. John's University
Bloom's well-known taxonomy of educational objectives can be used as a framework for both instruction and evaluation of course outcomes. Bloom believed in a hierarchical ordering of cognitive skills, such that more complex skills, such as evaluating knowledge, rests upon the development of more basic cognitive skills involving acquisition of knowledge and understanding. Bloom’s original taxonomy was revised in the 1990s to incorporate learning verbs as educational objectives. The revised taxonomy comprises the following levels of educational objectives: (1) remembering; (2) understanding; (3) applying; (4) analyzing; (5) evaluating; and (6) creating. This presentation applies Bloom's taxonomy as an organizing framework for course instruction and assessment in teaching introductory psychology. The presentation offers specific suggestions drawn from classroom experience designed to help students progress upwards in the hierarchy and describes an assessment model for evaluating student performance based on Bloom’s taxonomy. The assessment model, called the IDEA model, ties Bloom’s taxonomy to APA learning goals. Using the acronym IDEA, this course evaluation model is based on measuring skills representing three levels of cognitive complexity in Bloom’s taxonomy: (1) a lower level of skills acquisition (Identifying, Describing, and Defining); (2) a middle level (Applying); and (3) a higher level (Evaluating and Explaining). Research evidence based on an item analysis of the IDEA model in teaching introductory psychology will be reviewed.

Mindful Mission towards Equity and Eradicating Achievement Gaps
Lori Perez, Kellie McCants-Price, Kentina Smith, andJulie Grignon, Anne Arundel Community College
Equity gaps in education, especially higher education, are not unfamiliar. Many faculty in colleges and universities across the country ascribe to the idea of equity within their institutions. However, wherein lies the responsibility to take measurable and reasonable action toclose gaps in access to higher education, retention of students, and successful completion of course outcomes? Often, faculty feel overwhelmed with the number of challenges our students face and may feel helpless or unable to make a difference. Yet now, more than ever, equity in education is recognized as not only an issue of diversity, but also one of morality and social justice. Today, education is no longer simply a pathway to opportunity, but a prerequisite. And, as we have discovered, faculty are not helpless – in fact, they are quite powerful in directly impacting our students. Faculty within the department of psychology at Anne Arundel Community College were charged with investigating equity issues in one of their most high enrolled, low success general education courses. That investigation led faculty on a mindful and measurable mission to eradicate achievement gaps and directly impact equity across the entire institution. The purpose of this presentation will be to highlight the scope of the work, underline the discoveries made, and discuss the impacts observed. Areas of strength, and future need, will be discussed and allow other faculty to consider their own mindful mission toward more direct and measurable impacts they can have on their own students.
Do No Harm: Rethinking How We Teach Disorders in Introductory Psychology Courses
Randi Shedlosky-Shoemaker, York College of Pennsylvania
Introductory psychology is taken by millions of students every year (Steuer & Ham, 2008). For some, it may be the starting point of their career as a psychology major. However, for most, it is the first and final academic exposure they will have to the psychology field. Thus, the course has a unique opportunity to address misunderstandings about psychology. Perhaps one area where misunderstandings are rampant and potentially dangerous is within the topic of disorders. When covering disorders, textbooks and instructors tend to delve into great details regarding specific symptoms, causes, and treatments. Unfortunately, such an approach without explicitly discussing myths and stigmatization of disorders at best has no impact on students’ attitudes towards individuals diagnosed with disorders, and at worst can contribute to more negative attitudes (Mann & Himelein, 2008). To avoid harm, as introductory psychology educators, I propose we focus on the “big picture” of disorders, addressing general criteria of disorders, explicitly confronting myths surrounding psychological disorders, and noting the potential for stigmatization. During the presentation, I will provide examples of how introductory psychology educators can do this in the context of APA’s undergraduate learning outcomes: 1) encourage students to distinguish between accurate and inaccurate information (APA Goal 1: Knowledge Base in Psychology); 2) prompt students to consider why stigmatization persists by applying knowledge of cognitive errors (APA Goal 2: Scientific Inquiry and Critical Thinking); and 3) engage students in recognizing the potential for prejudice and discrimination (APA Goal 3: Ethical and Social Responsibility in a Diverse World).