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Location: B113  |  Thursday, February 7  |  8:00 AM - 4:30 PM

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  • The Teaching Preconference provides programming to support teaching at all levels (graduate students to senior faculty) and at all types of educational institutions, to share new techniques and content for teaching, and to address a wide variety of teaching issues and contexts.
  • The goal of this Preconference is for attendees to leave with specific, teaching-related ideas that can be implemented in attendees’ classrooms.
  • Please note that the Preconference is restricted to the first 100 registrants. We cannot exceed that capacity.

Keynote Speakers:

Mark Landau, University of Kansas, "Conveying the Science of Everyday Life"

Simine Vazire, University of California, Davis, "The Credibility Revolution in Psychological Science"


8:00-8:30 Breakfast and Registration
8:30-8:45 Welcome and Participant Introductions
Neil Lutsky, Carleton College
8:45-9:45 Addressing Diversity in Teaching
Chante Boyd, Carnegie Mellon University 
“Using Social Psychology to Normalize the Transition to College for Marginalized Students”
Leigh Wilton, Skidmore College 
“Psychological Insights on Fostering Equality in Diverse Classrooms”
9:45-10:15 Teaching Blitzes
Dietlinde Heilmayr, Moravian College 
“Using Podcasts to Teach Application, Reflection, and Critical Thinking”
Amber DeBono, Guy Breonte, Tevin Williams, & Makenzie Ward,  Winston-Salem State University 
“Research on Fire! Using Fire Tablets to Increase Confidence and Pride in Research Abilities”
Stephanie Richman, Baldwin Wallace University 
“Teaching with Board Games”
Alison Jane Martingano, The New School for Social Research 
“Classroom Activities for Social Psychologists”
Maria Iankilevitch, University of Toronto
From Podcast to Pedagogy: Learning about Hypothesis Testing in the Real World using Radiolab”
10:15-10:45 Morning Coffee Break 
10:45-11:40 Morning Keynote Address    
Simine Vazire, University of California, Davis
“The Credibility Revolution in Psychological Science”
11:45-12:00 Tips, Tricks, and Tools
What tips, tricks, or tools have you used that make being a professor easier?
12:00-1:00 Lunch with Discussion Tables 
APA Publishing PsycLearn Focus Group 
Getting Involved:  Task-Force Opportunities in the Society for the Teaching of Psychology (host: Rick Miller, Texas A&M University Kingsville)
Pursuing Teaching and Research as Community College Faculty (host: Sarah Butler, College of DuPage)
1:00-1:55 Afternoon Keynote Address Sponsored by Worth Publishing
Mark Landau, University of Kansas.
“Conveying the Science of Everyday Life”
2:00-3:00 Poster Session, Exhibit Hall
  • Pamela Bacon, College of St. Benedict & St. John’s University, Using a Psychology of Prejudice and Discrimination Class to Advocate for the Inclusion of Marginalized Students on Campus
  • Jelena Brcic & Catherine Rawn, University of the Fraser Valley & University of British Columbia, Promoting Social Connections and Student Learning using Two-Stage Exams in Classes of Any Size
  • Michelle Butler, U.S. Air Force Academy, Pushing Boundaries of Comfort to Develop and Assess Respect for Human Dignity between Military Cadets and Students at a Buddhist-inspired University: Implementing First Steps of the Scientist-Educator Model
  • Sarah Butler, College of DuPage, Student Perception of Adaptive Online Study Tools
  • Steven Buzinski, University of North Carolina, The Social Determinants of Learning: How Students’ Perception of Peer Behavior Relates to their Exam Preparation and Performance
  • Tyler Collette, University of Texas at San Antonio, Memeing Your Classroom: A Critical Thought Exercise
  • Traci Giuliano, Southwestern University, Guiding Undergraduates Through the Process of First Authorship: Best Practices
  • Michelle Guthrie, Penn State University, Looking for Love in an On-Campus Art Museum
  • William Johnson, Yanna Weisberg, Mark Stellmack, & Abigail Barthel, Widener University, Linfield College, University of Minnesota, & Boston University, Format of Instructor Feedback on Student Writing Assignments Affects Feedback Quality and Student Performance
  • Kate Kastens, Amanda Martens, & Don Saucier, Kansas State University, In the Zone? Strategies to Increase your Effectiveness as an Authentic Teacher
  • April McGrath & Karen Atkinson-Leadbeater, Mount Royal University, Drawing to Learn: The Challenges and Benefits to Introducing an Unfamiliar Learning Strategy
  • Sal Meyers & Brian Smith, Simpson College & Graceland University, Teacher Empathy: Understanding Students’ Personal and Social Situations
  • Kristina Mouzakis, Monmouth College, Does the Number of Short Papers Predict Students’ Final Grade?
  • Nicole Muscanell & Suzanne Shaffer, Penn State York, Breaking it Down and Building them up: Helping Students Develop Higher-order Discussion Skills in an Upper-level Seminar Course
  • Jacob Rode & Megan Ringel, University of California Irvine, Statistical Software Output in the Classroom: A Comparison of R and SPSS
  • Anna Semanko & Jared Ladbury, North Dakota State University & Minnesota State University Moorhead, Tracking Changes: Improvements in Active Teaching Strategies
  • Amanda Sharples, University of Toronto, Ooohhh, that was Appropriation not Appreciation? An Activity to Teach Students the Difference between Cultural Appropriation and Appreciation
  • Ying Tang, Youngstown State University, Assessing the Impact of a Cross-Cultural Social Psychology Course on Increasing Students' Sociocultural Awareness

3:00-3:15 Afternoon Coffee Break   

3:15-4:15 Special Afternoon Session on Teaching Collaboration
Greg Feist, San Jose State University, Jon Grahe, Pacific Lutheran University, Kevin Lanning, Florida Atlantic University, & Yanna Weisberg, Linfield College.
“Teaching Collaboration in Psychology: From Team Projects in Class to Crowd-Sourcing in Science”
4:20-4:30 Wrap-Up and Reflections
Neil Lutsky, Carleton College


Register Now button

Save $25 when you register for both convention and preconference together!

Registration for preconferences is limited and fills quickly.
Registration is now open and will not reopen once this preconference fills.

Call for Submissions:

  • Submissions for this preconference are now closed.

  • Submissions are due October 31. Decisions and acceptance announcements will be made by November 16. Questions can be emailed to Neil Lutsky at NLutsky@carleton.edu.

Below are descriptions of the types of formal and informal contributions to the Preconference:

  • Talks are typically 15-20 minutes in length and have addressed topics including (but not limited to):
    • empirical research on teaching and learning,
    • effective tools and techniques for teaching,
    • broader issues related to curriculum or assessment.
  • Posters on empirical or theoretical work are an attractive means to share ideas and findings. The Preconference will include a one-hour poster session.
    • Posters present work on practical teaching issues such as class assignments, projects, course themes, and other topics.
  • Teaching Blitz Presentations describe a favorite or highly effective demonstration, assignment, or other class activity in 4 minutes or less.
    • Blitzers are encouraged to use minimal or no technological aids in their talks and to present a simple, concrete, and effective idea attendees can implement in their own classes when they leave the conference.
  • Small Group Discussions occur during lunch. If you have an idea for a discussion group topic and would be interested in facilitating the discussion group, please indicate your interest on the submission form (see the link above). Previous topics have included:
    • pursuing a teaching-oriented career
    • balancing active-learning and content coverage in classes
    • teaching statistics and research methods courses
    • career development for early-career faculty
    • managing the student-faculty relationship
    • identifying the most important big-picture/take-home ideas to address in a social or personality psych class.
  • Tips, Tricks, and Tools (TT&T) Sessions: A fast-paced discussion in which Preconference attendees share tips, tricks, or tools they use to make their work as teachers, researchers, service contributors, and advisors easier. Participation in the TT&T session does not require any advanced planning or completion of the submission form.
    • Suggestions from years past have included using mobile apps for grading, ways to keep track of tenure-related materials, and programs to monitor professional goals.



Neil Lutsky


2018 Preconference  |  2017 Preconference  |  2016 Preconference

2019 Annual Convention
February 7 - 9, 2019
Oregon Convention Center
777 NE Martin Luther King Jr Blvd
Portland, Oregon 97232, USA