Teaching to
Enhance
Research
Methods &
Statistics in Psychology
Virtual Conference
December 7 & 8
The PsychTERMS conference will bring together instructors of research methods and statistics in psychology for a virtual two-day interactive event. This conference is for instructors who:
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teach or are planning to teach research methods or statistics to undergraduate students.
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are new or seasoned instructors of undergraduate research methods or statistics.
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want to learn more about novel, inclusive, and inspirational ways of teaching research methods and statistics.
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have well tested or evidence-based activities, assignments, or policies for effective teaching of research methods and statistics to share.
Conference Themes
Interactive Teaching Demonstrations
Equity, Diversity and Inclusion in Teaching
Equitable Course Policies
Engaging Course Assignments
Innovative Course Activities
Scholarship of Teaching and Learning
Invited Speakers
Dr. Beth Morling
University of Delaware
Research Methods is the most important course in the undergraduate psychology major, because it’s where students first learn to think like psychological scientists. We can design the course to develop students’ abilities to produce their own research, or design it to identify and critique scientific claims. Either way, it’s not a course that students can “flash card” their way through. In my presentation, I will share some guiding principles and practical ideas for significant learning in research methods. I’ll share thoughts about building in repetition, designing forward-looking assessments, and supporting students socially. And I will specifically discuss self-graded homework, a technique that we have experimentally demonstrated can increase test scores and improve metacognition.
About the Speaker:
Beth Morling is Professor of Psychology at the University of Delaware. Before coming to Delaware, she held positions at Union College (New York) and Muhlenberg College (Pennsylvania). In addition to teaching research methods at Delaware almost every semester, she also teaches undergraduate cultural psychology, a seminar on the self-concept, and a graduate course in the teaching of psychology.
Dr. Jessica L. Hartnett
Gannon University
For the majority of your students, psychological statistics/introduction to statistics is the only statistics class your students will ever take. In a world where facts are becoming murkier and, statistical reasoning could truly improve democracy, do your students really benefit from solving the sum of squares by hand, or should they learn more applied lessons about statistical literacy? Dr. Hartnett has many opinions on this topic. She will share some of them with you, and she will also share some readily applied teaching examples and activities that serve all of our psychology majors and their statistical literacy.
About the Speaker:
Dr. Hartnett is an associate professor in Gannon University’s Department of Psychology and Counseling. She has published numerous articles, book chapters, screeds, and blog posts (http://notawfulandboring.blogspot.com/) about teaching introduction to statistics in a way that accessible to all psychology undergraduates.