Proceedings of the 25th

Annual Meeting of the Northeast Conference for Teachers of Psychology

NECTOP

November 8th at Southern New

Hampshire University

www.NEP s ycho l og i ca l. o rg Follow NEPA on twitter and facebook at

@ne_psyc

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https://www.facebook.com/NEPsychologicalAssociation/

NEPA would like to thank Southern New Hampshire University for hosting the 2019 Annual Meeting and recognizes the following organizations, grants, and individuals for contributing to the success of the 2019 Annual Meeting:

APA. Dr. Steven Johnson, Dean of the School of Arts

and Sciences. Dr. Patricia Lynott, Campus President. Dr. Peter Frost, Southern New Hampshire

University Psychology Professor. Southern New Hampshire University

Psychology Department. Southern New Hampshire University

Psychology Student Association. A special thank you to Ted Bosack and Barney

Beins for their all their hard work in making NECTOP what it is today!

A special thank you to the Society for the Teaching of Psychology for the creation of the Ted Bosack Lecture Series.

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Academic CenterDining Center

Dining Center Banquet Hall Side 1 Dining Center Banquet Hall Side 2

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9:00 AM-10:00 AM

Morning Keynote Address

Can I talk about race in the classroom? Should I? Incorporating Identity in our

Teaching

Stephanie Afful, Ph. D.Associate Professor of Psychology

Lindenwood University

10:10 AM-11:10 AM

Concurrent Session 1

Integrating the IPI Student Learning Outcomes and 5 Pillar Model into Your

Introductory Psychology Course: A Hands-On Workshop

Altman, W.S (SUNY Broome Community College)

Concurrent Session 2

Avoiding Death by PowerPoint: Tips to Make a Better Presentation

Hopf, J., Fishman, S., & Osher, J. (William James College)

11:20 AM-12:20 PM

12:30 PM- 1:30 PM

1:30 PM-2:30 PM

Afternoon Keynote Address

“Fake news” then and now:Using historical and current narratives

to teach critical thinking

Susan A. Nolan, Ph.D., Seton Hall University

2:40 PM-3:40 PM

Concurrent Session 3

Digital Learning Techniques for On-Ground and Online Psychology Classrooms

Dominello, N.H., Lesniak, B., & MacCarty, T. (Southern New Hampshire University )

Concurrent Session 4

Promoting Student Engagement and Intrinsic Motivation through Autonomy Supportive Teaching

Durwin, C. (Southern Connecticut State University) & Reese-Weber,

M. (Illinois State University)

3:50 PM-4:50 PM

Concurrent Session 5

Teaching Diversity in Unusual Places: How to Transform Statistics, Research Methods and

History

Susan A. Nolan (Seton Hall University), Roseanne Flores (Hunter College), Bernard

C. Beins (Ithaca College), and Andrew F. Simon (Seton Hall University):

Concurrent Session 6

Holly Grant-Marsney, Ashley Hansen-Brown, & Theresa Jackson

(Bridgewater State University):

Orientation to the Major: Preparing Students for Success in Psychology

5:00 PM-5:40 PM Cocktail Reception

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Participant Idea Exchanges will be held in Academic Center 101

Lunch for NECTOP participants will be served in the Dining Center Banquet Hall Side 2

Dining Center Banquet Hall Side 25:45 PM- 6:45 PM Ted Bosack Lecture Series

Power & Prejudice: Psychological Science in

Everyday LifeRegan Gurung, Ph. D.

(Oregon State University)

Friday 8:00 AM - 9:00 AM

Registration & Bernard C. Beins Teaching Poster SessionCoffee, Tea, and Light Refreshments will be

available

Dining Center Outside Gallery 2

Poster 1. Bodinger, J. & Scisco, J.L (Eastern Connecticut State University): How Team-Based In-Class Activities for Physiological Psychology Impact Learning and Classroom Engagement

Two challenging topics for students in a Physiological Psychology course are (1) the ionic basis of the action potential and (2) understanding the functions of the visual system. The purpose of this research was to examine the impact of team-based in-class activities for these topics on learning and classroom engagement. The two activities involved acting out the action potential for the class and using diagrams of the visual system to determine the impact of damage to specific structures on vision. Findings indicated high levels of engagement and short-term knowledge gains.

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Poster 2. O’Connor, H., & Chambers, D. (American International College): The Path to Promoting Cultural Competence in the Classroom

Developmental Psychology explores biological, cognitive, and socioemotional changes across the lifespan. This requires repeated consideration of contextual influences like cultural difference. For years, we have been remodeling our approach to promoting cultural competence in the classroom. In most recent years, we used pre and post measurement of self-reported confidence to discuss contextual influence of cultural differences in childbirth practices, emotional expression, family and parenting, gender and sexuality, and death and grieving. Over the semester, we organized exercises, videos, and discussions related to these areas of cultural competence. Results show a significant increase in self-reported confidence to discuss each category.

Poster 3. Hanna, J.E., Poepsel, D.L., & Lupien, S.P. (Daemen College): Evaluation of SPSS Training within a Psychological Sciences Statistics Course Versus an Introductory Research Methods Course

Statistics and research methods are crucial components of undergraduate psychology majors. Training in a statistical software package is usually included in one or the other of these courses. In the Psychological Sciences Department at Daemen College, we traditionally taught one of the dominant software packages (SPSS) to our undergraduates during research methods, but have recently

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switched to teaching it in statistics (the semester prior to beginning methods). This case study examines the degree to which student learning has been impacted by this curriculum change.

Poster 4. Andonian, J., Bantz, D., Gilbert, D., & Shedletsky, L. (The University of Southern Maine): Launching into Life after College: A Public University Responds to Student Needs at a Critical Developmental Period

This presentation features an innovative course for college juniors and seniors, Launching Into Life After College, piloted at a public regional university. Beyond emphasis on early career planning, the course takes a broader approach to bring direct attention to unique developmental stresses of emerging adults in modern society, recognizing that navigating these challenges is inextricably related to how well students fare in the post-college transition. Research findings from the development and piloting of the course, applicability to teaching and suggestions for helping students are highlighted.

Poster 5. Kliman, J. (William James College): The Social Matrix: A Visual Tool for Teaching about Intersectionality

This presentation describes the use of the “Social Matrix: A Visual Teaching Tool,” in help student therapists and professionals understand the impact of intersectional privilege and marginalization on therapeutic and family relationships. The Matrix

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visually displays individuals’ subjective experience of privilege and marginalization in 37 inter-related domains of identity. Students training in the field can compare their Matrix profiles with those of their clients to understand their impact on the work. It is being computerized for greater accessibility, for easier use in training, research, and consultation. This presentation will describe multiple uses in teaching and in supervision.

Poster 6. Chambers, D.L., Anderson, D.D., Sego, S.A., & Stuart, A.E. (American International College): Can a Statistics Class Change Anxiety about Statistics?

Teaching statistics, we know that students enter with apprehension. One challenge is helping students build confidence. Our approach is to show students they are capable. We stress that they have the skills and help them see their progress. Students have reported being capable of doing statistics despite having anxiety. To see if there is a change in anxiety, we administered the Statistics Anxiety Measure (adapted from Earp, 2007). We found that students’ anxiety decreased while their skills increased. There was also a significant negative correlation between the students’ final grade and their anxiety level at the end of the semester.

Poster 7. Brown, J., & Schulte, A. (Franklin Pierce University): Examining the “Teacher-Tester Methodology” on Student Performance and Piracy

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Research indicates that students “borrow” the work of others because they do not have a strong understanding of the material or what the assignment is asking. The prediction was that the “Teacher-Tester Methodology” will increase performance and decrease the similarities between papers. Statistics course writing assignments were examined under two conditions: Teacher-Tester Methodology, or a traditional method. Assignment grades were compared. Plagiarism software was used to examine paper similarities (more similarity may be more indicative of “borrowed work”). The findings indicate that performance increased using the Teacher-Tester Methodology, but the findings were mixed for similarity.

Poster 8. Sarah Marty, B.A., Albi Beshi, B.A., Rebecca Graham, B.A., Jessica Lewcowicz, B.A., Adam Olszyk, B.A., Marissa Persico, B.A., Michelle Swiankek, B.A., and Bonnie Pepper, Psy.D., Albertus Magnus College, New Haven, CT. Graduate Training in Group Counseling: Experiential Practices in a Collegiate Community Garden

In the summer of 2019 students in a graduate level group counseling class at Albertus Magnus College utilized a campus garden as a cultivating tool for experiential learning. The culminating project for the course required the students to present a theoretical framework of group psychotherapy and incorporate the campus garden into an experiential process group. Through collaboration and connection to the material using the garden,

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students actively engaged and enhanced their understanding of group modalities. The poster will discuss the implementation and outcomes of the project.

Poster 9. Caitlyn Dion; Jennie Brown, Ph.D.; Kimberley Gerlarneau, B.A.; Angela Christian, B.A.; Franklin Pierce University. Evolving Curriculum: Using Evolutionarily Relevant Educational Activities to Increase Academic Performance and Retention.

Research indicates there may be a link between the evolutionary relevance of early-childhood education and predicting academic success. From an evolutionary perspective, children have an innate need to play and experiment to learn new skills. Current arguments suggest that modern-day classrooms may be less effective because they do not satisfy students’ needs to socialize and freely investigate their interests. Research indicates the more motivated students are to learn, the more likely they are to display academic success. The purpose of this research is to examine whether evolutionarily relevant learning activities can improve academic success and enjoyment in a college environment.

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Friday 9:00 AM - 10:00 AM

Morning Keynote Address

Dining Center Banquet Hall Side 1

Can I talk about race in the classroom? Should I? Incorporating Identity in our

Teaching 

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Stephanie Afful, Ph. D.Associate Professor of Psychology

Lindenwood University

As teachers of psychology, our theories are easily applicable to students’ lives. And yet sometimes we struggle to focus the lens on our identities, how our

intersectional space affects the way we as consumers of psychology process information and make decisions not to mention how we teach, grade, and write. How

do we create a culturally competent classroom in which students feel included and that they matter? How do we minimize the potential for stereotype

threat? For both students and instructors, acknowledging our racial identity and our potential

biases is an important first step. From Action Potentials to Z-scores, regardless of the course or our

area of expertise, we can still incorporate inclusive practices into our pedagogy. This presentation will

discuss how we develop our self-awareness and implement changes in our syllabi, assessments, and

facilitation of class discussions.

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Friday 10:10 AM- 11:10 AM

Concurrent Sessions

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Concurrent Session 1Dining Center

Banquet Hall Side 1

Integrating the IPI Student Learning Outcomes and 5 Pillar Model into Your

Introductory Psychology Course: A Hands-On Workshop

Altman, W.S (SUNY Broome Community College)

We will present a workshop to help introductory psychology instructors integrate the 5-Pillars model for

teaching introductory psychology and the Student Learning Outcomes developed by the Steering

Committee for APA's Introductory Psychology Initiative (IPI) directly into their courses.   

This is a hands-on workshop.  Each participant will gain a set of new skills, and the confidence to apply

them.  Participants will work directly on their course materials, and leave the workshop with resources that can be used immediately in their upcoming semesters.

Concurrent Session 2Dining Center

Banquet Hall Side 2

Avoiding Death by PowerPoint: Tips to Make a Better Presentation

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Hopf, J., Fishman, S., & Osher, J. (William James College)

Today’s learners are increasingly visual, with decreasing attention spans, and yet so many of us still fall prey to boring “death by PowerPoint” presentations. Research

tells us that simplicity, clarity and authentic storytelling are the keys to delivering messages that stick. This

presentation will provide research-based design strategies that support highly engaging and impactful presentations. There will be a focus on how the use of

color, typography, space, and imagery play a critical role in the way we share information, and how thoughtful design is key to giving an effective presentation that

resonates with the audience.

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Friday 11:20 AM – 12:20 PM

Participant Idea ExchangesAcademic Center 101

PIE 1: The Use of Open Educational Resources in Improving Equity and Student

Success: An Effective Intervention?

Brewer, C (Suffolk County Community College)

The use of Open Educational Resources (OER) is touted by some as a way to improve equity in higher education

by removing the cost of textbooks and providing all students free access to the textbook, from the first day

of class.

This session will examine the use of OER in an Introduction to Psychology classroom over the course of 2 years, comparing grade distribution, retention rates

and exam grades of OER and non-OER sections. An examination of some recent findings and their relevance

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for understanding the ability of OER to improve student success will be included.

PIE 2: The Art of Winging It: How to Help Yourself Succeed in Classroom

Extemporization. Instructional Strategies that Engage Students

DesRoches, R. (Regis College)

Does a master Jazz musician just ad-lib and produce a fantastic solo out of thin air? Of course not. Her

seemingly improvised solo stems from a myriad of skills and knowledge such as music theory, scale system

expertise, and muscle dexterity.

So too, building component skills in instructional methods can lead to excellent and impromptu teaching.

Today we will focus on some of the many skills to develop as a teacher that help build comfort in

creativity- in particular delving into the art of asking great questions.

PIE 3: Is it the Business of Psychology or is it the Psychology of Business? Powerful Effects

of an Interdisciplinary Presentation

O’Connor, H.R.M., & Khoury, R.J. (American International College)

Students often compartmentalize subject matter and study courses independently. Two professors (one

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business and one psychology) have taken an interdisciplinary approach and lectured in each other’s classes stressing the application of psychological theory to business operations. The response from the students

was positive. We encourage you to look for opportunities to include an outside speaker in a

different field to emphasize interdisciplinary learning. Are you looking for ways to begin this process? Are you currently doing this? Please join us for this participant

idea exchange and share your experiences and questions.

PIE 4: Psychological Connections: Making Psychology Relevant for Other Majors.

Nancy Frye, Long Island University - Post Campus & Michele Dornisch, Long Island

University - Post Campus.

Introductory psychology often satisfies students’ general education or core curriculum requirements, and it, as well as other foundational psychology courses are often required in a variety of majors. What can be done

to help ensure that such students see the connection between theories of psychology and their own interests?

How can students be encouraged to apply ideas from psychology to their everyday lives? The purpose of this

poster is to present how two courses at the Post Campus of Long Island University meet these goals.

PIE 5: Smith, R. (Husson University) & Harwood, E. A. (Rivier University)

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Taking on leadership positions in academia

This participant idea exchange will focus on taking on leadership positions within academia. Discussion topics will include time management, managing

difficult personalities, implementing performance evaluations, setting expectations, delegating tasks, and resolving conflicts. The goal will be to initiate

conversations about effective leadership and participants will be invited to share their experiences

and to ask questions of experienced chairs/coordinators. Additional topics could include

maintaining healthy separation from co-workers (while still remaining friendly), building support

networks outside of the department (or University), and setting and staying focused on department goals.

PIE 6: Bethany C. Johnson, PhD, Associate Professor of Psychology, Alfred University

To Boldly Go: Applying Social Psychology to a Complex, Controversial Topic Across

the Semester to Promote Critical Thinking, Engagement, and Social Justice

Tackling a “hot” topic in class can be risky and enormously rewarding. I selected a complicated

issue (marijuana legalization) to use as a running example all semester in my Social Psychology

course. I intended to illustrate the ability of social psychology to examine every element of an issue,

and to demonstrate the versatility, utility, and 21

scope of social psychology. The technique increased depth of processing as students

connected the topic across units, and increased engagement by capitalizing on the emotional attitudes associated with the issue. We will discuss how to extend this strategy to other

controversial topics and courses. 

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Friday 12:30 PM - 1:30 PM

Lunch for all registered NECTOP participants will be served in the Dining Center Banquet

Hall Side 2

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Friday 1:30 PM - 2:30 PM

Afternoon Keynote Address

Dining Center Banquet Hall Side 1

“Fake news” then and now: Using historical and current narratives to teach critical

thinking

Susan A. Nolan, Ph.D., Seton Hall University

“Fake news,” despite its moment in the spotlight, is hardly new; yet, even though it goes back hundreds of

years, fake news, including in scientific contexts, is garnering attention from the media and the scientific establishment alike. Researchers in psychology and

other fields have helped us to understand the cognitive and personality characteristics that are associated with a tendency to think critically, as well as the science behind

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what can increase healthy skepticism. In this presentation, I will outline the research on individual

differences and mechanisms for change, and will argue that both historical and current narratives, and the

scientific lies embedded in them, can be harnessed in effecting such change. I will introduce practical

resources, helpful learning tools, and ideas for suspect stories that can be used in courses across the psychology

curriculum. The ultimate goal is to help students build the “need for cognition” that can lead people to enjoy being critical and (appropriately) skeptical thinkers

about information, including from psychological science.Friday 2:40 AM- 3:40 AM

Concurrent Sessions

Concurrent Session 3Dining Center

Banquet Hall Side 1

Digital Learning Techniques for On-Ground and Online Psychology Classrooms

Dominello, N.H., Lesniak, B., & MacCarty, T. (Southern New Hampshire University)

Whether in the on-ground or online classroom, psychology students must be engaged in order to learn

effectively. As of 2017, two-thirds of students are enrolled in on-ground psychology courses, while the

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other third have taken at least one online course. Sound digital learning techniques crossover between the bricks-

and-mortar and online worlds. Learn about the advantages of each instructional method and where they

intersect to enhance the teaching of psychology. The resources shared in this session will help you enhance

your techniques in simple but effective ways.

Concurrent Session 4Dining Center

Banquet Hall Side 2

Promoting Student Engagement and Intrinsic Motivation through Autonomy Supportive

Teaching

Durwin, C. (Southern Connecticut State University) & Reese-Weber, M. (Illinois State

University)

Autonomy-supportive teaching practices increase student engagement and intrinsic motivation and

improve academic performance. Examples of these practices include providing choice in learning,

empathizing with students, showing confidence in their abilities, and providing the right amount of structure and

scaffolding to help them succeed. This workshop will provide an overview of autonomy-supportive practices

and give participants hands-on experience at transforming some of their current approaches into those that are more autonomy-supportive. Workshop

presenters will use interactive methods such as: participant self-reflection (through brief surveys), case

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studies, think-pair-share, and group discussion of teaching practices.

Friday 3:50 PM – 4:50 PM

Concurrent Sessions

Concurrent Session 5Dining Center

Banquet Hall Side 1

Susan A. Nolan (Seton Hall University), Roseanne Flores (Hunter College), Bernard C.

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Beins (Ithaca College), and Andrew F. Simon (Seton Hall University):

Teaching Diversity in Unusual Places: How to Transform Statistics, Research Methods and

History

In this concurrent session, we will discuss how to move diversity issues into courses that are integral parts of the

psychology curriculum. In many programs, student exposure to cultural issues can be limited to stand-alone courses that make diversity seem as if it belongs by itself

and does not relate to psychology in a more general sense. The three components of this session will

highlight how to make issues of culture and diversity an embedded part of statistics, research methods, and

history.

Concurrent Session 6Dining Center

Banquet Hall Side 2

Holly Grant-Marsney, Ashley Hansen-Brown, & Theresa Jackson (Bridgewater State

University):

Orientation to the Major: Preparing Students for Success in Psychology

In this concurrent session, we will discuss the various teaching strategies used to orient students planning to

major in psychology. Students benefit from an early 28

understanding of the major fields in psychology, department requirements, faculty research areas,

student resources and career planning guidance. At Bridgewater State University, psychology majors must complete a (P/F) orientation course during their first

year of the major. Facilitators will share successes and challenges with the orientation course, including

feedback from students at the beginning and end of the semester, and open discussion for other ideas to best support students for success in psychology programs.

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Friday 5:00 PM - 5:40 PM

NEPA and NECTOP Wine & Cheese Cocktail Reception

Dining CenterBanquet Hall Side 2

Please join us for some hor d’oeuvres, drinks, and socializing. We look forward to seeing you!

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Friday 5:45 PM– 6:45 PM

Opening Remarks by Dr. Michael EvansVice President for Academic Affairs (VPAA)

Southern New Hampshire University

Ted Bosack Lecture SeriesDining Center

Banquet Hall Side 2

Power & Prejudice: Psychological Science in Everyday Life

Regan Gurung, Ph. D.Oregon State University

Introduced by Peter Frost, Ph. D.Southern New Hampshire University

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Every day, people manipulate their surroundings on the basic of their clothing choices. While often

implicit, the clothes we decide to wear influence both how we feel about ourselves and also how others view us. In every social interaction, automatic judgments of

clothing can play a role in behavior, affect, and cognition. Unfortunately, clothing is associated with sexism and racism and wearers of certain types of

clothing are subjected to prejudice and harassment. Members of minority groups are often stereotyped by

the clothing they wear. How does clothing change perception?  Can we use clothing choices to short

circuit prejudice? I shall review a program of research on clothing highlighting successes and pointing the

way to the future.

This concludes NEPA Friday programming. NEPA programming will continue Saturday

morning.

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New England Psychological Association Meeting Saturday, October 24, 2020Worcester State University

NEPA

Call for SubmissionsThe submission of a proposal implies a commitment to attend the meeting and deliver the presentation if it is accepted. All attendees, presenters, and guests are required to register for the meeting. Proposals will be accepted or rejected on the basis of peer review.

NEPA Priority Submission Deadline: February 1, 2020 through July 1, 2020 for symposia, papers, and posters representing all areas of the psychological sciences. NEPA will continue to receive and review posters through September 24, 2020.NEPA invites the submission of papers and posters with clear and detailed articulation of research questions, procedures, data analyses, and implications of the results. Theoretical and literature review submissions will be considered as papers provided that they present new ideas, models, or frameworks for future research. Papers and posters may be qualitative in concept and methodology provided that a sufficient description of data sources/evidence, evaluation procedures, and substantiated conclusions is provided. NEPA also seeks the submission of symposia that include authors from different institutions presenting substantive issues from different perspectives. Data collection and analysis must be concluded prior to submission. The NEPA program committee reserves the right to request that papers for which thematic sessions are not available be presented as posters.

In order to be reviewed paper and poster submissions must include the following content:

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• title and list of authors and affiliations.• short abstract of 50 to 100 words summarizing the research

concept, the methods, and the main findings.• long abstract of 1000 to 1500 words with separate sections that

clearly state the:•Research problem and hypotheses.•Methodology.•Results or findings with statistical tests (e.g., means and

standard deviations) embedded within explanations, where appropriate.

•Implications of the results within the context of the stated problem and hypotheses.

A Symposium submission should include the following content:• title and list of authors and affiliations.• short abstract of up to 250 words summarizing the themes and

goals of the session and the audience for which the symposium is intended.

• long abstract of 1000 to 1500 words summarizing each presenter's contribution to the submission and expertise to participate in the symposium.

All proposals must be submitted using the NEPA Submission Portal at NEPsychological.org.

NEPsychological@Gmail.comwww.NEPsychological.org

Northeast Conference for Teachers of Psychology Annual Meeting

Friday, October 23, 2020Worcester State University

Call for Submissions

Submission of a proposal implies a commitment to attend the meeting and deliver the presentation if it is accepted. All attendees, presenters, and guests are required to register for the NECTOP meeting. Proposals will be accepted or rejected on the basis of peer review.

Priority will be given to Posters, Participant Idea Exchanges and Demonstrations ofClassroom Activities including those connected to mental health issues related to teacher/student interactions submitted between February 1, 2020 and July 1, 2020. NECTOP will continue to receive and review posters submitted through September 24, 2020.

Posters provide a medium for the visual presentation of information and discussion with

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attendees. Participant Idea Exchanges are 30-minute roundtable discussions related to theteaching of psychology, including but not limited to research on the effectiveness of a teaching method or strategy, demonstration of a teaching technique, cooperative and/or interdisciplinary projects. Demonstrations of Classroom Activities (10 to 15 minutes maximum) are used to engagestudents and to teach effectively a psychological principle, perspective, phenomenon, or theory. These activities should actually be performed in the presentation at NECTOP and actively engage audience members. Authors should follow the directions below for submitting to NECTOP and should include in the statement an indication of the principle being demonstrated, description of the activity, and an explanation of how the audience will be engaged. The priority deadline for submissions is July 1, 2019.O ne-hour interactive sessions/workshops/Concurrent Sessions dealing with instructional methods or strategies in the teaching of psychology. Examples of the sorts of sessions that will be considered may be found in the 2011-2016 NECTOP programs that are available for online review at NewEnglandPsychological.org. The deadline for proposals for one-hour interactive sessions/workshops is March 1, 2020.

Decisions about including sessions in the program will be made after the submission deadline and will consider both the quality of the proposal and achievement of balance in the NECTOP program.

In order to be reviewed all proposals must be clearly related to the teaching of psychology, submitted at NewEnglandPsychological.org, and include:• A title and list of authors and affiliations.• A short abstract of 50 to 100 words summarizing the technique or project being presented.• A statement of 400 to 600 words that clearly summarizes:• The teaching technique or project.• If and where appropriate, the procedures used to evaluate the technique or idea.• Implications of the results for the teaching of psychology.

Proposals must be submitted at NewEnglandPsychological.org

- APA Monitor, November 2017

Join the Applied Psychology and Prevention Science doctoral program at theUniversity of Massachusetts Lowell, and be part of the growing field of AppliedPsychology!

PROGRAM OVERVIEW

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The doctoral degree in Applied Psychology & Prevention Science (APPS) at UMassLowell is a psychology-based, research-intensive degree. Established in 2015, the UMassLowell Ph.D. program in Applied Psychology & Prevention Science is designed to trainstudents and current practitioners who seek advanced education in the application ofpsychological theories and methods to address real-world problems, as well as to promoteoptimal quality of life outcomes. The APPS program is designed to encourage studentengagement in research across the curriculum with a view towards establishing a recordof publication.

The APPS PhD offers three concentration options: 1) Community and Applied SocialPsychology; 2) Applied Cognitive Psychology; 3) Applied Developmental Psychology

CONTACT US Email: phd-apps@uml.edu

Website: https://www.uml.edu/FAHSS/Psychology/Programs/Graduate/Phd-APPS/

or scan this QR code:

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