2017 SCIPIE Conference

We are proud to invite you to join us for the 7th biennial conference of the Southwest Consortium for Innovative Psychology in Education (SCIPIE)! The conference will be held on October 19-20 at the Downtown Grand, Las Vegas, NV. UNLV will be the proud sponsor. The theme of the conference is, Examining the Landscape of Educational Psychology: Context And Change.

Dr. Avi Kaplan will be our keynote speaker. He will lead attendees in considering how to reframe research to more appropriately consider critical issues in educational psychology related to the conference theme. This is a must attend event if you are interested in innovations in educational psychology! 


SCIPIE conferences traditionally focus on complex problems found at the intersection between education and psychology. SCIPIE offers a unique conference experience due to its interactive structure coupled with an emphasis on driving theoretical and methodological innovation through exploration of tensions in educational psychology and related fields. Participants are encouraged to bring works in progress and unresolved issues in research as a foundation for session content and discussion. The conference is also geared specifically to provide early career scholars and graduate students an opportunity for meaningful participation in conference sessions.


Submission Deadline: July 31, 2017

Conference Theme

Examining the Landscape of Educational Psychology: Context And Change

The focus for the 2017 conference will be exploring the role of context and change over time in educational psychological research. These two factors add complexity that is difficult to model and require new ways of thinking to adequately address. For example, examining the role of context, and how the tensions between individual and structural forces shape and reimage the constructs we examine, can help us to better understand the experiences of underrepresented groups.  Further, taking a closer look at the role of time, both how constructs change over time and how time is integrated into our theoretical models, requires some deep consideration of methodology, method, and analysis.

At its heart, research in educational psychology is embedded in multiple levels of analysis, each with their own domain specific, contextual influences and patterns of change. The nature of the constructs we examine, the structure of their relationships, and the critical variables in our models shift depending upon at what level, what context, how close, and how frequently one looks. The conference theme are related discussions can help integrate theoretical models and research methods into educational psychology that can improve our understanding educational environments (formal, informal, face-to-face, and virtual) and provide more equitable recommendations for practice and policy.

Keynote Speaker

A Transformative "Keynote First" Approach

Kaplan Photo.jpg

The most prominent characteristic of life in the 21st century is change; tremendous and rapid continuous transformations in access to information, modes of social interaction, technological tools for work, and overall images of the future. How adequate are our current educational psychological theories and research methods for understanding people’s motivation, learning, and development under such continuously changing circumstances?

In this keynote, I will raise these and other questions that point to epistemological and methodological innovations that I believe we must consider in order to better capture the educational psychological phenomena we aim to understand and influence. I will also suggest directions for such innovations. For this purpose, I will use us, educational psychologists, as a case. As you prepare to travel to Las Vegas, consider:

Who are you as an educational psychologist now? What influenced your learning and development into this “kind” of an educational psychologist? Who will you be as an educational psychologist in five years? What would influence your development into the “kind” of educational psychologist you’ll be in five years? How much agency will you assume in this process? How may being in SCIPIE influence your development? How might you study it?  

Safe journey...

Graduate Student Poster Session 

Graduate students will present research related to their thesis or dissertation, collaborations on new ideas with other graduate students, or present work they have done in collaboration with faculty. Students will highlight potential innovations, showcase complex problems, and explore possible research agendas.

During the poster session graduate students will have the opportunity to interact with conference attendees as well as the poster mentor that has been assigned to you. The dimensions of the posters should be 36 by 48 inches. Graduate students are expected to hang their posters when they check in for the conference on Oct. 19th. 

Questions about the student poster session should be directed to Dr. Jonathan C. Hilpert (the SCIPIE program chair.) 


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Conference Structure

SCIPIE offers an opportunity to find new ways to address challenges in research, explore complex problems, and explore the ambiguous space between scholarly rigor and meaningful application. We place a high premium on interactive conference sessions that promote engaging dialogue and active participation. We also seek to provide meaningful conference experiences for graduate students. Each year, we organize a graduate student poster session. Graduate students are paired with a mentor from the field and receive mentoring feedback on works-in-progress or completed research.

To meet these aims, the two days of the conference will consist of a series of sessions designed to facilitate critical discussion of issues and assumptions related to core constructs and models in educational psychology. We rely on our community of researchers to submit conference presentations that explore important topics related to our theme. SCIPIE invites participation through multiple session formats. These formats are divided into two categories:

  • collective submission types where groups of researcher propose sessions collaboratively, and
  • indivi dual submission types for graduate students to submit research posters and faculty to submit single papers to be integrated into interactive sessions.

Collective Submission Types

  • Experiential Learning Sessions: We invite researchers to collaboratively propose experiential learning sessions that address critical research areas in educational psychology. Experiential learning sessions include formats such as workshops, demonstrations, and professional development. Researchers are encouraged to collaboratively develop sessions that address difficult problems or unique solutions in educational psychology that call upon audience participation to explore the topic. We encourage researchers to be creative in their thinking about not only what critical issues to address, but also how to create interactive sessions that are engaging for conference goers. Each session will last one hour and fifteen minutes. See below for submission instructions.  
  • Interactive Paper Sessions: We invite researchers to collaboratively propose interactive paper sessions that synthesize emergent research in educational psychology. Interactive paper sessions will be composed of collections of research papers that share a common goal, theme, or method. Researcher are encouraged to collaboratively develop sessions that highlight forward thinking work in the field that can promote or inspire meaningful change. We encourage researcher to not only consider ways to group papers, but also to be creative in their thinking about how to actively involve participation among audience members. If at all possible, we would like to avoid back-to-back power point presentations with a passive audience. Each session will last one hour and fifteen minutes. See below for submission instructions.

Individual Submission Types

  • Graduate Student Posters:  We invite graduate students to propose poster presentations for the graduate student poster reception. Graduate students may present research related to their thesis or dissertation, collaborate on new ideas with other graduate students, or present work they have done in collaboration with faculty. The emphasis of the reception is on student work. A student must be first author on the poster. Where appropriate, faculty may be listed as co-authors. We encourage graduate students to highlight potential innovations, showcase complex problems, and explore possible research agendas in their poster submissions. Participants will be matched with a poster mentor as part of the SCIPIE experience. See below for details on poster mentors and submission instructions.
  • Individual Paper Submissions: We invite researchers who would like to attend the conference but are not a part of a collective submission to submit individual papers for presentation. Individual paper proposals should by led and submitted by faculty members. Graduate students should submit to the poster session, though they can contribute as a co-author on an individual paper. Ideally, individual paper submissions should be fully developed, with data, method, or models in place. The papers should represent innovations in educational psychology that are related to the theme. These submissions will be grouped with other, similar proposals to create complete a session. SCIPIE officers will group paper sessions and work with authors to create interactive sessions related to the emergent themes. See below for details on submission instructions.

Submission Instructions

All proposals should be submitted electronically to the electronic SCIPIE submission system by midnight on July 31, 2017.  The electronic submission system will contain several fields that need to be completed. Be prepared to enter the following information into the electronic submission form.

  • Contact information – Contact information will be required for all participating authors including first and last name, affiliation, and email address. Prepare a list ahead of time.
  • Submission type – The authors will need to identity the type of session planned for the conference. This will be indicted using a drop down menu.  
  • Submission summary – Authors will need to prepare a 500 word summary of the session that includes a description of the content that will be addressed. The summary should include the foundational questions that will be addressed and the desired outcomes of the session. Also, be certain to highlight critical details such relationship to conference theme, theoretical framework, data collection tools or methodologies that will be discussed, and potential impact.
  • Session activity description – Authors will need to prepare a 500 word summary of how sessions will actively engage participants and involve them in the presentation (not required for posters or individual papers).
  • Innovative paper description -- Authors will need to prepare a 500 word summary of how their poster or individual paper contributes to innovation in educational psychology (not required for collective sessions).

The SCIPIE Experience

Poster Mentor Sign ups: If you are an experienced faculty member, we invite you to get involved with the conference by signing up to work with a student. For this important service opportunity, poster mentors will provide one-on-one research mentoring for the poster authors during the course of the conference. 

The Coveted Founders Award: In honor of the 10th anniversary of SCIPIE, the board established the inaugural SCIPIE Founder’s Award in 2015, a special tribute to the most creative and interactive session format. The current winners have had two years to gloat and we are looking for another innovative session in 2017 to carry on the tradition into 2019.