Welcome and Keynote Address by Dr. Franscesca López

Dr. Francesca López is the Waterbury Chair in Equity Pedagogy in the Department of Curriculum and Instruction at Penn State University. She began her career in education as a bilingual (Spanish/English) elementary teacher and later as a high school counselor in El Paso, Texas. Her research has been funded by the American Educational Research Association Grants Program, the Division 15 American Psychological Association Early Career Award, The National Academy of Education/Postdoctoral Fellowship, The Institute of Education Sciences, The Chan Zuckerberg Initiative, Assessment for Good, The National Science Foundation, and the Spencer Foundation.

López is a co-editor of The National Education Policy Center publications and co-editor of The Review of Educational Research, and is an AERA and APA Division 15 fellow, as well as a fellow for the National Education Policy Center.

Interactive Session 1

Room 338

Do I Belong Here? Interrogating Knowledge & Creating a Community of Belonging in Educational Psychology

In response to this year’s conference call, we interrogate who and what constitutes knowledge, who historically possesses knowledge, and what it looks like to create an anti-oppressive environment while fostering a sense of belonging within a graduate student program. In this session, doctoral students will share how a group of diverse students and their professor created a community of belonging within their educational psychology classroom.

In this session, we will share how students from various backgrounds, with the leadership and support of their professor, created a culture of belonging in an educational psychology doctoral program. We will share lessons learned and helpful strategies through an interactive roundtable format and the emergent findings from our self-study will serve as discussion topics.

Authors: Taylor Cummings, Nicole Thomas, Tammy Szafranski, Sasha Ball, Jordan Hankins, Mayra Marquez-Mendez & Lisa Bendixen

Experiential Session 1

Room 327

Advancing Applied Educational Psychology

In this session, participants will be invited to share about their graduate programs to explore the most effective methods and to reflect on the significance of graduate learning in their professional lives. These processes seek to connect theory to practice so that the framework is designed to accommodate creativity in order to advance signature programs and mission-driven goals of institutions while producing practical outcomes.

Participants who would like to increase their connection with the developing framework will be presented with a variety of opportunities to work with the committee in the future to contribute to our other avenues of outreach such as the Profiles in Ed Psych feature which will be launching on the APA website soon.

Authors: David D. Timony & Jeanette King

Paper Session 1

Room 294

Paper 1: Student Beliefs About Instructional Choice

Authors: Amal Ashour, Mary Hershberger & Terri Flowerday

Paper 2: Presentation Canceled Supporting Secondary Students’ Climate Change Learning Using Data Visualizations

Authors: Ian Thacker, Hannah French, Kei Lester, Danette Martinez & Stephanie Villalon

Paper 3: Situating Engineering Students’ Motivation and Identity Journeys through Academic Probation

Author: Temitope Adeoye

Paper 4: Misplaced Optimism Regarding Racial Educational Equality Drives Opposition to Equity-Enhancing Educational Policies: A Discussion of Supportive Data, Initial Attempts to Correct People’s Misperceptions, and the Development of More Robust Solutions.

Authors: Alexander Browman & David Miele

INTERACTIVE SESSION 2

Room 338

Incorporating Developmental Science into Contemporary Educational Psychology

This session will allow faculty and graduate student partners to interact with SCIPIE community members of all career stages, including master's and Ph.D. students, early career faculty, mid- and later-career faculty. The authors will share developmental science research with educational implications and developmental science academic program experiences in an educational psychology department setting. The goal of the session is to disseminate research findings that will engage the SCIPIE community, and to propose a program model that can best serve contemporary educational psychology graduate students.

Authors: Jeffrey Gagne, Fanyi Yu, Raashi Sangwan & Lauryl Salami

EXPERIENTIAL SESSION 2

Room 327

Channeling Emotions through Critical Cognitions about Climate Justice

In line with the conference theme, Transformational Ideas for Times of Transition: Re-Imagining and Expanding Ed Psych Theory and Concepts, this session intends to prepare participants to engage with climate justice issues and navigate social implications for environmental equity. Session participants will explore the role of emotion through three different interactive activities. Our session will close with a group discussion about the role of emotion in supporting learners’ sense-making for complex topics and how the tools offered could be combined for educational and research purposes to advance environmental justice.

Authors: Imogen Herrick, Laurel Kruke, Anaya Matewos & Gale Sinatra

PAPER SESSION 2

Room 294

Paper 1: Examining Youth Purpose: A Mixed Methods Approach

Authors: Jessica Summers, Lia Falco, W. Haydon Ekstrom & Sergio Castro

Paper 2: Prosocial Education: An Innovative Approach to SEL

Authors: Lindsay Brockmeier & Christi Bergin

Paper 3: Metacognition and Positive Youth Development Program Effects

Authors: Omolola Odejimi & Leslie Clark

Paper 4: Communally Engaged Educational Psychology: Examples in Practice

Author: Brooke Harris-Thomas

INTERACTIVE SESSION 3

Room 338

Navigating the Study of Teacher and Student Uncertainty in STEM Learning

This interactive paper session aims to promote reflection and discussion of how educational psychologists can contribute to re-imagining and expanding the concept of uncertainty and its navigation by bringing together researchers who are currently studying uncertainty in diverse K-12 learning contexts and a wide range of theoretical and methodological approaches to operationalize and interpret uncertainty.

Scholars representing one of four research projects involving multiple enactments with students and/or teachers will present their work-in-progress, including challenges they have encountered along the way, then compare their research goals, approaches, and challenges, before inviting workshop participants to reflect on directions for the field. Common among the presenting scholars is the perspective that uncertainty can be a productive resource for learning and that opportunities to learn to navigate uncertainty productively are necessary for equitable educational outcomes.

Authors: Michelle Jordan, Carla Firetto, Emily Starrett, Carlos Meza-Torres, Bernard Ricca, Isis Howard, Ying-Chi Chen, & Jongchan Park

EXPERIENTIAL SESSION 3

Room 327

Examining and Redefining Teaching Research Methods in Education

This session seeks to address how to redefine research methods courses in education to meet current and future student needs. Educational practice should be grounded in sound research. Unfortunately, there can be a disconnect between researchers and practitioners. Farley-Ripple et al. (2018) introduce gaps in what problems research is addressing, as well as differing values between external and internal validity. Due to these gaps, it is unclear how educators, both in leadership and classrooms, use research in their practice. Educational leaders apply research mostly to guide decision-making processes but also to change their understanding of and solutions to problems (Penuel et al. 2017). Additionally, both preservice and current teachers find value in research to help develop their pedagogy (Cain, 2015; Perines & Ion, 2021). Since research is being used by practitioners, it is critical that these results are used appropriately.

The goal of this session is to get participants thinking critically about the topic at hand. We will be asking participants to develop one creative learning outcome for a research methods course and to develop one new assessment for the course.

Authors: Authors: Amanda Hoffman & Shannise Jones

EXPERIENTIAL SESSION 4

Room 338

How Educational Psychologists Can Use Autoethnography as a Method to Facilitate Better Assessments

Educational psychologists often try to find the most effective learning environments for P-12 and college students alike. We as a field have a distinct opportunity to reflect on our own experiences to inform practice. In this workshop, autoethnography is discussed as a method to allow educational psychologists to reflect on their assessment practices. Autoethnographic projects use selfhood, subjectivity, and personal experience (“auto”) to describe, interpret, and represent (“graphy”) beliefs, practices, and identities of a group or culture (“ethno”). (Adams and Herrmann 2020). In that, discussions and activities within the workshop will allow faculty to reflect on assessment practices that work well and don’t work well while considering both the student and faculty perspectives. The goal of the workshop is to provide insight on how autoethnography could be used to further inform learning, motivation, and development in and outside of a classroom.

Author: Eric Hogan

EXPERIENTIAL SESSION 5

Room 327

Examining Stress and Emotions in University Students as they Explore or Experience Racism: Methods and Theory

In this session we will explore methods for exploring stress response to the experience of racialized biases and confrontation with one’s own implicit bias. The research methods and conceptual development discussed in this session, quantitative, qualitative, and psychological, are a first step in an ongoing effort to understand university students’ stress and emotions as they move through a racialized society. In this session we will discuss both the challenges of exploring racial biases with undergraduate pre-service teachers and the process of measuring students’ responses to engaging with race.

Authors: Matt Graham, Katherine Cheng, Jenefer Husman, Megan Hokama, Katrina Fengler, Adriana Kendrick-Perez & Laura Bates