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The Promise of Psychology @ TC

Panel Sessions 2:00 - 3:30 pm

Panel Title: "Research at the Intersection of Science and Practice"

Caryn Block, Moderator: Navigating Careers in Stereotype-Threatening Environments

Barry Farber: Secrets and Lies in Psychotherapy

Laudan Jahromi: Child Development in High Risk Contexts

Herb Ginsburg: Psychology, the Media and Me

Much of the research that we do in psychology at Teachers College is at the intersection of science and practice. In fact, this scientist-practitioner focus undergirds research in all of the psychology programs at TC. Since we are applied psychologists, we do research that will have meaning to practitioners in real world settings. This panel will highlight research being done at the intersection of science and practice in four different contexts: therapeutic settings, family settings, organizational settings, and in educational media. The four panelists will discuss their research that informs practice, and how their practice is informed by research.

Panel Title: "Social Justice and Psychology at TC: Engagement, Empowerment, and Advocacy"

Marie L. Miville, Moderator

Laura Smith: Participatory Action Strategies for Social Justice Engagement

Melanie Brewster: The Sexuality, Women, and Gender Project: Social Justice Empowerment for Underserved Populations

Gregory Payton: Advocating for a Graduate Education in Social Justice

Elizabeth Fraga: Competent Bilingual Practice as Social Justice Advocacy

This panel will engage participants to think critically about what social justice means for themselves, their families and communities, the field of psychology, and the social world around them. Participatory strategies will be incorporated that help build a sense of community, the basis for much successful social justice practice. Participants will discuss social justice interventions they have been involved in or would like to develop, identifying potential communities to engage, and where applicable, identifying  possible goals and strategies for advocacy and change.

Panel Title: “Local Relevance/Global Reach”

Helen Verdeli, Moderator: Addressing mental health needs in extreme adversity

John Allegrante: What can we learn about healthy adolescent development from a small Nordic Nation?

Lisa Miller: An empirical case for universal spirituality

Marla Brassard: Advancing child protection globally by respecting child rights

The dramatic increase in global awareness in the 21st century has had a deep impact on psychological science. This panel will highlight projects from the global portfolio of TC psychology faculty and their student teams. Their work involves partnership development with communities around the world; adaptation of content and delivery methods for local relevance; and mutual knowledge-sharing and capacity building through training and research. We will also discuss what we learned and how we adapted our teaching and research as a result.

Panel Title: “Learning and Cognition”

John Black, Moderator

Cathy Chase: Learning by Inventing: Understanding, Adapting, and Coaching the Process of Invention

Ryan Baker: The Behavior and Affect Preceding Eureka Moments During Learning

Steven Peverly: Note-taking, Transcription and Other Cognitive Processes

John Black: Grounded Embodied Cognition and Learning

This panel presents four examples of the wide variety of cognition and learning research that psychologists are doing at TC.  The first talk examines learning when students invent external representations of domain concepts while working with a set of contrasting cases. It describes current research efforts to study when and why the Invention method works, how it can be adapted for novel instructional contexts, and the kinds of scaffolding that can support it.  The second talk provides an example of the exciting new field of Learning Analytics. It uses learning analytic methods to uncover the behavior and affect preceding “Eureka” moments during learning.  The third talk presents research on how note-taking, transcription and other cognitive processes affect learning.  The final talk shows how the new grounded embodied approach to cognition can be applied to increase learning, understanding and motivation.”