This conference took place on Feb. 23, 2018
Keynote speaker: Daniel Simons, University of Illinois
Missing What's Missing
We all have intuitive beliefs about the workings of our own minds, and those beliefs are firmly grounded in our daily experiences; we believe we see the world as it is and that we know why we see it the way we do. Yet, our experiences can be misleading, fostering illusions about our cognitive abilities and delusions about the richness of our understanding. My presentation will draw on research from visual perception, attention, and metacognition to illustrate how the unnoticed limits of our own minds affect what we see and think.
Dan received his B.A. in Psychology and Cognitive Science from Carleton College and his Ph.D. in Experimental Psychology from Cornell University. He spent five years on the faculty at Harvard University before moving to Illinois in 2002. He is now a Professor in the Departments of Psychology, Advertising, and Business Administration at the University of Illinois. His scholarly research focuses on the limits of human perception, memory, and awareness, and he is best known for his research showing that people are far less aware of their visual surroundings than they think. He has published papers on an array of topics including the limits of visual awareness, change blindness, inattentional blindness, driving and distraction, overconfidence, "brain training," among others. His work is published in top scientific journals and is discussed regularly in the popular media. His studies and demonstrations have been exhibited in more than a dozen science museums worldwide. He speaks regularly to companies, trade organizations, and government agencies, and he contributes occasionally to the Wall Street Journal, the New York Times, and other national publications. In his spare time, he enjoys juggling, running, bridge, and chess.
Concurrent Sessions
The 7 Habits of Highly Effective Students
Bill Addison and Jeff Stowell, Eastern Illinois University
Magic in the Classroom: Fooling Students into Thinking Critically
Anthony S. Barnhart, Carthage College
Creating Classroom Webpages: Assessment of Evidence- Based Discipline Plans
Alandra Devall, Benedictine University
Escape Routine with Escape Rooms: Using an Active Participation Activity in the Classroom
Cari Stevenson, Marissa Berens, Vini Gandhi, Lorenzo Acevedo,
Kankakee Community College
The Write Stuff: Teaching Writing in the Psychology Curriculum
Elizabeth K. Gray, Rachel Schmale, & Kathryn J. O’Toole
North Park University
If Sabbatical is an Option - Take it
Mitchell Baker, Moraine Valley Community College
Deciphering Degrees: Which Graduate Degree in Psychology is Right for Me?
Terry Shapiro (Aurora University), Laura Vecchiolla (Lakeview Psychology Group), and James R. Davis (Benedictine University)
Applying Decoding the Disciplines to Improve Student Learning
Leslie Cameron (Carthage College), Kari Duffy (Carthage College), Eleni Pinnow (University of Wisconsin – Superior), and David Pace (Indiana University)
Quality of Life of Students Impacted by Adverse Childhood Experiences (ACEs)
Suzette Reed, College of DuPage
Mythbusters: Are We Still Teaching Bad Science in General Psychology?
Patrick O’Connor, College of DuPage
A Hybrid Flipped Statistics Classroom: Lessons Learned in a Pilot Program
Azure Thill, Nadine Alkharrat, and Charles Stapleton, College of DuPage
Showing Care to Students and Reaching Out: Daily Retention Strategies Used in the Classroom
Nickolas Shizas (Moraine Valley Community College), Cari Stevenson (Kankakee Community College), and Anthony Brower (Benedictine University)
Invited Address
Techniques for Making Our Courses and Ourselves Relevant and Responsive
Steven Meyers, Roosevelt University