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112MACKENZIE (JAMES MADISON UNIVERSITY), ANTONIO TOSCANO (JAMES MADISON UNIVERSITY) Student often informally complain that required classes are boring. We found that students taking PSYC 101 classes because they are required do indeed report more boredom in the classroom and while studying than students who are taking the same class as anelective. Bored students make lower grades, and they utilize less effective academic strategies, such as avoiding boredom by cutting classes, procrastinating study, and failing to take advantage of office hours and review sessions.POSTER 2VERY MINDFUL, VERY DEMURE: PROMOTING EVIDENCE-BASED MENTAL HEALTH AWARENESS ON SOCIAL MEDIAJOY B. KRUMENACKER (PENN STATE NEW KENSINGTON A CAMPUS OF THE PENNSYLVANIA STATE UNIVERSIT), MEREDITH CARTER (PENN STATE UNIVERSITY, NEW KENSINGTON), ZOE KING (PENN STATE UNIVERSITY, NEW KENSINGTON) This case study aims to address mental health and wellness misinformation on various social media sites by giving students of an Introduction to Abnormal Psychology course the opportunity to become mindful content creators of a chosen mental health disorder. Students will share their interpretation of scholarly material as a way to responsibly educate their audience. Students who participated in this project found it to be valuable and worth repeating in future sections of the course.POSTER 3BARRIERS AFFECTING A VETERAN WITH INVISIBLE DISABILITIES IN PERSISTING IN HIGHER EDUCATIONTAMARAH SMITH (GWYNEDD MERCY UNIVERSITY) Students with invisible disabilities face numerous barriers that can hinder them from being successful in higher education. This autoethnographic study examined the case of a veteran with an invisible disability enrolling and persisting in college. The analysis revealed key themes around how an invisible disability intersected with barriers to higher education success including a lack of the institution's acknowledgment of the disability and awareness around how to provide accommodations.POSTER 4USING PERSONALIZED POST-EXAM EMAILS TO CONVEY CARE IN HIGH-ENROLLMENT COURSESCHRISTIE CATHEY (INDEPENDENT), BROOKE WHISENHUNT (MISSOURI STATE UNIVERSITY), DANAE HUDSON (MISSOURI STATE UNIVERSITY) Students in high-enrollment classes can feel like \a number\about their success.%u00c2 This poster describes our use of \ emails to counter these beliefs and presents the overwhelmingly positive feedback we have received from students on the effectiveness of this simple strategy.POSTER 5BUILDING STRONGER RESEARCH COMMUNITIES: THE NICER PROJECTANTONIOS KAGIALIS (UNIVERSITY OF CRETE, GREECE), ZANE ZHENG (LASELL UNIVERSITY, USA) We introduce the Psi Chi's Network for International Collaborative Exchange Regional (NICER), a new research platform launching in the Eastern U.S. this year. NICER embeds open science principles into the research process and addresses challenges in research rigor. Targeted at faculty and students from less research-intensive institutions, NICER offers opportunities to build research skills, form connections, and participate in large-scale collaborations. This initiative bridges gaps in research accessibility and engagement with clear steps for participation.POSTER 6CLIMATE CHANGE IN THE INTRODUCTORY PSYCHOLOGY CLASSROOMJESSICA NOLAN (UNIVERSITY OF SCRANTON), CHRISTOPHER HOLLAND (THE COLLEGE OF NEW JERSEY), ALEXANDRIA HADD (ROLLINS SCHOOL OF PUBLIC HEALTH AT EMORY UNIVERSITY), EMILY BURGER (UNIVERSITY OF SCRANTON), EMMA TRAUTFETTER (UNIVERSITY OF SCRANTON), ELISE KOEGLER (UNIVERSITY OF SCRANTON), JOSEPH VAZQUEZ (UNIVERSITY OF SCRANTON) The American Psychological Association (APA, 2022) has called for psychology instructors to incorporate content on climate change into their courses. Participants for this study were 55 self-identified psychology instructors. Survey results showed that while most instructors have not yet incorporated climate change content into their introductory psychology courses, a majority would be willing to do so in the future and would like resources for this purpose.112