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113POSTER 7THE INSTRUMENTAL DUNGEON: GAMIFYING CONTENT IMPROVED ENGAGEMENT IN AN UNDERGRADUATE LEARNING COURSESHARON HIMMANEN (CEDAR CREST COLLEGE) The roleplaying game Dungeons and Dragons was used in an undergraduate learning course to gamify the methodology and theoretical relevance of select maze and puzzle box experiments (Thorndike, 1898; Lieberman et al., 1979). Feedback and qualitative data indicated high engagement in the activities that translated into success on learning outcomes and assessments. Additional benefits included repetition and reinforcement of methodology and concepts, and simple probability modeling of maze learning.POSTER 8TEACHABLE MOMENTS: TEACHERS' DILEMMAS IN THE CLASSROOMMG HODGE (TEMPLE UNIVERSITY), ALYSSA JOSSELSOHN (TEMPLE UNIVERSITY), JOEY EISMAN (TEMPLE UNIVERSITY), AVI KAPLAN (TEMPLE UNIVERSITY), TIM PATTERSON (TEMPLE UNIVERSITY), ABBY REISMAN (UNIVERSITY OF PENNSYLVANIA) This proposal explores social studies teachers' dilemmas and their role identity challenges when facilitating classroom discussions. Using the Dynamic Systems Model of Role Identity (DSMRI), fifteen preservice and novice teachers analyzed their own in-class discussions, identifying the tensions between their role identities. Our findings suggest that integrating these dilemmas into teacher education and professional development (PD) can promote teacher identity exploration and enhance their ability to lead effective classroom discussions.POSTER 9COMPARISON OF DISSERTATION TOPICS FROM APA-ACCREDITED CLINICAL AND COUNSELING PSYCHOLOGY PSYD PROGRAMSKIMBERLY DASCH-YEE (HOLY FAMILY UNIVERSITY) Dissertation topics from APA-accredited Clinical and Counseling PsyD programs were compared. Keywords were gathered from dissertation titles and abstracts accessible on ProQuest from each type of program. Content analysis was used to arrive at frequent dissertation topics within each type of program. Chi square analyses were then conducted to examine for significant differences in frequency of dissertation topics between program types. Implications for students seeking specific types of training are discussed.POSTER 10STUDENT ATTITUDES TOWARD AI USE IN ACADEMIC AND NON-ACADEMIC CONTEXTSSUZANNE C. BAKER (JAMES MADISON UNIVERSITY), DANA S. DUNN (MORAVIAN UNIVERSITY) We present survey data on student attitudes toward generative AI use in a variety of contexts. Our goal is to compare student attitudes about their use of AI in academic work (e.g. assistance with writing paper drafts) with their attitudes toward AI use in a variety of academic (e.g. faculty use of AI in writing emails to students, giving feedback on assignments) and nonacademic contexts (e.g. use of AI by medical professionals).POSTER 11STUDENT BELIEFS ABOUT OPEN-ACCESS TEXTBOOKSELYSSA TWEDT (SAINT LAWRENCE UNIVERSITY), CARLEE BETH HAWKINS (SOUTHERN ILLINOIS UNIVERSITY EDWARDSVILLE) We developed a brief, reliable, and accessible questionnaire to measure student beliefs about openaccess textbooks. Students in a targeted sample currently using an open-access textbook in their course reported more positive beliefs about openaccess textbooks compared to traditional textbooks. However, these results did not extend to students recruited from a participant pool with varying levels of experience with open-access textbooks. This survey could be used by faculty when considering textbook adoption and effectiveness.POSTER 12CONTENT ANALYSIS OF UNDERGRADUATE MULTICULTURAL SYLLABICHARISSE CHAPPELL (SALISBURY UNIVERSITY) Chappell (2019) examined undergraduate multicultural issues in psychology courses with respect to frequently discussed topics, assignments, and readings. However, since that date, two important events have occurred in the country, namely the coronavirus pandemic, and an increasingly divided political climate. Each of these events may have implications for undergraduate multicultural survey courses. The purpose of the current study is to provide an updated analysis of survey undergraduate courses in multicultural issues/diversity in psychology.113Saturday, March 8