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115POSTER 17MOTIVATIONAL NEEDS IN THE CLASSROOM: A QUALITATIVE ANALYSISANSHA KHAN (WORCESTER STATE UNIVERSITY), PHOEBE NELSON (WORCESTER STATE UNIVERSITY), KATHRYN FRAZIER (WORCESTER STATE UNIVERSITY) Faculty-student relationships play a key role in student success and motivation, aligning with the Self Determination Theory. Thirty-two participants responded to four open-ended prompts on their perceived motivational and engagement supports in the classroom. Findings showed that the three needs of the theory were most effective when addressed together. Key themes included feeling understood by professors, faculty caring about student success, balancing autonomy with clear expectations, and incorporating \POSTER 18DO MISSION STATEMENTS INDICATING PROFESSIONAL DEVELOPMENT PREDICT CAREERS COURSES SIX YEARS LATER?HANNAH THOMPSON (SALISBURY UNIVERSITY), MADILYN DRURY (SALISBURY UNIVERSITY), MORGAN PILLA (ROWAN UNIVERSITY), J. CRAIG CLARKE (SALISBURY UNIVERSITY), ROB FOELS (RUTGERS UNIVERSITY), THOMAS J. TOMCHO (SALISBURY UNIVERSITY) Mission statements shape priorities for organizations. We examined publicly available psychology department mission statements, and presence/absence of careers courses in 232 psychology departments. Although the presence of career-related information in mission statements predicted the presence of careers courses in 2018, it was not predictive of careers courses six years later. With declining enrollments, more departments may be connecting learning with careers (with or without career-related courses) without alluding to career-related information in their mission statementPOSTER 19DIFFERENTIAL EFFECTS OF RECENT SCOTUS DECISIONS ON SUPPORT FOR UNDERREPRESENTED STUDENTSJEF LAMOUREUX (BOSTON COLLEGE), MELVIN BUTLER (UNIVERSITY OF MIAMI), KENDALL MCKOON (BOSTON COLLEGE), ANNIE COZENS (BOSTON COLLEGE) The recent Supreme Court decisions curtailing traditional affirmative action measures in the college admissions process can substantially impact the support offered to students from under-represented populations starting college. We compare the apparent effects of these decisions on programs designed to support under-represented students at two institutions. An enrichment program that is administered after the admission decision was far less affected by these changes than a scholarship program tied to admissions decisions.POSTER 20DOES THE SHOE FIT?: SELF-OTHER OVERLAP EMPATHIC MOTIVATIONS OF ONE TEACHERJOSEPH EISMAN (UNIVERSITY OF PENNSYLVANIA), AVI KAPLAN (TEMPLE UNIVERSITY), TIMOTHY PATTERSON (TEMPLE UNIVERSITY), JOANNA GARNER (OLD DOMINION UNIVERSITY) Teacher empathy is associated with many outcomes. However, the specific motivational mechanisms that motivate teachers to empathize with their students is still understudied. This case study study explored the role of the empathic phenomenon self-other overlap, which describes perceived connectedness between a teacher and student. Analysis suggested that teacher empathy was characterized by self-other overlap, highlighting self-other overlap's role in motivating teacher empathy. That is, perceived similarity between teachers and students may motivate teachers.POSTER 21INTERSECTIONALITY ANALYSIS OF INSTITUTIONAL SUPPORT RESOURCES AND COLLEGE SENSE OF BELONGINGLISA DINELLA (MONMOUTH UNIVERSITY), HALEY TISCHLER (MONMOUTH UNIVERSITY), EMMA GREENSPON (ST. JOHN FISHER UNIVERSITY) This study investigated institutional support resource use and awareness as related to students' college sense of belonging and whether resource use, awareness and belonging varied across identity factors (generational status, gender, and race). Findings indicated students do vary in their college experience and highlight a need to address gender and race differences in help-seeking behavior. More inclusive practices on college campuses are needed, beyond resource advertising, to support first-generation college students and students of color.POSTER 22GENDER DIFFERENCES IN COMMUNITY COLLEGE PSYCHOLOGY STUDENTS' COOPERATIVE LEARNING EXPERIENCES---QUALITATIVE ANALYSIS115Saturday, March 8