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116CHRISTOPHER ARRA (NORTHERN VIRGINIA COMMUNITY COLLEGE), GRACE ARRA (GEORGE MASON UNIVERSITY), IMAAN AHMED (NORTHERN VIRGINIA COMMUNITY COLLEGE), VLERA BAFTIJA (GEORGE MASON UNIVERSITY), CAROLYN GUIRGUIS (GEORGE MASON UNIVERSITY), ELIZABETH SCHICK (NORTHERN VIRGINIA COMMUNITY COLLEGE) The goal of the study was to assess the effects of gender on college students' perceptions of the cooperative learning process. Ninety-five college students completed 5 open-ended questions that asked students about their preferences for cooperative learning activities.Some qualitative findings were that male and female students prefer the same type of group work, and male and female students agreed that providing rewards and full group participation are ways of making group work more enjoyable.POSTER 23IDEAS AND ACCESS TO TOOLS/APPROACHES FOR CLASSROOM TEACHING IN MULTICULTURAL SKILLSMEENAKSHI PANDE (PENNSYLVANIA STATE UNIVERSITY, HARRISBURG), STEPHANIE WINKELJOHN BLACK (PENNSYLVANIA STATE UNIVERSITY, HARRISBURG) Multicultural competence and humility are regarded as foundational skills for psychologists and psychotherapists; as such, best practices recommend that all graduate coursework infuse multicultural frameworks and material. \Deliberate\program that combines practice opportunities (using videotaped client vignettes) with a workbook to increase psychotherapists' multicultural humility and comfort toward diverse clients. This poster will discuss how to effectively implement this program into graduate education.POSTER 24ENLISTING PEER LEADERS IN BUILDING COMMUNITIES OF INQUIRY IN INTRODUCTORY PSYCHOLOGYRIYA ANJARIA (CUNY GRADUATE CENTER), SHIBANI CHAKRAVORTY (CUNY GRADUATE CENTER & THE COLLEGE OF STATEN ISLAND, CUNY), C. DONNAN GRAVELLE (CUNY GRADUATE CENTER & THE COLLEGE OF STATEN ISLAND, CUNY), ELIZABETH S. CHE (CUNY GRADUATE CENTER & THE COLLEGE OF STATEN ISLAND, CUNY), ANTONELLA GUADAGNINO (CUNY GRADUATE CENTER & THE COLLEGE OF STATEN ISLAND, CUNY), RAOUL ROBERTS (CUNY GRADUATE CENTER), ARSHIA LODHI (CUNY GRADUATE CENTER), COLIN ALARCON (THE COLLEGE OF STATEN ISLAND, CUNY), KATHLEEN CUMISKEY (CUNY GRADUATE CENTER & THE COLLEGE OF STATEN ISLAND, CUNY), DANIEL MCCLOSKEY (THE COLLEGE OF STATEN ISLAND, CUNY), PATRICIA J. BROOKS (CUNY GRADUATE CENTER & THE COLLEGE OF STATEN ISLAND, CUNY) The Community of Inquiry framework emphasizes the importance of student connections in course outcomes. We examined the impact of peer leaders on Introductory Psychology students' sense of social and teaching presence. Peer leaders facilitated group work during class. While peer-leader sections showed increased social presence from the start to midsemester, traditional sections showed declines in social presence. These results indicate the value of involving peers to bolster interaction in large-format courses and promote belonging.POSTER 25INTERNSHIP COURSES IN COLLEGE: STUDENT ATTITUDESNIKASH KALE (BUCKNELL UNIVERSITY), CRYSTAL SNYDER (BUCKNELL UNIVERSITY), MAYA HERNANDEZ (BUCKNELL UNIVERSITY), JEAN PICADO (BUCKNELL UNIVERSITY), MAX SPAULDING (BUCKNELL UNIVERSITY), JAHNIA TREADWELL (BUCKNELL UNIVERSITY), JASMINE MENA (BUCKNELL UNIVERSITY) Prior research indicates that mothers are held to a different standard than fathers when trying to gain paid work and third parties, such as professors, may influence decision makers' choices towards family work benefits. The results of this experimental study indicated that professor cues did not affect students' attitudes, likely due to ceiling effects. Future research with samples with more diverse attitudes on family work benefits at the outset is recommended.POSTER 26IMPACT OF ADVANCED DATA SCIENCE INSTRUCTION IN PSYCHOLOGY LABORATORY COURSESAILEEN BAILEY (SAINT MARY'S COLLEGE OF MARYLAND), SADIE GRZYMALSKI (ST. MARY'S COLLEGE OF MARYLAND), JAYDEN WASHINGTON (ST. MARY'S COLLEGE OF MARYLAND), JAMES MANTELL (ST. MARY'S COLLEGE OF MARYLAND) We measured the impact of data science psychology laboratory courses on critical thinking, quantitative literacy, data science skills, and confidence. Each course was designed to explicitly scaffold data science instruction in support of a semester-long research project. Data science instruction included data ethics, data wrangling, data visualization and interpretation, and data storytelling using PsychoPy and/or Jupyter 116