Browse the online program to view session details, scheduling, and speakers.

For anyone interested in learning more about teaching – researchers, teachers and grad students – all are welcome! The APS Annual Convention offers educational sessions on the teaching of psychological science including the annual Teaching Institute preconference, and the APS-David Myers Distinguished Lecture on the Science and Craft of Teaching Psychological Science.

The 2026 Teaching Institute program offers informative talks and practical advice from experts on the teaching of psychology. The Teaching Institute begins with an evening workshop on Wednesday, 27 May, and continues with a day-long program on Thursday, 28 May. An additional registration fee is required.

Please follow these instructions to add the Teaching Institute to your exisiting 2026 APS Annual Convention registration purchase.

APS Teaching Institute

PLEASE NOTE: An additional registration fee is required. Please follow these instructions to add the Teaching Institute to your exisiting 2026 APS Annual Convention registration purchase.

Wednesday, 27 May

Workshop

15:00 – 17:00 (3:00 PM – 5:00 PM)

Combatting Myths and Misconceptions in Psychological Science

Presenters:  

• E. Leslie Cameron, Carthage College, USA
• Maya M. Khanna, Creighton University, USA
• Jennifer McGee, Oxford College of Emory University, USA
• Annette Taylor, University of San Diego, USA

Misconceptions about psychological phenomena are widespread, durable, and even held by psychology students and faculty. In this workshop, we will discuss our investigations of psychological misconceptions and some factors we have found that reduce their prevalence. Finally, we will invite participants to consider ways they too could combat psychological misconceptions.

Thursday, 28 May

Opening Plenary

08:45 – 09:45 (8:45 AM – 9:45 AM)

Simulation-Based Learning in the Age of AI

Presenter:  Frank Fischer, University of Munich, Germany

The lecture presents a conceptual framework linking learner characteristics, learning processes, and outcomes in simulation‑based learning. It summarizes experimental and meta‑analytic findings on prior knowledge, epistemic activities, scaffolding, and feedback, and highlights how artificial intelligence can support data analysis and provide adaptive, personalized instructional support across domains in higher education.

AM Concurrent Sessions

10:00 – 11:00 (10:00 AM – 11:00 AM)

Bullying and Cyberbullying in Adolescence

Presenter: Antonio Camacho Lopez, Universidad de Córdoba

This teaching session examines the current understanding of bullying and cyberbullying. It explores the explanatory mechanisms regarding how adolescents become involved as bystanders and perpetrators. Furthermore, practical educational implications for the design and implementation of prevention strategies are discussed.

Learning to Speak SoTL – For Psychological Scientists

Presenter: Michelle Eady, University of Wollongong, Australia

This presentation introduces psychological scientists to the Scholarship of Teaching and Learning (SoTL) as a rigorous, evidence‑driven approach to improving student learning. Participants learn foundational SoTL language, frameworks, and reflective practices, and explore how inquiry familiar to research psychologists can be applied to teaching. The session supports attendees in beginning publishable SoTL investigations within psychology.

Teaching Institute Poster Session

11:15 – 12:15 (11:15 AM – 12:15 PM)

Distinguished Plenary Lecture

13:30 – 14:30 (1:30 PM – 2:30 PM)

Development Cognitive Neuroscience, Reading and Dyslexia

Presenter: Usha Goswami, University of Cambridge, United Kingdom

Recent insights from auditory neuroscience provide a new perspective on how the brain encodes speech. Using these recent insights, I will provide an overview of key factors underpinning individual differences in children’s development of language and phonology, providing a context for exploring dyslexia based on speech rhythm patterns.

PM Concurrent Sessions

14:45 – 15:45 (2:45 PM – 3:45 PM)

SoTL Next – Designing and Publishing SoTL in Psychology

Presenters: Michelle Eady, University of Wollongong, Australia

This engaged workshop guides psychological scientists in developing robust SoTL projects and translating them into publishable scholarship. Participants refine researchable questions, align methods and ethics with disciplinary standards, and analyse examples of publishable SoTL in psychology. The session emphasizes collaboration, conceptual clarity, and strategic pathways for submitting SoTL work to high‑quality journals.

Learning to Learn: Evidence-Informed Learning Strategies

Presenter: Héctor Ruiz Martin, International Science Teaching Foundation, Spain

When students face a learning challenge, they prepare for it in ways that seem most appropriate to them, based on their beliefs about how memory and learning work and on their self-concept as learners. However, research in cognitive science over the past decades has shown that certain actions and conditions can make students’ learning efforts more effective, even when they appear counterintuitive. These evidence-informed learning strategies are aligned with the underlying mechanisms of learning and can benefit students who understand and apply them in their study practices. In this sense, “learning to learn” refers to acquiring these approaches to learning, which can make the effort invested in studying more productive.

Closing Plenary

16:00 – 17:00 (4:00 PM – 5:00 PM)

Cultivating Success: Advancing Inclusive Mentorship and Institutional Responsibility

Presenter: Marci Lobel, Stony Brook University, USA

This presentation focuses on the transformative impact of mentorship while addressing challenges inherent in mentor-trainee relationships, especially for women and underrepresented groups. Drawing on a career providing and receiving mentorship, I highlight that institutions must move beyond individual effort to formalize mentor training and reward excellence to sustain a culture of success.

APS 2026 Teaching Session

The following session is included in your APS 2026 registration:

Saturday, 30 May

APS-David Myers Distinguished Lecture on the Science and Craft of Teaching Psychological Science

This lecture is sponsored by the APS Fund for Teaching and Public Understanding of Psychological Science.

12:00 – 13:00 (12:00 PM – 1:00 PM)

Where Teaching and Everyday Life Meet: Bringing Autobiographical Memory Into the Lecture Hall

Presenter: Dorthe Berntsen, Aarhus University, Denmark

Autobiographical memory – memory for the personal past – is typically underrepresented in introductory textbooks and lectures on cognitive psychology. However, because it is a complex real-world phenomenon, teaching autobiographical memory highlights the real-life implications of memory research and its close connections to other areas, notably clinical, social, and moral psychology.