ALL: Welcome to the Authentic Learning Lab

Research and Innovations

The Plagiarism Prevention Tutorial

The Plagiarism Prevention Tutorial uses the 7th Edition of the Publication Manual of the American Psychological Association to discuss common questions and issues that can lead to plagiarism, including (a) failure to properly cite sources, (b) citing sources before examining that source, (c) over-reliance on the words or organizational structure of someone else’s work, (d) overuse of other people’s work, at the expense of one’s own contributions, and (e) self-plagiarism. Students learn how to correct these errors as they progress through five sections of the tutorial: (1) What is plagiarism? (2) Citing sources using APA style, (3) Paraphrasing information, (4) Making it your own, and (5) Preparing a list of references. The tutorial, along with a quiz and answer key, have been published as a peer reviewed teaching resource with the Society for the Teaching of Psychology.Bramesfeld, K. D. (2020; 2014). Plagiarism prevention tutorial: How to avoid common forms of plagiarism. (Updated to reflect the 7th Edition of the APA Publication Manual). [Refereed teaching resource]. Society for the Teaching of Psychology’s Resources for Teachers of Psychology. Retrieved from https://teachpsych.org/page-1603066#ethical

The Game of Social Life

The Game of Social Life started out as a poverty simulation board game designed to teach students about the psychological consequences and opportunity costs of poverty. The original game was published as a peer-reviewed teaching resource with the Teaching Resources and Innovations Library for Sociology (TRAILS; see Bramesfeld, 2015). An evaluation of that game was published in the referred journal,Teaching of Sociology (see Bramesfeld & Good, 2015).Based on its success, I created the Game of Social Life: Intersectionality Awareness Game.  The game expands upon the original poverty simulation board game to teach about the numerous ways that poverty intersects with social class, race, ethnicity, citizenship, gender, sexual identity, and disability to impact education, health, wellbeing, economic access, and power. The strategy game can be implemented in small and large enrollment settings using a PowerPoint presentation and printed score sheets. The game resources have been published as a peer-reviewed teaching resource with the Society for Teaching of Psychology (STP; see Bramesfeld; 2015). An evaluation of the game has been published in the refereed journal, Teaching of Psychology (see Bramesfeld & Good, 2016).With the help of a University of Toronto ITIF support stream grant (2018-2021) and a University of Toronto LEAF impact grant (2022-2025), the Authentic Learning Lab (ALL) is currently in the process of developing an online game focused on teaching about privilege, oppression, empowerment, and advocacy from a multidisciplinary and intersectional lens. Want to get involved in developing and evaluating the game? Learn more about our ongoing Lab Activities.

Publications and Resources

Bramesfeld, K. D. (2021). Examining the big picture: Using serious games to teach about psychology from a social-ecological perspective. In Wong, M. S., Weiner, L., Cerniak, J., & Yee, L. T. S. (Eds.), Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses. (Vol 1: Ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status) (pp. 270-275). Society for Teaching of Psychology. Retrieved from http://teachpsych.org/ebooks/diverse1

Bramesfeld, K. D. & Good, A. (2016). C’est La Vie! The Game of Social Life: Using an intersectionality approach to teach about privilege and structural inequality. Teaching of Psychology, 43, 294-304. http://dx.doi.org/10.1177/0098628316662758

Bramesfeld, K. D., & Good, A. (2015). The Game of Social Life: An assessment of a multidimensional poverty simulation. Teaching Sociology, 43, 92-103. http://dx.doi.org/10.1177/0092055X15569316

Bramesfeld, K. D. (2015). C’est La Vie: The Game of Social Life – A role-playing game for teaching about privilege, oppression, and intersectionality. [Refereed teaching resource]. Office of Teaching Resources in Psychology. Retrieved from http://teachpsych.org/page–1603066 [Social]

Bramesfeld, K. D. (2015). The Game of Social Life: A multidimensional poverty simulation. [Refereed teaching resource]. Teaching Resources and Innovations Library for Sociology. Washington DC: American Sociological Association. Retrieved from https://ojs.trails-asanet-org.aghosted.com/article/view/the-game-of-social-life-a-multidimensional-poverty  

Good, A. & Bramesfeld, K. D. (2015, June). Fun, games, and inequality. [Invited guest blog post]. Broadbent Blog.

The Food Security Quest

The Food Security Quest was created in partnership with the School of Nutrition at Toronto Metropolitan University with the support of an eCampusOntario grant. It is an online learning game focused on the topic of food security. The game allows players to step into the life of a fictional character in order to help the character navigate different decisions while trying to stay food secure.Access the Food Security QuestBramesfeld, K.D., Moraes, A., & Good, A. (2018). The Food Security Quest. [OER]

Burling, M. G. H., Rahouma, L., Good, A., Kasper, J. C., Kranyak, S., Ramnarine, K., & Bramesfeld, K. D. (2020). Our quest for success: Using a multidisciplinary students-as-partners model to develop an innovative online learning game. International Journal for Students as Partners, 4(1), 10 pages. https://doi.org/10.15173/ijsap.v4i1.3928

Game Development Resources

Burling, M. G. H., Rahouma, L., Good, A., Kasper, J. C., Kranyak, S., Ramnarine, K., & Bramesfeld, K. D. (2020). Our quest for success: Using a multidisciplinary students-as-partners model to develop an innovative online learning game. International Journal for Students as Partners, 4(1), 10 pages. https://doi.org/10.15173/ijsap.v4i1.3928Silva, D. Y., Nahle, R., Bhatia, D., Bramesfeld, K. D. (2021). Do-it-yourself digital game design: Using Twine to create dynamic learning games. Resource guide prepared for the University of Toronto’s Academic & Collaborative Technologies (ACT) group (link).

Student Engagement

Bramesfeld, K. D., Leslie-Joachim, B., Hailemichael, A., & Veliz, D. (accepted, in press). Using a community-engaged knowledge mobilization project to build students’ capacity for personal and community empowerment. In Fortner, M. & Katzarska-Miller, I. (Eds.). Empowering Students as Change Agents in Psychology Courses (STP e-book).Sangha, J., & Bramesfeld, K. D. (2021). Using a mindfulness-based deep listening exercise to engage students in difficult dialogues about diversity, equity, and inclusion. In Wong, M. S., Weiner, L., Cerniak, J., & Yee, L. T. S. (Eds.), Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses. (Vol 2: Intersectionality) (pp. 7-11). Society for Teaching of Psychology. Retrieved from http://teachpsych.org/ebooks/diverse2Burling, M. G. H., Rahouma, L., Good, A., Kasper, J. C., Kranyak, S., Ramnarine, K., & Bramesfeld, K. D. (2020). Our quest for success: Using a multidisciplinary students-as-partners model to develop an innovative online learning game. International Journal for Students as Partners, 4(1), 10 pages. https://doi.org/10.15173/ijsap.v4i1.3928

Bramesfeld, K. D. (2020). ASK047: How do I keep discussion boards from being so tedious? [PsycSessions Podcast episode]

Bramesfeld, K. D. (2018, July). Teaching about social class within the discipline of psychology: Challenges and lessons learned. [Invited introduction]. The SES Indicator. American Psychological Association. Retrieved from https://www.apa.org/pi/ses/resources/indicator/2018/07/social-class

Centre for Teaching Support & Innovation. (2018). University of Toronto’s Cascaded Course Evaluation Framework: Validation Study of the Institutional Composite Mean (ICM). [Technical report]. Toronto, ON: Centre for Teaching Support & Innovation, University of Toronto. [Lead Contributor, Data Analyst]. Retrieved from https://uoft.me/validation-study

Centre for Teaching Support and Innovation (2018). University of Toronto Course Evaluation Interpretation Guidelines for Academic Administrators. [Administrative document]. Toronto, ON: Centre for Teaching Support & Innovation, University of Toronto. [Co-contributor, Data Analyst]. Retrieved from CTSI.

Nolan, S. (Chair), Freeman, J. (Chair), Bramesfeld, K., Grosofsky, A., Moore, B., Scott-Johnson, P., Wyner, E. (Co-contributors listed alphabetically). (2014). Statistical literacy in the introductory psychology course. [Refereed teaching resource]. Office of Teaching Resources in Psychology. Retrieved from http://teachpsych.org/page–1603066 [Statistics]

Other Research Collaborations

Vijayasingam, V., Hussain, Z., & Bramesfeld, K.D. (2021). Hypocrisy and moral justification: Do consequences and reasons make a difference? Journal of Natural Sciences, 2(1), 49-61. https://doi.org/10.33137/jns.v2i1.34659Xue, J. Q., & Bramesfeld, K.D. (2020). Perceptions of prosocial behaviour: Understanding the self-presentation of hardships incurred during altruistic acts. Psi Chi Journal of Psychological Research, 25(4), 308-317. https://doi.org/10.24839/2325-7342.JN25.4.304Bramesfeld, K. D., Platt, L.F., & Bal, J.K. (2019). Mental health, multicultural competence, and cultural humility from an intersectional framework. In M. Zangeneh and A. Al-Krenawi (Eds.), Culture and Diversity. New York: Springer. [Copy is available upon request].

Hutton, S., Park, P., Levine, M., & Bramesfeld, K. D. (2017). Self-advocacy from the ashes of the institution. Canadian Journal of Disability Studies, 6 (3), 31-59. Retrieved from http://cjds.uwaterloo.ca/index.php/cjds/article/view/365

Diamond, R. M., Brimhall, A. S., & Bramesfeld, K. D. (2017). Got trust? A mixed-method consideration of how past relationships influence perceptions of trust. Journal of Divorce & Remarriage, 58, 64-81. http://doi.org/10.1080/10502556.2016.1268012  

Bramesfeld, K. D., Carrick, A. C., Lessmeier, S. L., Nicoloff, A. N., Keiser, M. E., & Metter, S. E.  (2013). Parental involvement in a childcare center: Assessing predictors of school-based  involvement. Psi Chi Journal of Psychological Research, 18, 103-115. https://doi.org/10.24839/2164https://doi.org/10.24839/2164-8204.JN18.3.1038204.JN18.3.103

Mirecki (Diamond), R. M., Brimhall, A. S. & Bramesfeld, K. (2013). Communication during conflict: Differences between individuals in first and second marriages. Journal of Divorce & Remarriage, 54, 197-213. http://dx.doi.org/10.1080/10502556.2013.773798

Bramesfeld, K. D., & Gasper, K. (2010). Sad-and-social is not smart: The moderating effects of social anticipation on mood and information processing. Journal of Experimental Social Psychology, 46, 146-151. http://dx.doi.org/10.1016/j.jesp.2009.09.005

Lentine, K. L., Schnitzler, M. A., Abbot, K. C., Bramesfeld, K., Buchanan, P. M., Brennan, D. C. (2009). Sensitivity of billing claims for cardiovascular disease events among kidney transplant recipients. Clinical Journal of the American Society of Nephrology, 4, 1213-1221. http://dx.doi.org/10.2215/CJN.00670109

Bramesfeld, K. D., & Gasper, K. (2008). Happily putting the pieces together: A test of two explanations for the effects of mood on group-level information processing. British Journal of Social Psychology, 47, 285-309. http://dx.doi.org/10.1348/000712607X218295

Gasper, K., & Bramesfeld, K. D. (2006). Imparting Arnold’s wisdom: Integrating research on affect and motivation. Cognition and Emotion, 20, 1001-1026. http://dx.doi.org/1080/02699930600616122

Gasper, K., & Bramesfeld, K. D. (2006). Should I follow my feelings? Individual differences in following feelings predicts affective experience, well-being, and responsiveness. Journal of Research in Personality, 40, 986-1014. http://dx.doi.org/10.1016/j.jrp.2005.10.001