Buch, Englisch, 311 Seiten, Paperback, Format (B × H): 152 mm x 226 mm, Gewicht: 458 g
Expert Advice on Teacher Training, Course Design, and Student Success
Buch, Englisch, 311 Seiten, Paperback, Format (B × H): 152 mm x 226 mm, Gewicht: 458 g
ISBN: 978-1-4338-3472-1
Verlag: American Psychological Association (APA)
Each year, well over a million undergraduate students take an introductory psychology course. This edited volume presents recommendations for designing and teaching this important course.
The recommendations stem from an initiative of the American Psychological Association, which seeks to make introductory psychology a transformational experience for students. While some students taking the course will become psychology majors or even psychologists, most will pursue other careers. Thus, successful introductory psychology courses help students grow personally, academically, and professionally with skills that will be valuable for the rest of their lives, regardless of career.
The book’s recommendations cover four key areas: course design, defining and assessing student learning goals and outcomes, teacher training and development, and student learning and transformation. Chapters illustrate how to implement the recommendations in various institutions, including public and private colleges and universities, research universities, liberal arts colleges, comprehensive universities, two-year colleges, and high school.
Given the diverse purposes served by the introductory psychology course, this work is a must-have for every psychology department and every person who teaches introductory psychology.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
- Preface
Regan A. R. Gurung and Garth Neufeld
- Introduction: The Introductory Psychology Initiative
Regan A. R. Gurung and Garth Neufeld
I. Introductory Psychology Initiative Recommendations
- 1. Why Introductory Psychology?
Stephen L. Chew, Karen Z. Naufel, Guy A. Boysen, Katherine Wickes, and Jerry Rudmann
- 2. Designing the Introductory Psychology Course: An Evidence-Informed Framework
Bridgette Martin Hard, Dana S. Dunn, Robin Musselman, Danae L. Hudson, and Aaron S. Richmond
- 3. Measuring Meaningful Learning in Introductory Psychology: The IPI Student Learning Outcomes
Jane S. Halonen, Jennifer L. W. Thompson, Kristin H. Whitlock, R. Eric Landrum, and Sue Frantz
- 4. Assessing Student Learning Outcomes in Introductory Psychology
Jane S. Halonen, Jennifer L. W. Thompson, Kristin H. Whitlock, R. Eric Landrum, and Sue Frantz
- 5. Navigating the Nuances of Teaching Introductory Psychology: A Roadmap for Implementing Evidence-Based Instructional Methods
Danae L. Hudson, Aaron S. Richmond, Bridgette Martin Hard, Dana S. Dunn, and Robin Musselman
- 6. The Successful Psychology Course: Transformative Skills in Introductory Psychology
Stephen L. Chew, Guy A. Boysen, Karen Z. Naufel, Katherine Wickes, and Jerry Rudmann
- 7. Changing the Paradigm: Support and Development for Teachers of Introductory Psychology
Melissa Beers, William S. Altman, Elizabeth Yost Hammer, Erin Hardin, and Jordan Troisi
II. Operationalizing Recommendations Across Diverse Contexts0
- 8. Teaching Introductory Psychology as a High School Elective: Davis High School
Kristin Whitlock
- 9. Teaching Introductory Psychology to Students of Varying Ages: Cascadia College
Garth Neufeld
- 10. Teaching Introductory Psychology When There Is No Standardization: Lehigh Carbon Community College
Robin Musselman
- 11. Teaching Introductory Psychology to Students with Varying Degrees of Readiness: Irvine Valley College
Jerry Rudmann, Kari Tucker, Michael Cassens, Benjamin Mis, and Yemmy Taylor
- 12. Teaching Introductory Psychology in a Small University: McKendree University
Guy A. Boysen
- 13. Teaching Introductory Psychology to a Homogenous Student Population: Samford University
Stephen L. Chew
- 14. Teaching Introductory Psychology in a Historically Black College/University for Women: Spelman College
Shani N. Harris, Kai McCormack, Angela Farris-Watkins, Juanchella Grooms Francis, and Karen Brakke
- 15. Teaching Introductory Psychology When Classes Have Uneven Enrollment: The University of Tennessee
Erin Hardin
- 16. Teaching Introductory Psychology in Large Classes: Missouri State University
Danae L. Hudson
- 17. Teaching Introductory Psychology When the Department Is Growing: Oregon State University
Regan A. R. Gurung
- Appendix A: Census Questionnaire
APA Introductory Psychology Initiative Working Group
- Appendix B. Census Response Data
APA Introductory Psychology Initiative Working Group
- Appendix C: Study Skills Lesson
Stephen L. Chew and Guy A. Boysen
