This book presents recommendations for teaching the introductory psychology course, developed by the Introductory Psychology Initiative (IPI) task force appointed by APA’s Board of Educational Affairs (BEA). Case studies illustrate the application of recommendations to learning goals and outcomes, course design, teacher training, and student transformation.
This book presents recommendations for teaching the introductory psychology course, developed by the Introductory Psychology Initiative (IPI) task force appointed by APA’s Board of Educational Affairs (BEA). Case studies illustrate the application of recommendations to learning goals and outcomes, course design, teacher training, and student transformation.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Regan A. R. Gurung, PhD, is Associate Vice Provost and Executive Director of the Center for Teaching and Learning, professor of psychological science, and director of the General Psychology program at Oregon State University. His Applied Social Cognition lab studies factors influencing teaching and learning. A recipient of the APF Charles L. Brewer Distinguished Teacher of Psychology Award, he is author/co-author/editor of 15 books and over 100 peer-reviewed articles. He was founding co-editor of APA's Scholarship of Teaching and Learning in Psychology and past president of both the Society for Teaching of Psychology (APA Division 2) and Psi Chi, the International Honors Society in Psychology. Garth Neufeld, PhD, is Professor of Psychology at Cascadia College, founder of Teaching Introductory Psychology Northwest and the Teaching of Psychology Incubator workshop, and co-founder of the PsychSessions podcast. He has served the national teaching of psychology community through the Society for the Teaching of Psychology, the AP Psychology Reading, and APA’s Education Directorate. In 2018, Garth was awarded a Citizen Psychologist presidential citation from the APA for co-founding Shared Space For All, an organization that educates and mentors at-risk Thai children toward the prevention of prostitution. He is also the recipient of the 2019 STP Wayne Weiten Teaching Excellence Award.
Inhaltsangabe
Contributors Preface 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 J. Beers, William S. Altman, Elizabeth Yost Hammer, Erin E. Hardin, and Jordan Troisi II. Operationalizing Recommendations Across Diverse Contexts 8. Teaching Introductory Psychology as a High School Elective: Davis High School Kristin H. Whitlock 9. Teaching Introductory Psychology to Students of Varying Ages: Cascadia College Garth Neufeld 10. Teaching Introductory Psychology With Revised Standards: 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 Liberal Arts College for Women: Spelman College Shani N. Harris, Kai M. McCormack, Angela Farris-Watkins, Juanchella Grooms Francis, and Karen Brakke 15. Teaching Introductory Psychology When Classes Have Uneven Enrollment: The University of Tennessee Erin E. 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 Index About the Editors
Contributors Preface 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 J. Beers, William S. Altman, Elizabeth Yost Hammer, Erin E. Hardin, and Jordan Troisi II. Operationalizing Recommendations Across Diverse Contexts 8. Teaching Introductory Psychology as a High School Elective: Davis High School Kristin H. Whitlock 9. Teaching Introductory Psychology to Students of Varying Ages: Cascadia College Garth Neufeld 10. Teaching Introductory Psychology With Revised Standards: 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 Liberal Arts College for Women: Spelman College Shani N. Harris, Kai M. McCormack, Angela Farris-Watkins, Juanchella Grooms Francis, and Karen Brakke 15. Teaching Introductory Psychology When Classes Have Uneven Enrollment: The University of Tennessee Erin E. 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 Index About the Editors
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