Transforming Introductory Psychology Expert Advice on Teacher Training, Course Design, and Student Success
by Gurung, Regan A. R.; Neufeld, Garth-
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Summary
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.
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.
"Transforming Introductory Psychology is a treasure-trove of information for both seasoned and new instructors. Every chapter is written by well-known psychologists with a cumulative hundreds of years of experience. It is a must-read for faculty, curriculum committees, and everyone else who cares about quality teaching." —DIANE F. HALPERN, PHD, PROFESSOR OF PSYCHOLOGY EMERITA, CLAREMONT MCKENNA COLLEGE, CLAREMONT, CA, AND PAST-PRESIDENT OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION
"A remarkable collection of chapters should be required reading for all teachers of introductory psychology, especially those who are considering reshaping the course in line with recommendations of the APA’s Introductory Psychology Initiative. e authors are expert introductory psychology teachers whose insights and ideas will surely stimulate colleagues at every academic level to think more deeply about their teaching goals and assessment methods, as well as about how they might incorporate thematic innovations into their courses. Bravo!" —DOUGLAS A. BERNSTEIN, PHD, UNIVERSITY OF SOUTH FLORIDA, TAMPA
Author Biography
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.
Table of Contents
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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